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Elementary Curriculum Support

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Elementary Curriculum Support

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    1. Elementary Curriculum Support Regional Training Sessions January & February 2003

    2. Welcome Participants’ Roles Good Morning! We’d first like to thank our District Office colleague, ______________. Thank you as well to our host board ____________ & _________. Also thanks to ___________ for providing the necessary technological support. We appreciate your attendance today – colleagues in Catholic and Public district school boards, school authorities and Faculties of Education – we share a goal – to provide the best possible educational experience for students across the province. Mention travel/weather conditions if applicable. We recognize your challenge in finding the time to attend this session & provide the follow-up & the funding memo pressures. However, the good news is that we have heard that these materials are wanted in schools. There is a dual role for today’s participants (participants = are trainers with elementary curriculum expertise, some with expertise in Mathematics, all with familiarity with the Planner) You will be provided with information and resources to share with colleagues. Follow-up at your board includes planning a communication strategy for conveying information A method for sharing resources training in the context of your board’s priorities Note: we’ll discuss follow-up roles later Good Morning! We’d first like to thank our District Office colleague, ______________. Thank you as well to our host board ____________ & _________. Also thanks to ___________ for providing the necessary technological support. We appreciate your attendance today – colleagues in Catholic and Public district school boards, school authorities and Faculties of Education – we share a goal – to provide the best possible educational experience for students across the province. Mention travel/weather conditions if applicable. We recognize your challenge in finding the time to attend this session & provide the follow-up & the funding memo pressures. However, the good news is that we have heard that these materials are wanted in schools. There is a dual role for today’s participants (participants = are trainers with elementary curriculum expertise, some with expertise in Mathematics, all with familiarity with the Planner) You will be provided with information and resources to share with colleagues. Follow-up at your board includes planning a communication strategy for conveying information A method for sharing resources training in the context of your board’s priorities Note: we’ll discuss follow-up roles later

    3. Today’s Agenda Elementary Curriculum Units – Phase II Grade 7 Mathematics Unit The Ontario Curriculum Unit Planner (3.0) Within an hour . . . informational focus – overview of the Elementary Curriculum Units Project – Phase II, highlights of the Implementation Support Document – Phase II . . . Next, an interactive workshop which goes “deeper” , therefore more time – new Mathematics unit linked to Exemplars, set in the context of ongoing directions & initiatives in Mathematics P.M. Demonstration & hands-on in computer lab. – focus on newer features of the Official Version (3.0), multiple ways of using the Planner to facilitate good planning Note: Forms and information are included with your handout materials if you choose to register for PLP credit. More about this later . . . As we are limited to xx minutes or so for this section, let’s get started . . . (next slide) Within an hour . . . informational focus – overview of the Elementary Curriculum Units Project – Phase II, highlights of the Implementation Support Document – Phase II . . . Next, an interactive workshop which goes “deeper” , therefore more time – new Mathematics unit linked to Exemplars, set in the context of ongoing directions & initiatives in Mathematics P.M. Demonstration & hands-on in computer lab. – focus on newer features of the Official Version (3.0), multiple ways of using the Planner to facilitate good planning Note: Forms and information are included with your handout materials if you choose to register for PLP credit. More about this later . . . As we are limited to xx minutes or so for this section, let’s get started . . . (next slide)

    4. Today’s Agenda The Ontario Curriculum Unit Planner (3.0) Elementary Curriculum Units – Phase II Grade 7 Mathematics Unit At this site, we have altered the order of the presentation of the information because of the availability of the computer lab. This morning we will. . . Begin the day with a demonstration & hands-on workshop in a computer lab. – focus on newer features of the Official Version (3.0), multiple ways of using the Planner to facilitate good planning Next, in about an hour . . . informational focus – overview of new units, highlights of the Implementation Support Document – Phase II . . . Following a break, Trevor Brown will provide an interactive workshop to “go deeper” using a new Math. unit linked to Exemplars, set in the context of new initiatives in Mathematics. Note: Forms and information are included with your handout materials if you choose to register for PLP credit. At this site, we have altered the order of the presentation of the information because of the availability of the computer lab. This morning we will. . . Begin the day with a demonstration & hands-on workshop in a computer lab. – focus on newer features of the Official Version (3.0), multiple ways of using the Planner to facilitate good planning Next, in about an hour . . . informational focus – overview of new units, highlights of the Implementation Support Document – Phase II . . . Following a break, Trevor Brown will provide an interactive workshop to “go deeper” using a new Math. unit linked to Exemplars, set in the context of new initiatives in Mathematics. Note: Forms and information are included with your handout materials if you choose to register for PLP credit.

    5. Highlights Background The Review Process Project Overview ECUs – Phase II CD-ROM Implementation Support Document Distribution This slide is intended to give you an idea about the information that will be covered in this part of the training session. Each of these topics will be addressed. (read aloud) (next slide)This slide is intended to give you an idea about the information that will be covered in this part of the training session. Each of these topics will be addressed. (read aloud) (next slide)

    6. Background Phase I units released Distribution of CDs and Implementation Support Binders Training (provincial, boards) Phase II writing teams Phase II release On a parallel track . . . How many of you were involved in working with the PI units or the training? How many of you were involved in the PII writing? You have more experience with Phase 1 and the writing of the units than Patricia and I do . . . This slide shows activities since the Phase I writing . . . Phase II will follow a similar pattern. Use coloured copy of slide as reminders - still useful and appropriate for training! Last year’s training included: Emphasis on long-range and unit planning The approach has not changed – teachers need to know what knowledge and skills the students will be able to demonstrate at the end of the unit and, therefore, they need to plan the building blocks – the T/L strategies needed and the appropriate assessment strategies and recording devices to help students build the required skills and knowledge. At the same time . . . modifications were made to the Ontario Curriculum Unit Planner. (details this afternoon when Tim works with you in the computer lab . . . but, in summary many improvements/upgrades) (next slide)How many of you were involved in working with the PI units or the training? How many of you were involved in the PII writing? You have more experience with Phase 1 and the writing of the units than Patricia and I do . . . This slide shows activities since the Phase I writing . . . Phase II will follow a similar pattern. Use coloured copy of slide as reminders - still useful and appropriate for training! Last year’s training included: Emphasis on long-range and unit planning The approach has not changed – teachers need to know what knowledge and skills the students will be able to demonstrate at the end of the unit and, therefore, they need to plan the building blocks – the T/L strategies needed and the appropriate assessment strategies and recording devices to help students build the required skills and knowledge. At the same time . . . modifications were made to the Ontario Curriculum Unit Planner. (details this afternoon when Tim works with you in the computer lab . . . but, in summary many improvements/upgrades) (next slide)

    7. The review process includes: Peer review (content, strategies) The Review Process Anticipating the question about the length of time it takes to post these units on the ocup site, we thought it was important to outline the complexities of the review process. Peer review - OCC manages the peer review process, colleagues with subject expertise provide feedback on early work (content, strategies) OCC review – an editor’s eye in preparation for making the units public documents, check for necessary components, resolves Planner issues, print ready documents….. Institute for Catholic Education – read for integration of Catholic Graduation Expectations - complementary & appropriate use of CGEs with Ontario curriculum expectations EDU review – adherence to curriculum policy/grade expectations, relationship between instruction and assessment strategies, differentiation in combined grade units, provincial perspective (e.g., free from socio-economic, gender bias,) Message: Since ECUs are intended for use by teachers across the province, the provincial perspective must be applied – the writers’ experience with their students and community is not necessarily the same across the province. Sometimes writers “talk” in shorthand or make assumptions about the reader’s experience/understanding . . . One strategy to add a provincial perspective to the units was to include a number of standard statements - Give examples (see attached) OR wait until slide 15.Anticipating the question about the length of time it takes to post these units on the ocup site, we thought it was important to outline the complexities of the review process. Peer review - OCC manages the peer review process, colleagues with subject expertise provide feedback on early work (content, strategies) OCC review – an editor’s eye in preparation for making the units public documents, check for necessary components, resolves Planner issues, print ready documents….. Institute for Catholic Education – read for integration of Catholic Graduation Expectations - complementary & appropriate use of CGEs with Ontario curriculum expectations EDU review – adherence to curriculum policy/grade expectations, relationship between instruction and assessment strategies, differentiation in combined grade units, provincial perspective (e.g., free from socio-economic, gender bias,) Message: Since ECUs are intended for use by teachers across the province, the provincial perspective must be applied – the writers’ experience with their students and community is not necessarily the same across the province. Sometimes writers “talk” in shorthand or make assumptions about the reader’s experience/understanding . . . One strategy to add a provincial perspective to the units was to include a number of standard statements - Give examples (see attached) OR wait until slide 15.

    8. Project Overview Phase II includes: 84 elementary curriculum units, grades 1-8 Phase II contains the same components as Phase I – but there are different subject areas, a different training approach (provincial now regional), and different writers who chose to emphasize different things. Mention each of the bullets – 3 subject areas and so on. Optional: Train the trainer is not popular but is economically viable. We continue to search for other models. Let’s move now to an overview of all of the units developed in Phase II. The coverage is really quite impressive. (next slide)Phase II contains the same components as Phase I – but there are different subject areas, a different training approach (provincial now regional), and different writers who chose to emphasize different things. Mention each of the bullets – 3 subject areas and so on. Optional: Train the trainer is not popular but is economically viable. We continue to search for other models. Let’s move now to an overview of all of the units developed in Phase II. The coverage is really quite impressive. (next slide)

    9. Health and Physical Education The Heart Helpers (1) Stories Families Tell (2) Passport to Healthy Living (3) Knight School (4) Kidlympics (5) Let’s Play (6) Bodies in Motion (7) Walk the Walk (8) * Public Hop on the Health Wagon (1&2) The Safety Minute (2&3) Healthy Choices (3&4) Substance Use & Abuse (4&5) Healthy Eating (5&6) Cleaner Air to Breathe (6&7) Healthy Living (7&8) Mention the following: Coverage: all grades in all 3 subject areas Coverage: single and combined grade classes Range of unit lengths – from a unit designed for few days to a comprehensive unit designed for a term – there’s even a unit designed for year-long use.Mention the following: Coverage: all grades in all 3 subject areas Coverage: single and combined grade classes Range of unit lengths – from a unit designed for few days to a comprehensive unit designed for a term – there’s even a unit designed for year-long use.

    10. Health and Physical Education My Personal Best (1) My Body for Life (2) The Life of Pugz (3) Our Special Relationships (4) Growing and Changing (5) A Balanced Being (6) Body, Mind, and Spirit (7) Responsible Decisions (8) * Catholic Your Body is the Evidence (2&3) The Changing You (3&4) Energized for Life (4&5) Totally Healthy (5&6) Total Wellness (6&7) Responsible Choices (7&8) I am Special (1&2)

    11. Language Write Where We Belong (1 ) Classroom Critters (2) A Day in the Life of a Pioneer Child (3) The Knightly News (4) Life Systems Magazine (5) What’s Your Story? (6) Magazine Mania (7) Poetry Power (8) * Public

    12. Language Eye Spy (1) Fairy Tales Friends & Foes (2) The Easter Story (3) Classroom Capers (4) A Journey Home (5) A Proposal to Lessen World Hunger (5) Newspapers in Language (6) Extra, Extra . . .Read All About It (7) Talk Shows (8) Crazy About Creatures (1 & 2) Fairy Tale Adventures (2&3) Read All About It (3&4) Dare You Delve into Fantasy (5&6) Writing for Radio (6&7) TV Morning News (7&8) * Catholic

    13. The Arts Come Play with Us (1) Art Affects (2) Land and Sea (3) At the Watering Hole (4) The Arts as Mood Makers (5) The Arts in Motion (6) Primal Rhythms & Echoes (7) Art, Music, Dance/Drama (8) * Public Searchers of Seasons (1& 2) The Great Factory Debate (2&3) Not in My Backyard (3&4) Healthy Living in Creative Ways (4&5) Weathering the Storm (4&5) Stages on Stage (5&6) Who Will Buy? (6&7) Surfing in the Elements (7&8)

    14. The Arts Music Creations(1) Masks, Mosaics, and Masterpieces (2) Creating a County Fair (3) Music in the Middle Ages (4) English Renaissance Fair (5) Music Maestro (6) Our Creative Identities (7) Building Character (8) Friendship (1& 2) A Musical Patchwork (2&3) Canada: Visual and Musical Journey (3&4) The Last Supper (4&5) Cultural Connections (5&6) Creating an Impression (6&7) Bringing Art to Life (7&8) * Catholic You may want to take questions here OR first deal with our “advice” for using the units. Q. Will ALL the units be released A. at the same time? B. on the CD? Actually, 9 of the Phase II units currently on the ocup website – 14 more units are to be added at the end of this week with other to follow in groups. These units are accessible to any current registered user of the website and to anyone else who chooses to register now. As many of the units as possible will be on the CD. Others which are completed a bit later will be posted on the website as soon as possible. Q. Which ones won’t be on the CD? A. All units which have been through the complete review process and have been made production ready by the CD deadline will be on the CD. There are a few units (Arts) which will not be on the CD. There has been some communication with boards and teams about units which require additional work.You may want to take questions here OR first deal with our “advice” for using the units. Q. Will ALL the units be released A. at the same time? B. on the CD? Actually, 9 of the Phase II units currently on the ocup website – 14 more units are to be added at the end of this week with other to follow in groups. These units are accessible to any current registered user of the website and to anyone else who chooses to register now. As many of the units as possible will be on the CD. Others which are completed a bit later will be posted on the website as soon as possible. Q. Which ones won’t be on the CD? A. All units which have been through the complete review process and have been made production ready by the CD deadline will be on the CD. There are a few units (Arts) which will not be on the CD. There has been some communication with boards and teams about units which require additional work.

    15. Using the ECUs Considerations when using the ECUs: Context for use Students’ prior knowledge & experiences Board policies and procedures All units will be available to all teachers – first year to experienced, teachers in Catholic and public schools, of single and combined grades. All units can be adapted (Tim demo. in pm) to suit the students, school community and board policies and procedures. It is important to remember that the writers wrote from their own experiences with their students in their school community. Knowing their students well, they made estimates about time requirements – some used the subtasks with their students. Teachers thinking about using a unit will adapt it to their students – factors such as students’ strengths and interests, the time in the school year, what has already been taught & which expectations already addressed, variety in T/L and assessment strategies. They may add or delete subtasks . . . There are also Board policies about communication with parents, Internet use, safety and health issues and so on which need to be considered. In the Notes to Teachers in the Unit Overview, reminders have been included. Considering everything known about the students and community, we recommend that teachers . . .next slideAll units will be available to all teachers – first year to experienced, teachers in Catholic and public schools, of single and combined grades. All units can be adapted (Tim demo. in pm) to suit the students, school community and board policies and procedures. It is important to remember that the writers wrote from their own experiences with their students in their school community. Knowing their students well, they made estimates about time requirements – some used the subtasks with their students. Teachers thinking about using a unit will adapt it to their students – factors such as students’ strengths and interests, the time in the school year, what has already been taught & which expectations already addressed, variety in T/L and assessment strategies. They may add or delete subtasks . . . There are also Board policies about communication with parents, Internet use, safety and health issues and so on which need to be considered. In the Notes to Teachers in the Unit Overview, reminders have been included. Considering everything known about the students and community, we recommend that teachers . . .next slide

    16. Using the ECUs - cont’d Personalize for your class Additional or different resources Alternative T/L and/or assessment strategies . . . personalize the units for their class. It may be that additional or different resources are available and appropriate to supplement the units. Based on the students’ previous experiences and their varying learning styles, teachers may decide that alternate T/L strategies are appropriate. Ongoing assessment strategies already in place such as a journal or portfolio could complement the suggested assessment strategies. The same applies to assessment recording devices – existing rubrics built by the students and teacher are definitely valuable. Clearly, there will be a range of users of these units who will approach the units quite differently - all will use their professional judgment. The next slide talks about using units for combined grade classes. (next slide). . . personalize the units for their class. It may be that additional or different resources are available and appropriate to supplement the units. Based on the students’ previous experiences and their varying learning styles, teachers may decide that alternate T/L strategies are appropriate. Ongoing assessment strategies already in place such as a journal or portfolio could complement the suggested assessment strategies. The same applies to assessment recording devices – existing rubrics built by the students and teacher are definitely valuable. Clearly, there will be a range of users of these units who will approach the units quite differently - all will use their professional judgment. The next slide talks about using units for combined grade classes. (next slide)

    17. Using the ECUs - cont’d Teachers of combined grade classes will find: samples across all grades in all subjects a variety of student groupings a variety of classroom management strategies sample strategies and assessment recording devices Teachers of combined grade classes will find many helpful units across grades for HPE, Language and the Arts. Writers have addressed differentiation of expectations and used a variety of student groupings, T/L and assessment strategies. In some cases, they have addressed strategies for classroom management. but . . . not necessarily for every subtask. As one example, some assessment recording devices which differentiate have been provided.Teachers using these units will again need to adapt them for their own classes and supplement with existing materials or create new ones. If you wish, take questions here on the units before moving on to the CD . . .Teachers of combined grade classes will find many helpful units across grades for HPE, Language and the Arts. Writers have addressed differentiation of expectations and used a variety of student groupings, T/L and assessment strategies. In some cases, they have addressed strategies for classroom management. but . . . not necessarily for every subtask. As one example, some assessment recording devices which differentiate have been provided.Teachers using these units will again need to adapt them for their own classes and supplement with existing materials or create new ones. If you wish, take questions here on the units before moving on to the CD . . .

    18. CD-ROM Contents Phase I ECUs in Mathematics, Science & Technology, and Social Studies - History and Geography Phase II ECUs in HPE, Language and The Arts for single and combined grade classes Let’s talk about the contents of the CD. All Phase I units will be included on the Phase II CD – along with the Phase II units (of course). Units in Mathematics, Science and Technology, Social Science - History and Geography as well as Phase II units in HPE, Language and the Arts for single and combined grade classes are provided on one CD. As well . . .(next slide)Let’s talk about the contents of the CD. All Phase I units will be included on the Phase II CD – along with the Phase II units (of course). Units in Mathematics, Science and Technology, Social Science - History and Geography as well as Phase II units in HPE, Language and the Arts for single and combined grade classes are provided on one CD. As well . . .(next slide)

    19. CD-ROM Contents Implementation Support Document – Phase II Journey Activities The Implementation Support Document and Binder for Phase II will also be on the CD. The CD includes the Journey Activities which have expanded from last year to include the 3 new subject areas – HPE, Language and the Arts. This is an important resource for teachers in Catholic schools. The next slide outlines the contents of the Implementation Support Document for Phase II. (next slide)The Implementation Support Document and Binder for Phase II will also be on the CD. The CD includes the Journey Activities which have expanded from last year to include the 3 new subject areas – HPE, Language and the Arts. This is an important resource for teachers in Catholic schools. The next slide outlines the contents of the Implementation Support Document for Phase II. (next slide)

    20. Implementation Support Document Contains: Planning Elementary Curriculum Units Assessment, Evaluation, and Reporting Planning for Students with Special Needs Planning Considerations in Health and Physical Education, Language, and The Arts Suggestions for Using the Ontario Curriculum Unit Planner Learning Continua This slide provides a list of the sections within the Phase II Implementation Support Document. Remember that there were different writers from the Phase I document so they brought their perspective to the task. They did follow a similar pattern of organization and layout. Sections include – READ SECTION TITLES. We will cover the contents of each of these sections in the next few slides. (next slide)This slide provides a list of the sections within the Phase II Implementation Support Document. Remember that there were different writers from the Phase I document so they brought their perspective to the task. They did follow a similar pattern of organization and layout. Sections include – READ SECTION TITLES. We will cover the contents of each of these sections in the next few slides. (next slide)

    21. The Planning Process “Design Down” Approach (Phase I) Long-Range and Unit Planning The Big Picture: Local School Plan Steps in Unit Planning Looking at the Students Literacy Across the Curriculum Integration – Maintaining Subject Integrity The section which covers planning elementary curriculum units makes reference to these topics.The section which covers planning elementary curriculum units makes reference to these topics.

    22. Special Education Clarification of terminology Accommodations Modifications Alternative expectations Individual Education Plans This section is quite short. It has been updated with the latest terminology and explanation provided by the Special Education Project. (Alison to check name)This section is quite short. It has been updated with the latest terminology and explanation provided by the Special Education Project. (Alison to check name)

    23. Assessment, Evaluation, and Reporting Clarification of terminology Assessment, evaluation, reporting Methods, strategies, recording devices Planning considerations Purpose, context, policies/resources, essential criteria Balancing classroom assessments You will begin to see the pattern – all sections deal with clarification of terminology. This section is part of the pattern. Read 1st 2 sub-nuggets. The term “recording devices” is used in the Planner so it is used in the Support document – this term is synonymous with “assessment tools”. This section also provides considerations for planning assessment, evaluation and reporting. Read 1st sub-nugget. A point about the need to balance classroom assessments is made as well – to allow for a variety of ways for students to demonstrate their knowledge and skills. (next slide)You will begin to see the pattern – all sections deal with clarification of terminology. This section is part of the pattern. Read 1st 2 sub-nuggets. The term “recording devices” is used in the Planner so it is used in the Support document – this term is synonymous with “assessment tools”. This section also provides considerations for planning assessment, evaluation and reporting. Read 1st sub-nugget. A point about the need to balance classroom assessments is made as well – to allow for a variety of ways for students to demonstrate their knowledge and skills. (next slide)

    24. Planning Considerations in HPE Characteristics of an effective program Planning an effective program Long-range and unit planning Assessment strategies Classroom examples The HPE section of the Implementation Support document develops the characteristics of an effective program and takes teachers through the planning process. Both long range and unit planning are addressed with attention given to combined grades. Sample planners and assessment strategies are included. The HPE section of the Implementation Support document develops the characteristics of an effective program and takes teachers through the planning process. Both long range and unit planning are addressed with attention given to combined grades. Sample planners and assessment strategies are included.

    25. Planning Considerations in Language Characteristics of literate learners Characteristics of an effective program (balanced literacy model) Planning an effective program Long-range and unit planning Sample assessment plan The Language section of the Implementation Support document outlines characteristics of literate learners, the characteristics of a balanced literacy model and offers a sample assessment plan for all strands in Language. Emphasis is given to the foundational aspects of language programming. the inter-relatedness of its strands and the connections to other subject areas. The sample assessment plan for Grade 5 underscores the importance of linking instruction and assessment. The Language section of the Implementation Support document outlines characteristics of literate learners, the characteristics of a balanced literacy model and offers a sample assessment plan for all strands in Language. Emphasis is given to the foundational aspects of language programming. the inter-relatedness of its strands and the connections to other subject areas. The sample assessment plan for Grade 5 underscores the importance of linking instruction and assessment.

    26. Planning Considerations in The Arts Benefits of an effective Arts program Planning an effective program Long-range and unit planning Integrated unit planning Planning for combined-grade classes Assessment strategies Classroom examples The Arts section of the Implementation Support document develops the characteristics of an effective Arts program and takes teachers through the planning process. Various program delivery options are highlighted including subject-specific, integrated and combined grade approaches. An example of a subject-specific approach is Visual Arts Planning in Appendix B3. An example of an integrated approach is included - Social Studies and the Arts . An example of a combined-grade class approach is Appendix E – Combined Class Planning for Spring Performance Art Event. A variety of assessment strategies including portfolios, checklists and tracking sheets are included. The Arts section of the Implementation Support document develops the characteristics of an effective Arts program and takes teachers through the planning process. Various program delivery options are highlighted including subject-specific, integrated and combined grade approaches. An example of a subject-specific approach is Visual Arts Planning in Appendix B3. An example of an integrated approach is included - Social Studies and the Arts . An example of a combined-grade class approach is Appendix E – Combined Class Planning for Spring Performance Art Event. A variety of assessment strategies including portfolios, checklists and tracking sheets are included.

    27. Distribution CD-ROM – 4 copies per school Implementation Support Binder – 2 print copies per board

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