Grasslands School DistrictInspiring Education

andCurriculum Redesign

February 3, 2014

Take A Clock – Make a date for 3, 6, 9, and 12!

Inspiring Education

Putting The Pieces Together

INSPIRING EDUCATION: THE JOURNEY BEGINS

Curriculum Redesign Introductory Video

Alberta Education Mission: To ensure inclusive learning opportunities that enable Kindergarten to Grade 12

students to achieve success as engaged thinkers and ethical citizens with an entrepreneurial spirit.

Engaged ThinkerCollaborating to create new

knowledge

Entrepreneurial Spirit

Creating new opportunities

Ethical CitizenDoing the right thing because it is the

right thing to do

Find your 6 o’clock partner and share….

• What am I doing already in this area?

• Is there an area we could do more?

• Table Talk – What I heard…

Engaged ThinkerCollaborating to create new knowledge

• Think critically and creatively.• Make discoveries through inquiry, reflection, exploration,

experimentation and trial and error.• Use technology to learn, innovate, collaborate and

communicate.• Gather, analyze and evaluate information.• Work with multiple perspectives and disciplines to

identify problems and solutions.• Integrate ideas from a variety of sources into a coherent

response.• Communicate well with others.

Ethical CitizenDoing the right thing because it is the

right thing to do• Care for myself physically, emotionally, intellectually, socially and

spiritually.• Move beyond self-interests to the needs of others.• Build relationships based on humility, fairness, and open-

mindedness.• Collaborate and communicate to contribute fully to the community

and the world; environmentally, economically, culturally, socially and politically.

• Engage with many cultures, religions, and languages; demonstrating respect, empathy and compassion for people and issues.

• Assume life responsibilities – whether they be the duties of parent, neighbour, mentor, employee or employer.

• Adapt to any situation by relying on personal knowledge, skills, or an experience; yet request the assistance of others and request assistance for others when needed.

Entrepreneurial SpiritCreating New Opportunities

• Create opportunities and achieve goals through hard work, perseverance and discipline.

• Strive for excellence and success, and am respected for my achievements.

• Explore ideas and technologies individually and in diverse teams, challenging the status quo.

• Take risks and make bold decisions in the face of adversity.

• Transform discoveries into products or services that benefit my school, community and the world.

Shifts

Prepared by SAPDC Learning Facilitator Team

• Around the world, jurisdictions are exploring how to transform students' learning

• Purpose is to better reflect our knowledge-driven globalized world.

Ministerial Order Competencies

Literacy and Numeracy

Prepared by SAPDC Learning Facilitator Team

NEW MINISTERIAL ORDER ON STUDENT LEARNING

http://education.alberta.ca/media/6951645/skmbt_c36413050707450.pdf

WHAT IS A CROSS CURRICULAR COMPETENCY?

• An interrelated set of attitudes, skills and knowledge

• Applied in developmentally appropriate contexts for successful living and learning

• Applied from K-12 across all subject/discipline areas

WHY CROSS-DISCIPLINARY COMPETENCIES?

• Growth of the whole child

• Enable personalized learning

• Support teacher decision making

• Provide consistency across subject/discipline areas and in assessing and reporting

Literacy

Numeracy

Arts

Language Arts

Mathematics

Science

Social Studies

Wellness

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THE 10 MULTI-DISCIPLINARY COMPETENCIES

a)Know how to learn

b)Think critically

c) Identify and solve complex problems

d)Manage information

e)Innovate

f) Create opportunities

g)Apply multiple literacies

h)Demonstrate good communication skills

i) Demonstrate global and cultural understanding

j) Identify and apply career and life skills

MULTI-DISCIPLINARY COMPETENCIES

SAMPLE LEARNING EXPERIENCE

Learning Experience:Your community is planning to build a new recreation centre and is looking for residents of the area to share ideas. You have the opportunity to offer your suggestions to the planning committee. Think about the activities you would like to do at the centre. Research what other communities offer at their recreation centres. Considering the needs and interests of your community, select a format that will best communicate your ideas to the planning committee. Use your research to support your ideas.

SHARING LEARNING

EXPERIENCES

In your context, what would competency-focused learning experiences look like?

QUOTE FROM THE FIELD

We chose to switch our planning approach from project-based learning with competencies as a supporting role to looking first at the competencies that fit best with our program of studies then designing an appropriate project. The results were richer skills, attitude and knowledge development in our students. We are transformed as a learning community.

(Cheryl Devin, Teacher, Alberta School)

Literacy and Numeracy

Prepared by SAPDC Learning Facilitator Team

Literacy and Numeracy are foundational to all student learning. Literacy is more than just the ability to read and write, and numeracy is more than the ability to solve number problems. They are a means of discovering and making sense of the worldLiteracy• A literate person has the

ability to identify, understand, interpret, create, communicate and compute in varying contexts in and BEYOND the classroom.

Numeracy• A numerate person has the

confidence and habit of mind to search out quantitative or spatial information, critically assess, reflect upon and apply it in their lives when making judgments or decisions and taking action.

What is Literacy?What is Numeracy?

• Card sort – 5 groups

Numeracy

Literacy/Numeracy Benchmarks

Literacy

• create and express meaning

• communicate what we know, can do and want to learn

• communicate about concepts, ideas and understandings

• use language tools to communicate meaning

• connect prior knowledge and experiences to create new understandings

• use effective literacy/problem solving strategies to acquire knowledge

• use diverse texts and media to communicate

• use effective strategies to respond to knowledge

• use effective strategies to generate and share information

• use qualitative and spatial concepts to communicate meaning

• use effective mental calculations and estimation strategies to manage information

• analyze and evaluate information

The Lack of Pirates is Causing Global Warming

Being Numerate Matters

LOOKING AT A PROBLEM FROM THE PERSPECTIVE OF NUMERACY

Greg and his family are helping their friends move from Edmonton to Calgary, a distance of 300 km. They are using his father’s truck to transport the furniture. If they travel at a speed of 100 km per hour, how long will it take to return to Edmonton?

• How long will it take to unload the furniture?• Will they stop to eat?

• Will they need to stop for gas?

What answers would be reasonable?

Request for Proposal Curriculum Prototyping

Prepared by SAPDC Learning Facilitator Team

DRAFT COMMON CONSTRUCT FOR

PROGRAMS OF STUDY

RFP for Prototyping (Request for Proposal)

Due November 1

Jurisdictions submitted plans in one or more of the following grade level groupings:• K to 3• 4 to 6• 7 to 9• 10 to 12

2 Proposals will be accepted in each grade level grouping across the province.

RFP Requirements1.Detailed Plan – by November 12.Scope and Sequence for K-12

continuum – 6 subjects3.A maximum of 10 draft learner

outcomes for each of the 6 identified subject/discipline areas at the grade levels applied for

4.Classroom-based assessments5.Digital learning and teaching resources6.Graphic Organizer

Moving from Print to Digital Resources

Prepared by SAPDC Learning Facilitator Team

Diploma Exams and Student Learner

Assessments (SLAs)

Prepared by SAPDC Learning Facilitator Team

DIGITALLY-BASED ASSESSMENT• Inspiring Action on Education (June 2010) contemplates a future where

“provincial assessment could also be made available on-demand.”• Realizing this vision is only possible through digitally-based exam

administrations• Digitally-based provincial assessments will enable

o Secure delivery of assistive technologies such as text-to-speecho The use of multi-media in provincial assessmentso Innovative assessment itemso Assessments to be securely delivered across a broad spectrum of

devices• Many existing and legacy systems will need to be replaced or

enhanced• Ideally, cloud-based infrastructure will be utilized that can easily

respond to rapid spikes in demand.

INCREASED DIPLOMA ADMINISTRATIONS

• This year, both the November and April diploma examination sessions are considered “open sessions”.

• In the past, these two sessions were restricted to schools and students enrolled in courses that concluded in November and April.

• Students may now re-write diploma examinations during these two sessions without having a current November or April course mark.

• Pre-registration for these two sessions is mandatory.• In November, Chemistry 30, ELA 30-2, Math 30-1 and Physics 30

are offered.• In April, Biology 30, ELA 30-1, Social Studies 30-1 and Social

Studies 30-2 are offered.

STUDENT LEARNING ASSESSMENTS (SLA’S)

• On May 9, 2013 Minister Jeff Johnson announced that Alberta would be giving teachers more tools to help students succeed by introducing assessments that will replace the existing Provincial Achievement Tests (PATs).

• The Student Learning Assessments (SLAs) will be digital and will be administered at the start of Grades 3, 6, and 9.

• A window of approximately 10 days, near the start of the school year, will provide schools with the opportunity to decide when it will be best for students to complete the assessments.

• The outcomes that will be assessed come from the previous year’s Programs of Studies (i.e. grades 2, 5, and 8).

TIMELINES for SLAs June 2014 June 2015 June 2016 September 2017

Choice Last administration Last administration Full implementation

administration of (full cohort) of the (full cohort) of the of the Grade 9 SLAs

Grade 3 PATs Grade 6 PATs (Optional) Grade 9 PATs (Optional)

• ___________________________________________________________________________

• June 2013 September 2014 September 2015 September 2016

• Last full-cohort Choice Full implementation Full implementation

• administration of administration of of the Grade 3 SLAs of the Grade 6 SLAs

• the Grade 3 PATs Grade 3 SLAs and piloting of the and piloting of the

• Grade 6 SLAs Grade 9 SLAs

Career Technology Foundations

Prepared by the SAPDC Learning Facilitator Team

CTF is a project-based, hands-on, optional course for grades 5 to 9 that focuses on essential skills common to all 28 Career & Technology Studies occupational areas.

Optional Implementation – September 2014

Mandatory Implementation – September 2015

• I explore my interests and passions while making personal connections to career possibilities.

• I use skills / technologies associated with occupational areas.

• I follow safety requirements associated with occupational areas and related technologies.

• I problem solve in response to challenges.• I design in response to challenges.• I adapt to change and unexpected events.• I make decisions in response to challenges.• I appraise product(s), performance(s), or

service(s) in response to challenges.• I appraise the skills / technologies I use in

response to challenges.• I communicate my learning.

CTF Learning Outcomes

High School Redesign

Prepared by SAPDC Learning Facilitator Team

“Albertan’s said to truly transform education, the system must empower innovation throughout the province.”

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What’s Next?

• Please complete the evaluations

• On the back of the evaluation, please write what you would need next so that you will be comfortable with this change