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8/2/2019 ERC SessionII Web
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Ethics and ReligiousCulture
Session II
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Agenda
ERC - Review Competencies Themes by cycle
Outcomes What does the learning look like? Specific Resources
Starter Kit LES
Translated by MELS ESD site
English LEARN
Religious Culture Material - LEARN
Learning and Evaluation Situations Putting one together
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Your Questions
What about resources, textbooks? Do parents know about this new course?
Wouldnt a one day religion/ethics be a better model?
How is this new program different from the current moralsprogram?
Can there not be very specific content for each grade levelto avoid repetition?
Can a teacher opt out of this course?
Can schools still decorate hallways for Christmas and
Easter? How can we teach about other religions if we dont have the
expertise?
How do we evaluate in the form of a percentage?
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Competency 1: Reflects on ethicalquestions
Key Features
Identifies (Analyzes) a situation from anethical point of view
Examines several (a variety of) cultural,moral, religious, scientific or socialreferences
Evaluates possible options or actions
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Competency 1 (ethical questions)Elementary themes
Cycle 1 Cycle 2 Cycle 3
The needs of humansand other living beings
Demands associatedwith interdependence:humans and other livingbeings
Interpersonal relationsin groups
Demands of belongingto a group
Individuals as members of societyDemands of life in society
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Competency 1 (ethical questions)Secondary themes
Cycle 1 Cycle 2
Freedom
AutonomySocial Order
ToleranceThe future of humanityJusticeThe ambivalence ofhuman beings
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Outcomes (Evaluation)Reflects on ethical questions
Cycle 1-tackle a situation dealing with the needs of humans and other living beings
-tackle a situation dealing with the demands of interdependence
-describe a situation by naming some essential elements
-indicate the responsibilities that human beings have toward other living beings
-express some elements of their reflection on the ethical question
-find similarities and differences between their perception and that of their classmates
-identify a value named by the teacher and recognize a norm that guides the way humanbeings act in a given situation
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Outcomes (Evaluation)Reflects on ethical questions
Cycle 2
-tackle a situation dealing with interpersonal relationships and demands associated withgroup life
-describe a situation by naming some essential elements
-identify the tensions and conflicting values present in different points of view
-attribute points of view to the individuals concerned
-formulate certain ethical questions raised by the situation and recognize some of thereferences in different points of view (with the teachers help)
-name behaviors or attitudes that contribute to or detract from group life
-recognize their needs and name their responsibilities with regard to others
-give special weight to actions that favour group life in terms of contributing to communitylife
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Outcomes (Evaluation)Reflects on ethical questions
Cycle 3
-reflect on topics that deal with the demands of living in society , as well as with the individualswho make up society
-describe the overall situation and draw out different points of view
-identify the tensions or conflicting values that exist between different points of view
-compare different points of view expressed in a situation
-identify ethical questions
-grasp the causes and effects of prejudices and stereotypes
-can examine the impact on themselves, others and the situation
-able to justify the options or actions that contribute to community life
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Outcomes (Evaluation)Reflects on ethical questions
Cycle 1 Secondary
-carry out ethical reflection on topics dealingwith freedom, autonomy and social order
-describe a situation and identify some of the
ethical questions
-find and compare different points of view
-identify which values and norms may be asource of tensions or conflicting values
-compare the meaning of certain references
-justify different options or possible actionsbased on pertinent references and examinethe impact on themselves, others and thesituation in terms of community life
Cycle 2 Secondary
-carry out ethical reflection on topics dealingwith tolerance, the future of humanity, justiceand human ambivalence
-describe a situation and in greater detailsome of the ethical questions it raises
-compare a range of points of view to drawout different ways of thinking
-demonstrate knowledge of the referencespresent in points of view
-to further their reflection, they can considerother references, prioritize the mostmeaningful ones and show their contribution
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Competency 2: Demonstrates anunderstanding of the phenomenon of
religionKey Features
Explores (Analyzes) forms of religiousexpression
Makes connections between forms ofreligious expression and the social and
cultural environment
Considers (Examines) various ways ofthinking, being and acting
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Competency 2 (phenomenon ofreligion)Elementary themes
Cycle 1 Cycle 2 Cycle 3
Family celebrationsStories that havetouched people
Religious practices inthe communityForms of religiousexpression in the youngpersons environment
Religions in society and theworldReligious values and norms
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Competency 2 (phenomenon ofreligion) Secondary themes
Cycle 1 Cycle 2
Quebecs religious
heritageKey elements ofreligious traditionsRepresentations of thedivine and of mythicaland supernatural beings
Religions down throughtimeExistential questionsReligious experienceReligious references inart and culture
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Outcomes (Evaluation)Demonstrates an understanding of the phenomenon of religion
Cycle 1
-name different celebrations or rituals associated with birth
-recognize some forms of religious expression related to a celebration
-understand there are different ways of celebrating
-associate forms of religious expression with elements in immediate environment
-relate the celebration to certain short stories and key figures
-name behaviours that are appropriate with regard to diversity
-name what they have learned regarding forms of religious expression
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Outcomes (Evaluation)Demonstrates an understanding of the phenomenon of religion
Cycle 2
-deal with a situation involving forms of religious expression
-give brief description of community celebrations, objects, symbols, places of worship, rights.
-understand the meaning of certain forms of religious expression
-identify forms of expression in their environment and recognize similarities and differences
-make connections between sacred writings, spiritual guides and their traditions
-make some connections between various forms of religious expression and elements in socialand cultural environment from here and from elsewhere
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Outcomes (Evaluation)Demonstrates an understanding of the phenomenon of religion
Cycle 3
-describe forms of expression of the main religious traditions by emphasizing their places oforigin, founding figures, and demographic impact in world
-illustrate norms and values that guide community life that are promoted by these traditions
-describe the significance of food-and clothing related practices that belong to various traditions
-associate exemplary individuals and their work
-recognize cultural contributions made by religious traditions
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Outcomes (Evaluation)Demonstrates an understanding of the phenomenon of religion
Cycle 1 Secondary
-understand forms of religious expressionrelated to Quebecs religious heritage
-understand fundamental elements of
religious traditions-understand representations of the divine, aswell as mythical and supernatural beings
-draw out shared and specific aspects ofseveral forms of expressions studied
-demonstrate knowledge of certainbehaviours that are suitable with respect todiversity, as well as the impact of variousways of thinking, being or acting on society
Cycle 2 Secondary
- understand forms of religious expressionrelated to religions over the course of time toexistential questions, religious experience,
and religious references in the arts-can describe forms of expression anddemonstrate overall knowledge of theirmeaning and role, as well as theirconnections to the religions
-make connections between forms of
religious expression and elements of thesocial and cultural environment both hereand elsewhere in the world
-draw out shared and specific aspects ofseveral forms of expression studied
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Competency 3: Engages in dialogue
Key Features
Organizes his/her thinking Interacts with others
Develops a (substantial) point of view
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Competency 3 (dialogue)
Cycle 1 Cycle 2 Cycle 3
ConversationDiscussion
NarrationDeliberation
ConversationDiscussion
NarrationDeliberation
Interview
ConversationDiscussion
Narration
DeliberationInterview
Debate
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Dialogue - Secondary
Cycle 1 Cycle 2
ConversationDiscussion
NarrationDeliberation
Interview
DebatePanel
ConversationDiscussion
NarrationDeliberationInterviewDebatePanel
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Elementary
Cycle 1
Elementary
Cycle 2
Elementary
Cycle 3
Secondary
Cycle 1
Secondary
Cycle 2
Description
Comparison
Description
Comparison
Synthesis
Explanation
Description
Comparison
Synthesis
Explanation
Justification
Description
Comparison
Synthesis
Explanation
Justification
Description
Comparison
Synthesis
Explanation
Justification
Means for developing a point ofview
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Means for examining a point of view
Elementary
Cycle 1Elementary
Cycle 2Elementary
Cycle 3Secondary
Cycle 1Secondary
Cycle 2
Judgment of:preference
prescription
Judgment of:
preference
prescription
reality
Judgment of:
preference
prescription
reality
value
Judgment of:
preference
prescription
reality
value
Judgment of:
preference
prescription
reality
value
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Types of Reasoning SecondaryCycle 2
Induction
Deduction Analogy
Hypothesis
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Hindrances to dialogue
Hasty generalization
Personal attack
Appeal to the crowdbandwagon Appeal to the people
Appeal to prejudice
Appeal to stereotype Argument from authority
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Outcomes (Evaluation)Engages in dialogue
Cycle 1
-able to follow a process and express their ideas in the context of a narration,conversation, discussion and deliberation
-express their preferences, feelings or ideas about concrete and simple subjects
-recognize the judgments of preference and prescription in a point of view
-respect some of the proposed rules of dialogue
-listen to others' points of view and are able to express whether their own view hasbeen modified or consolidated
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Outcomes (Evaluation)Engages in dialogue
Cycle 2
-able to follow a process and organize their ideas in the context of a narration,conversation, discussion, deliberation and interview
-examine their preferences, perceptions, feelings or ideas about concrete andsimple subjects
-recognize the judgments of preference, prescription and reality in a point ofview
-respect the rules of dialogue that have been proposed to them.
-use some resources and vocabulary that are specific to the subject of thedialogue in order to develop a point of view that includes relevant elements
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Outcomes (Evaluation)Engages in dialogue
Cycle 3-provide themselves with a process and organize their ideas in the context of anarration, conversation, discussion, deliberation, interview and debate
-examine their perceptions, feelings, attitudes, ideas or values about concrete andoften new subjects
-recognize certain stated judgments or processes that hinder the dialogue or thatcreate an obstacle to developing a substantiated point of view
-examine points of view using relevant questions by taking into account the type ofjudgment in question
-respect the rules of dialogue and contribute to overcoming obstacles
-use some resources and vocabulary that are appropriate to the subject of thedialogue in order to develop a point of view that includes several relevant andcoherent elements
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Outcomes (Evaluation)Engages in dialogue
Cycle 1 Secondary-provide themselves with a process andstructure their thinking or arguments ontopics dealing with concrete realities
-recognize the relevance and coherence of
elements that make up a point of view
-examine their perceptions, attitudes andideas
-understand that certain stated judgments orprocesses hinder dialogue or create anobstacle to developing a substantiated point
of view.
-examine points of view using questions thatare generally adapted to the type of judgmentin question
Cycle 2 Secondary-plan a process and structure their thinking orarguments on topics dealing with concrete orabstract realities
-evaluate the relevance and coherence of
judgments and reasoning that make up apoint of view
-call into question their perceptions, attitudesand ideas
-explain why certain stated judgments orprocesses hinder dialogue or create an
obstacle to developing a substantiated pointof view
-examine points of view using questions thatare adapted to the type of judgment inquestion
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Evaluation of dialogue - Elementary
Students must be aware of definitions!
What is the chosen form of dialogue?
observation
How well has the student chosen to express his/herpoint of view?
observation
were there any hindrances used?
Define how you will have students express theirmeans of judgment
self-reflection
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Evaluation of dialogue - Secondary
Students must be aware of definitions! What is the chosen form of dialogue?
observation
How has the student chosen to express his/her point
of view? self-reflection observation
Were there any hindrances used? observation
Define how you will have students express theirmeans of judgment self-reflection
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Evaluation
In support of learning For judgment
Development of competencyOn-going
Formal and informal
In recognition of competencyEnd-of-cycle scales
Formal
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Evaluation tools
Rubrics
Observation
Peer
Self
Tests, quizzes and exams
Learning and Evaluation Situations
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Learning and Evaluation Situations
A situation that allows the student to exercisecompetencies in a meaningful context
Involves a set of complex tasks & knowledge-based
learning activities
Not a traditional assessment tool!
Opportunities for differentiation
Formative in nature both learning and evaluationtake place
Characteristics of Learning and Evaluation Situations
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Characteristics of Learning and Evaluation Situations
Realistic
Requires that students solve problems related to everyday life, civic life or the world of scienceInvolves a production that is intended for a public and whose use is specified for the studentPromotes the use of a variety of materials to perform the taskTakes into account the time and resources available
Meaningfulandstimulating
Offers stimulating challenges, adapted to students' needs and interestsFosters cooperationPromotes reflection on the processes usedRequires that students construct a responseTakes into account student diversity (learning rates and styles, etc.)
Flexible andadaptable
Allows for observation of the process and the outcomeAllows for adult supportShifts according to students' reactions and resultsAllows students to explore a problem furtherAllows for the possibility of adjusting to time constraints
Coherent
Is consistent with the Qubec Education Program (cross-curricular and subject specific competencies,broad areas of learning)Makes it possible to evaluate competencies according to the criteria and outcomes of the QubecEducation Program
Rigorous
Requires students to produce quality workClearly presents expectations and instructions to students
Informs students of evaluation criteria and encourages them to take these criteria into account (self-evaluation)
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Problem to solve Question to answer Create a productIssue to ponder
Learning & Evaluation Situation
LA LA CT LA CT CT
OR OR OR
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Learning Activities and Complex Tasks
Learning Activities Target the acquisition and structuring of the
knowledge What is an ethical question Research on religious practice
Help enrich students store of knowledge (factual,procedural and conditional knowledge)
Call on specific aspects of a competency
Complex Tasks
Target the mobilization of resources Call on competencies as a whole (key features) Lead to the acquisition of new knowledge
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LES Template and guidelines -Elementary
Themes, Teaching Guidelines and Related Content Ethics pp7-14
Religious Culture pp20-25 Dialogue pp27-34
Desired Results Outcomes and Evaluation Criteria Ethics
pp5-6
Religious Culture pp18-19 Dialogue pp35-36
Competencies and Key Features Ethics p2
Religious Culture p15
Dialogue p26
Understandings (Teaching Guidelines) a detailed list of objectivesbased on material
Essential Questionsan interesting hook Students Will Knowkey knowledge and skills
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LES Template and guidelines -
Elementary(cont.) Performance Taskshow can I see the competency
enacted? Consider some of the forms of dialogue (p27)
Other Evidencewhat else might they do that willdemonstrate their understandingbut you may not rely on forassessment?
Assessment Toolsrubrics, tests, observation, etc
Assessment Criteriadefine the levels of understanding
Learning Activitieslist of how you will present the contentand what the students will do
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LES Template and guidelines -Secondary
Themes, Teaching Guidelines and Related Content Ethics pp7-10
Religious Culture pp16-20 Dialogue pp22-31
Desired Results Outcomes and Evaluation Criteria Ethics pp5-6
Religious Culture pp14-15 Dialogue pp32-33
Competencies and Key Features Ethics p2
Religious Culture p11 Dialogue p21
Understandingsa detailed list of objectives based on material Essential Questionsan interesting hook Students Will Knowkey knowledge and skills
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LES Template and guidelines -
Secondary(cont.) Performance Taskshow can I see the competency
enacted? Consider some of the forms of dialogue (p22)
Other Evidencewhat else might they do that willdemonstrate their understandingbut you may not rely on forassessment?
Assessment Toolsrubrics, tests, observation, etc
Assessment Criteriadefine the levels of understanding
Learning Activitieslist of how you will present the contentand what the students will do
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Resources
Spiritual Animators ESD Website: http://www.swlauriersb.qc.ca/
Book Lists Web Sites LES LES Template
MELS - ERC site
https://www7.mels.gouv.qc.ca/DC/ECR/or http://www.mels.gouv.qc.ca/
Username: ecrenseignant Password: ecr0809
LEARN http://www.learnquebec.ca/en/?language=en
VoD The Gazette Digital
Choose Your Voice Secondary Moot Court - Secondary
http://www.swlauriersb.qc.ca/https://www7.mels.gouv.qc.ca/DC/ECR/http://www.mels.gouv.qc.ca/http://www.learnquebec.ca/en/?language=enhttp://www.learnquebec.ca/en/?language=enhttp://www.mels.gouv.qc.ca/https://www7.mels.gouv.qc.ca/DC/ECR/http://www.swlauriersb.qc.ca/8/2/2019 ERC SessionII Web
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Spiritual Community Animators
Develop and implement programs and activities thathave a community, humanitarian or spiritual nature.
Mobilize students to engage in community serviceprojects.
Facilitates assemblies or classroom visits thataddress the character development of students.
Response to crisis situations in times of grief.
Links students to local centres of worship andculture. Provides resources and speakers on relevant topics.
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