Some Guiding Thoughts : Curriculum and Evaluation

1. Some Guiding Thoughts:Curriculum and Evaluation A presentation for understanding the big picture. Deans Presentation Christie Brown, MELS-SSCA: Christie.brown@mels.gouv.qc.ca September 2008

2. MELS, QEP, 2007. p.11

3. Connections to the QEP

4. What is a Competency? • A competency is defined as the ability to act effectively by mobilizing (using) a range of resources. • MELS, p. 17, 2006

5. MELS, QEP, 2007. p.25

8. Description of what a student should be able to do Key Features Competency Manifestations “Observable Stuff” Source: MELS, QEP, 2007

9. Targeted Goals Source: MELS, Scales of Competency, p. 35

10. Complexity End Year 2 LES/ES Bilan – R8 Observations Peer Eval Tests Feedback Self-Eval Rubrics Strengths & Weaknesses S Beginning Year 1 Autonomy

11. Complexity End Year 2 Bilan – R4 R3 R2 R1 Beginning Year 1 Autonomy

12. J J LES LES/ES LES/ES LES LES R R R R R R R R R R Complexity End Year 2 Bilan – R8 R7 R6 R5 R4 R3 R2 R1 Beginning Year 1 Autonomy

13. Scales from MELS.

14. Weightings of the Competencies:

15. Sample Report

17. Science Programs

18. General Education Path and Applied Education Path Cycle One Secondary III Secondary IV Secondary V Minimum to Graduate Required to enter Pre-U SCIENCES in CEGEP SCIENCE & TECHNOLOGY (S&T) OPTION Same for all students 555-306 6 credits (150 hours) 555-404 4 credits (100 hrs) 558-404 4 credits (100 hrs) OPTION OPTION 2 OPTION 1 Physics 4 credits (100 hrs) Chemistry 4 credits (100 hrs) 557-306 6 credits (150 hours) 558-402 2 cr (50 hrs) OPT 557-406 6 credits (150 hrs) Approved documents are expected in Winter 2009. BRIDGE APPLIED SCIENCE AND TECHNOLOGY (AST)

19. Competency 1 Seeks answers or solutions to scientific or technological problems This competency is identical in both paths. This competency is developed through activities which force students to use either the scientific method or the design method.

20. Difference from Cycle 1? Cycle 1 said: “Chooses an investigation or design scenario”

21. Competency 2 Makes the most of his/her knowledge of science and technology • Applied Path: Grade 10 • Focuses on the analysis of technical applications. • Examples of Technologies: • Medical • Transportation • Agricultural • Information and Communication • MELS. Applied QEP, 2007. p. 24 • General Path: Grade 10 • Focuses on ISSUES analysis • Issues: • Climate Change • Deforestation • Energy Challenge • Drinking Water • MELS. General QEP, 2007. p. 46-53 Note: The forms of analysis are the same 10 ways seen in Cycle 1.

22. Technology Oriented GENERAL PATH

23. Technology Oriented APPLIED PATH

24. Competency 3 Communicates in the languages used in science and technology This competency is identical in both paths. In order to know whether the student has understood something - be it a concept, a skill, or a method – they must communicate this to us in an observable way…

26. Year 2 – General Path Concentration (ppm) Electrolytes; pH scale; Electrolytic dissociation Ions; Electrical conductivity Carbon cycle Nitrogen Cycle Factors that influence the distribution of biomes Marine Biomes Terrestrial biomes Combustion, photosynthesis and respiration Acid-base neutralization reaction; Balancing simple chemical equations Law of conservation of mass Minerals Soil profile Permafrost Energy resources Catchment area; Oceanic Circulation Glacier and ice floe; Salinity Energy resources Rutherford-Bohr Model Lewis Notation Physical Properties of solutions Biogeochemical cycles Chemical Changes Climate Zone Greenhouse Effect; Atmospheric circulation Air mass; Cyclone and anticyclone Energy resources Electricity: (Electrical charge; static electricity Ohm’s law; Electrical circuits Relation ship between power and electrical energy) Electromagnetism: (forces of attraction and Repulsion; Magnetic field of a live wire) Lithosphere Earth & Material Space World Living Technological World World (Ecology) Hydrosphere Organization of Matter Electricity and Electromagnetism Atmosphere Law of conservation of energy Energy efficiency Distinction between heat and energy Solar energy flow Earth-Moon system (Gravitational effect) Space Transformation of Energy Climate Change; Deforestation Drinking Water; Energy Challenge Density, biological cycles Study of Populations Electrical Engineering Dynamics of Communities Power supply; Conduction, insulation, and protection. Control Transformation of energy (electricity and light, heat, vibration, magnetism) Mechanical Engineering Biodiversity Disturbances Dynamics of Ecosystems: Materials Characteristics of linking of mechanical parts Guiding controls Construction and characteristics of motion Transmission systems (friction gears; pulleys And belt; gear assembly; sprocket wheels and chain; wheel and Worm gear) Speed Changes Construction and characteristics of transformation systems (screw gear system, connecting rods, cranks, slides, rotating Slider crank mechanism, rack and pinion drive, cams Trophic relationships; Primary productivity; Material and Energy flow; Chemical recycling Constraints (deflection, shearing) Characteristics of mechanical Properties; Types of properties (plastics, Thermoplastics, thermosetting plastics Ceramics, composites Modification of properties Degradation, protection

27. Year 2 – Applied Path Force; Types of forces Equilibrium of two forces Relationship between constant speed, distance and time Mass and Weight Archimedes Principle Pascal’s Law Bernoulli’s Principle Air mass; Cyclone and anticyclone Energy resources Minerals Energy resources Catchment area; Energy resources Solar energy flow Earth-Moon system (Gravitational effect) Combustion, oxidation Electricity: (Electrical charge; static electricity Ohm’s law; Electrical circuits Relation ship between power and electrical energy) Force and motion Disturbances Trophic Relationships Primary Productivity Material and energy flow Chemical Recycling Factors that influence the Distribution of biomes Ecosystems Hydrosphere Lithosphere Fluids Atmosphere Electromagnetism: (forces of attraction and Repulsion; Magnetic field of a live wire) Magnetic field of a solenoid Electromagnetic induction Chemical Changes Space Earth & Material Space World Technological World Electricity Electromagnetism Law of conservation of energy Energy efficiency Distinction between heat and energy Dynamics of Ecosystems Living World Transformation of Energy Multiview orthogonal projection (general drawing) Functional dimensioning Developments (prism, cylinder, pyramid, cone) Standards and representations (diagrams and symbols) Technologies: Medical, Information, Agricultural, Automotive Electrical Engineering Graphical Language: Power supply; Conduction, insulation, and protection (resistance and coding, Printed circuit). Typical Controls (unipolar, bipolar, unidirectional Bidirectional) Transformation of energy (electricity and light, heat, vibration, magnetism) Other functions (condenser, diode, transistor, Solid state relay Materials Manufacturing Manufacturing: Characteristics of drilling, tapping, threading, And bending Measurement and Inspection: Direct measurement (vernier calliper) Control, shape, and position (plane Section, angle) Mechanical Engineering Constraints (deflection, shearing) Characteristics of mechanical properties Heat treatments Types and properties: Plastics (thermoplastics, thermosetting, plastics) Ceramics Composites Modification of properties (degradation, protection) Adhesion and friction of parts Linking of mechanical parts (freedom of movement) Guiding controls Construction and characteristics of motion, Transmission systems (friction gears, pulleys and belt, Gear assembly, sprocket wheels and chain, wheel and worm gear) Speed changes, resisting torque, engine torque Construction and characteristics of motion: Transformation systems (screw gear system, connecting rods Cranks, slides, rotating slider crank mechanism, Rack and pinion drive, cams, eccentrics)

28. ¤ Simplified atomic model ¤ Neutron ¤ Rules of nomenclature and notation ¤ Polyatomic Ions ¤ Concept of mole ¤ Avogadro'd number Cycle 2, Year 2 Science and Technology of the environment General Option ¤ Nuclear Stability ¤ Radioactivity ¤ Fission and fusion ¤ Relationship between work, force and displacement ¤ Relationship between mass and weight ¤ Effectve force ¤ Relationship between work and energy ¤ Relative atomic mass ¤ Atomic number ¤ Periodicity of properties ¤ Isotopes ¤ Relationship between potential energy, mass, aceleration and displacement ¤ Relationship between kinetic energy, mass and speed. ¤ Relationship between thermal energy, soecific heat capacity, mass and temperature variations ¤ Kirchhoff's laws ¤ Electrical field ¤ Coulomb's law ¤ magnetic field of a solenoid ¤ Ecological Footprint ¤ Ecotoxicology contaminants bioconcentration bioaccumulation Lethal dose Approved Version Organization of Matter Nuclear Transformations Transformation of energy Periodic Table ¤ Oxidation ¤ Salts ¤ Stoichiometry ¤ Types of bonds (covalent ou ionic) ¤ Endothermic and exothermic reactions Electricity and Magnetism Ecology Genetics ¤ Heredity ¤ Genes ¤ Alleles ¤ Character Trait ¤ Genotype et phenotype ¤ Homozygote et heterozygote ¤ Dominance et recessivity ¤ Protein synthesis ¤ Cross-Breeding Food Production Residual Materials Material World Chemical Changes Living World Genetics Physical properties of solutions ¤ Concentration (mole/L) ¤ Strength of electrolytes Technological World ¤ Axonometric Projection : exploded view (reading) ¤ Multiview Orthogonal Projection (assembly drawing) ¤ Dinmensional tolerances Atmosphere Graphical Language ¤ Atmospheric Circulation prevailing winds ¤ Contamination Earth and Space Hydrosphere Mechanical Engineering ¤ Contamination ¤ Eutrophication Lithosphere ¤ Adhesion and friction between parts ¤ Degrees of freedom of a part ¤ Construction and characteristics of motion transformation systems. (eccentric) Manufacturing Biogeochemical Cycle Materials Biotechnology ¤ Forming machines and tools ¤ Manufacturing Characteristics of laying out drilling, tapping, threading and bending ¤ Measurements Direct measurement (vernier callipers) ¤ Soil depletion ¤ Buffering the capacity of the soil ¤ Contamination Electrical Engineering ¤ Phosphorous Cycle ¤ Types of control (lever, pushbutton, toggle, unipolar, bipolar, unidirectional, bidirectional) ¤ Other functions (condenser, diode) ¤ Heat treatments ¤ Cloning ¤ Wastewater treatment ¤ Biodegradation of polluants ¤ Conduction, insulation and protection (resistance et coding, printed circuit)

29. Cycle 2, Year 2 Science and the Environment (Applied Option, 2 cr) ¤ Relationship between potential energy, mass, acceleration and displacement ¤ Relationship between kinetic energy, mass and speed. ¤ Relationship between work, force and displacement ¤ Efficient force ¤ Relationship between work and energy ¤ Lewis notation ¤ Particles (proton, electron, neutron) ¤ Simplified atomic model ¤ Relative Atomic Mass and Isotopes ¤ Relationship between thermal energy, specific heat capacity, mass and changes in temperature Approved Version ¤ Ecotoxicology contaminant bioconcentration bioaccumulation Toxicity level ¤ Nomenclature and Notation Rules ¤ Polyatomic ions ¤ Concept of mole Transformations of Energy Organiaation of matter Material World Ecology Food Production Residual Materials Living World ¤ Precipitation ¤ Decomposition and synthesis ¤ Photosynthesis and respiration ¤ Acid-baseneutralization ¤ Salts ¤ Balancing chemical equations ¤ Greenhouse Effect ¤ Atmospheric circulation Prevailing winds ¤ Contamination Atmosphere Earth and Space Chemical Changes Hydrosphere ¤ Law on the conservation of mass ¤ Stoichiometry ¤ Types of bonds (covalent ou ionic) ¤ Endothermique and exothermic reactions ¤ Contamination ¤ Eutrophication Lithosphere Physical Changes Physical properties of solutions ¤ Soil profile (Horizons) ¤ Buffering capacity of the soil ¤ Contamination ¤ Solubility ¤ Concentration (g/L, ppm, %, mole/L) ¤ Electrolytes ¤ pH Scale ¤ Dissolution ¤ Dilution ¤ Ions ¤ Electrical Conductivity

30. Math Programs

31. Mathematics at the Secondary LevelGeneral and Applied paths 2009 2008 2006 2007 2005 • Cycle One • Cycle Two Cultural, Social and Technical Second Year 063 404 Third Year 063 504 100 h 100 h Technical and Scientific Second Year 064 406 Third Year 064 506 First Year 063 100 Second Year 063 212 First Year 063 306 150 h 150 h Science 150 h 150 h 150 h Second Year 065 406 Third Year 065 506 150 h 150 h

32. Cycle 2 Mathematics Paths Secondary 3 Secondary 4 Secondary 5 Cultural (CST) (100 hours – 4 credits) Technical (150 hours – 6 credits) Scientific (150 hours – 6 credits) Cultural (CST) (100 hours – 4 credits) Technical (150 hours – 6 credits) Scientific (150 hours – 6 credits) Common Program 150 Hours

33. Competency-based Program • Three Competencies in Mathematics • Solves a Situational Problem • Uses Mathematical Reasoning • Communicates using Mathematical Language • Each Competency contains: • Evaluation Criteria • Developmental Profile • End-of-Cycle Competency scale • (not available yet for Year 2)

34. Mathematics Competency One Plan & Model Decode Solves a Situational Problem Share & Reflect Solve Validate

35. Mathematics Competency Two Uses MathematicalReasoning Construct Proofs Use Knowledge Make Conjectures TEXT Identifies and analyzes the situation using a variety of strategies Uses learned concepts and algorithms to solve situation Presents the solution using a formal procedure

36. Mathematics Competency Three Communicates Using Mathematical Language Using Precision & Rigor Using Multiple Models Producing Messages Interpreting Messages

37. Elements of a Learning and Evaluation Situation • A situation is made up of the following elements: • A context linked to a problem • A complex task or set of tasks • Learning activities linked to knowledge BUT ALSO…it should: • Be consistent with the aims of the QEP • Be based on students’ interests and offers challenges within their reach • Demonstrate the usefulness of knowledge

38. Characteristics of COMPLEX TASKS • Called SITUATIONAL PROBLEMS in Math. • All Situational Problems have the following characteristics: • Calls for all elements of a competency • Key Features, Evaluation Criteria, Pedagogical Context, etc… • Presents a problem that students have not previously solved • Requires an elaborate production • Students may use different strategies and create different production (solutions) • Evaluated along the criteria outlined for that competency • Evaluation is transparent and is adapted to the time of year and to students’ prior learning

39. Characteristics of LEARNING ACTIVITIES • In order to solve learning activities students need to mobilize a series of resources. This calls for them to develop and use: • Factual Knowledge: Facts, concepts, rules • Procedural Knowledge: Methods, steps, procedures • Conditional Knowledge: Strategies, transferred knowledge • Learning Activities are used to develop and evaluate for Competency 2 & 3 • C2: Uses Mathematical Reasoning  Application Questions • C3: Communicates Mathematically  Communication Questions • Knowledge-based activities in Mathematics can include: • Activities to assimilate a concept, process, rule, formula, theorem, etc… • These focus on a specific algorithm or procedure to be assimilated. • Training activities that may vary in difficulty. • These are the more traditional textbook “exercises” that all Math teachers are familiar with. • Activities used to structure knowledge by creating links • Summaries, concept maps, charts, diagrams, etc…

40. C2: Application Questions • Situations involving APPLICATION: • Students are asked to choose and apply the appropriate mathematical concepts and to present a procedure that clearly demonstrates their reasoning. • Here the focus is not necessarily a problem-solving process but more one in which the student can demonstrate certain skills or understandings related to the situation. • Situations involving VALIDATION: • Students are asked to justify a statement, check a result or procedure, take a position, provide a critical assessment or convince, using mathematical arguments. • Usually this requires clear and organized thinking from the student. • Situations involving CONJECTURE: • Students use inductive reasoning, based on observation, manipulation, simulation or a series of examples, to make a proposition or a conjecture. • The goal in this case is generalization.

41. C3: Communication Questions • Situations involving communication focus specifically on: • The interpretation of a message, or • The production of a message • It is also possible to develop and evaluate this competency by using Situational Problems or Application Questions designed to assess the first two competencies.

42. Evaluation as an ongoing Process; not just an accumulation of grades. Teacher feedback must be internalized and used in future activities, projects or tests.

43. EVERYTHING COUNTS… EVERYTHING DONE IN AND OUT OF CLASS HAS A PURPOSE. THIS DOES NOT MEAN THAT IT HAS TO BE COUNTED…. .

44. Want to know more?Consult the MELS website. MELS. http://www.mels.gouv.qc.ca/DGFJ/de/cadresec.htm June 2006