Moving from the learning map to the lessons! - blogsomemoore · In groups of 3 •What have you tried since last we were together? •What did you notice? •What do you want to try

Movingfromthelearningmaptothelessons!

Ingroupsof3

• Whathaveyoutriedsincelastweweretogether?• Whatdidyounotice?• Whatdoyouwanttotrynext?

• Whatdidyounoticeaboutyouroutsidepins!

• PlaceBased

• Wherewillweimplementourplan?• Whatisyourcurricularplace/community/location/land?• Teachskillsinthecontextandtransferoutvs.teachoutofthecontextandtransferin

• StartwithStrength

• Whatcanwealreadydoandwhatdoweneedtodonext?vs.Whereshouldwebeandwhyaren’twethere?

• Responsive

• Whatcompetenciesdoweneedtotarget?• Asanindividual• Asagroupasawhole

• ContinuumsofSuccess

• Whatisourrange?• Whoneedsthemostsupport?• Whoneedsthemostchallenge?

BCsRenewedCurriculum

Today!

• Review• Movingfrommapstolessons• Consideringcorecompetencies

RTI TriangleGrade/Course/Subject (place)

_____________________________

Curricular Lens:

_____________________________

Competency Lens:

_____________________________

Tier 1

Tier 2

Tier 3

Students who need the most support

Students who need the most challenge

Curricular Competency

• Content• Whatdoweneedtoknow?

• Process• Whatdoweneedtodo?

BackwardsDesign

• BackwardsDesign• BigIdea

• Whatdoweneedto understand?• Content

• Whatdoweneedtoknow?• CurricularCompetencies

• Whatdoweneedtodo?• CoreCompetencies

• Whodoweneedtobe?

BackwardsDesign

Whatelseisdifferent?Theratios!

Thegoalratioshaveshifted





• Whodoweneedtobe?

BackwardsDesign

TheRenewedCurriculum

Content

CurricularCompetencies

CoreCompetencies

BIGIDEA

PlanningPyramid

Even more goals

More goals

Goals

Evenmoregoals

Moregoals

Goals

Access

Challenge

4.PlanningfortheRANGE:Extendingforfurtheraccessandchallenge

Find1-10

Recognize1-10

Match1-10

MatchAge

Findthenumberwiththebiggest

value

KindergartenMathGoal:NumberConcepts1-10

Rubricsvs.LearningMaps

deficit deficit Standard

goal


deficit deficit Standard

goal Does'’tknow1-10 Sometimes knows1-10

Knowsnumbers1-10

Onepointrubric

Standard

goal Knowsnumbers1-10by- matching,finding,recognizing


Standard More complex Morecomplex

goal

LearningMap

Standard(Essential/Core)

More complex Morecomplex

goal Matching1-10 Recognizing1-10 Finding1-10


Standard More complex Morecomplex

goal

goal

goal

Course/Subject/Grade(s): PlanningTeam:

UnitBigIdea: UnitGuidingQuestion:

Goals Access All Most Few Extend

Content:

CurricularCom

petencies

BuildinganAssessmentMap!

GradeLevelCurriculum ChallengePriorknowledge



Goals Approaching MinimallyMeeting

Meeting FullyMeeting Exceeding

Content:

CurricularCom

petencies





Goals ThisiswhatIneed toknow

anddo

This iswhatImustknow&do

This iswhatIcanknow&do

This iswhatIcouldknow&do

This iswhatIcantryto know

&do

Content:

CurricularCom

petencies:

WestBenchElementary

• Danielle(CT),Sachia (Librarian),Charlene(EA)• Grade4/5LanguageArts

• RTItriangle• Storywritingunitplan• Lessonplan• Implementedalesson

RTI




anddo





&do

Content:

CurricularCom

petencies:

Course/Subject/Grade(s):4/5 PlanningTeam:

UnitBigIdea:Languageandtext canbeasourceofcreativityandjoy

UnitGuidingQuestion:What arestories?Howcanweuselanguagetobecreativethroughstory?


anddo





&do

Content:Iknowliteraryelements in story/ text

Iknowwhensomethinghappenswithmyself andmyfriends

IknowconflictI knowcharactersI knowsetting

I knowcharacterizationIknowplotI knowtheme

I knownarrativestructuresIknowpurpose

Iknowinfluence/lesson/moral

CurricularCom

petencies:Icancreateand

commun

icate

Icancreatetext Icanusepicturesandwordstotellastory

I cantell astoryorallyIcanusevisualtextIcanmakeaplananddraft

I canwrite astoryIcaneditmystory

I cancombinetextstotellastoryIcanrevise mystory

Icancreate astorywithapurpose

Icanuselanguage increativeandplayfulways

I canlabelmypictureswithdescriptivewords

I cantrytrysomethingnewinmywritingIcanplaywithwordsinmywriting

Icanplaywithformatinmywriting

Icanplaywithideasinmywriting

I canplaywithperspectiveinmywriting

Icancommunicateusingsentencesandparagraphs

Icanuseconventions

I canuse patternsentences

Icanusecapitalletters

IcanwritesentencesI canconnect multiplesentencestogether

IcanuseCanadianspellinginmy writing

Icanwriteparagraphs

Icanusepunctuationinmywriting

I canconnect multipleparagraphstogether

Icanusegrammar inmywriting

Icancreate athesisformywriting

1.ChooseBigIdea&turnintounitguidingquestions

2.Choosecontentgoals

6.Choosecurricular

competencygoals

7.Stretchcompetencygoals8.createaccess

9.Createchallenge

3.Stretchcontentgoals4.Createaccess

5.Createchallenge





anddo





&do







CurricularCom


commun

icate













Icanuseconventions





Icanwriteparagraphs





2.Choosecontentgoals

6.Choosecurricular

competencygoals


9.Createchallenge


5.Createchallenge





anddo





&do







CurricularCom


commun

icate













Icanuseconventions





Icanwriteparagraphs





6.Choosecurricular

competencygoals


9.Createchallenge


5.Createchallenge





anddo





&do







CurricularCom


commun

icate













Icanuseconventions





Icanwriteparagraphs





6.Choosecurricular

competencygoals


9.Createchallenge

4.Createaccess

5.Createchallenge





anddo





&do







CurricularCom


commun

icate













Icanuseconventions





Icanwriteparagraphs





6.Choosecurricular

competencygoals


9.Createchallenge

5.Createchallenge





anddo





&do







CurricularCom


commun

icate













Icanuseconventions





Icanwriteparagraphs





6.Choosecurricular

competencygoals


9.Createchallenge





anddo





&do







CurricularCom


commun

icate













Icanuseconventions





Icanwriteparagraphs






9.Createchallenge





anddo





&do







CurricularCom


commun

icate








I cantrytrysomethingnewinmytextIcanplaywithwordsinmytext

Icanplaywithformatinmytexts

Icanplaywithideasinmytexts



Icanuseconventions





Icanwriteparagraphs





8.createaccess

9.Createchallenge





anddo





&do







CurricularCom


commun

icate













Icanuseconventions





Icanwriteparagraphs





9.Createchallenge





anddo





&do







CurricularCom


commun

icate













Icanuseconventions





Icanwriteparagraphs









anddo





&do







CurricularCom


commun

icate













Icanuseconventions





Icanwriteparagraphs





Course/Subject/Grade(s):English LanguageArts4/5

UnitQuestion:What arestories?Howcanweuselanguagetobecreativethroughstory?

Minilessons

1 HowcanIcreatetext





2 HowcanIuselanguage increativeandplayfulways


Icanplaywithformatinmywriting Icanplaywithideasinmywriting


UnitMiniLessonPlanner

Course/Subject/Grade(s):English LanguageArts4/5

UnitQuestion:What arestories?Howcanweuselanguagetobecreativethroughstory?

Minilessons

3 How canIcommunicate usingsentencesandparagraphsHowcanIuseconventionsofwriting


IcanuseCanadianspellinginmywriting

Icanwriteparagraphs




I knownarrative structuresIknowpurpose

4 HowwillIshowmylearning?

Determining thegoalsIhavemet Findingtheevidence ofmylearning Reflecting onmylearning





LessonGoal1:Whatisastory? Materials/PrepConnect:Whatdoesstorymeantome?Groupmindmap(ACCESS) Chartpaper,felts

PcssymbolsProcess:What makesastoryastory?Chooseatextinthelibrary,comparewithothertexts,whatdoallstorieshaveincommon(problem)

Thinking organizers

Transform:waxmuseum– create atableauofaprobleminyourstory

ActivitytomeetthegoalNEED todo… MUSTdo… CANdo… COULDdo… Trytodo…

Icantellastoryaboutsomething

thathappens

Ican chooseastoryandtellwhyIloveit

Icancomparestories toseehowtheyarethesame

anddifferent

Icanfigure outwhatallstorieshaveincommon

Icancreatecriteriafor

whatmakesastory

Whatmakesastory?

• Connect• Inyourtablegroups

• Usingwords,pictures,symbols– thinkabout…

• Whatisthefirststory youremember?

• Whatisanimportantstory inyourlife?

• Whereisstory inyourlife?

• Whatstorymeanstoyou?

Story

Whatmakesastory?

• Process– step1• Inthelibrary

• Beremindedaboutshelfmarkers!

• Lookatstories thatyouknowand/orcouldsharetoday

• Choose1story thatyoulove

Whatmakesastory?

Process– step2• Yourjob

• Youmust – chooseagroup(3or4)andshareyourstoriesandwhyyouchosethem

• Youcan – compareyourstories(whatisthesame/whatisdifferent)

• Youcould – figureoutwhatallyourgroup’sstorieshaveincommon

• Comebacktogetherandshare• Whatissomethingimportantaboutstoriesthateveryoneneedstoknow?

• Storieshave…

Ichosethestory:__________________________

Ichosethisstorybecause:_____________________________________________________________________________________________________

Ichosethestory:__________________________

Ichosethisstorybecause:_____________________________________________________________________________________________________

Choosinga story- MUST

Comparingourstories- CAN

Story1: Story2:

Same

Diffe

rent

Different

Comparingourstories- COULD

Story1: Story2:

Allourstorieshave…

Story3: Story4:

Whatmakesastory?

• Transform:Whatmakesastory?Aconflict/problem!• WAXMUSEUM

• Inyourgroups• Chooseastoryfrom• Figureoutwhatistheconflict(whathappensinthebook)• Createagroupwaxstatuethattellsthestoryaboutwhathappens




LessonGoal1:Whatmakesastory? Materials/PrepConnect:Whatdoesstorymeantome?Groupmindmap Chartpaper,felts

PcssymbolsProcess:What makesastoryastory?Chooseatextinthelibrary,comparewithothertexts,whatdoallstorieshaveincommon(problem)

Thinking organizers

Transform:waxmuseum– create atableauofaprobleminyourstory

ActivityNEED todo… MUSTdo… CANdo… COULDdo… Trytodo…

Icantellastoryaboutsomething

thathappens

Ican chooseastoryandtellwhyIloveit

Icancomparestories toseeowtheyarethesame

anddifferent

Icanfigure ourwhatallstorieshaveincommon

Icancreatecriteriafor

whatmakesastory

ExampleScience9

• Grade9– SolarRadiation• SummativeTask– LearningPortfolio(GuidedInquirythroughtheyear)



Goals Access All Most Few Extend

Content:

CurricularCom

petencies



Science9

Needtokno

w

Needtounderstand

Needdo



Goals

Content:

CurricularCom

petencies

BuildingaLearningMap!

Course/Subject/Grade(s):Science9 PlanningTeam:

UnitBigIdea:Thebiosphere,geosphereandatmosphereareinterconnectedasmattercycles andenergyflowthroughthem

UnitGuidingQuestion:Whydoweneedthesun?

Goals

Content:EffectsofSolarRadiation

CurricularCom

petencies:

Que

stioning

Sustained intellectualcuriosity

Makeobservations

Hypothesize




Goals Access All Most Few Extension


Iknowthat thesungiveslight

IknowwhytheEarth needslightfromthesun

Iknowsolarradiation

Iknowthedifferenttypesoflightradiation

Iknowthe effects ofsolarenergyonthecyclingofmatter andenergy ontheEarth

Iknowtheconnectionofsolarradiationtothewatercycle

Iknowtheconnectionofsolarradiationtowindandoceancurrents

Iknowhowsolarradiationisconnectedtothedistribution ofenergyandnutrientsaroundtheplanet

CurricularCom

petencies:Que

stioning

Sustainedintellectualcuriosity

Icanwonderaboutaboutascientifictopic

Icanaskquestionsaboutascientifictopic

Icanaskquestions tofurthermyinquiryaboutascientifictopic

Icansustainmyinquiryaboutascientifictopicovertime

Icansustainaninquiryaboutascientific topicofmyowninterestovertime

Makeobservations Icanuse mysensestoobserveanddescribe

Icanmakeobservationstoidentifyquestions aboutatopic

Icanobservetofindpatternstohelpexplainorsupportahypothesis

I canobserve&makeconnectionstophenomenainthenaturalworldconnectedtomyinquiry

Icanobserveethicallyinthenaturalworld

Hypothesize Icancomeupwithpossibleexplanations tomywonderings

Icanmakeaninformedhypothesisaboutascientificquestion

Icancomeupwithmultipleinformedhypothesis aboutascientifictopic

Icanformulatenewhypothesisbasedonnewinformationinanscientificinquiry

Icanpredictmultipleoutcomesto myown inquiry

1.ChooseBigIdea&turnintounitguidingquestions

2.Choosecontentgoals 3.Stretchcontentgoals4.Create

access5.Createchallenge

6.Choosecurricular

competencygoals


9.Createchallenge




Goals Access All Most Few Extension




Iknowsolarradiation






CurricularCom

petencies:Que

stioning

















Course/Subject/Grade(s):Science 9

UnitQuestion:Whydoweneedthesun?

Minilessons

Q1 HowcanIbeintellectuallycurious?

Askingquestions Furtheringmy questions Sustainingmyquestions

SolarradiationTypesoflightradiation

Q2 HowcanIbeascientificobserver?

Makingobservations Findingpatternsinobservations

Connectingobservationstotheworld

Effectsofsolarradiation

Q3 HowcanImakemeaningfulhypothesis?

Making ahypothesis Makingmultiplehypothesis Adjustingahypothesis

Connectionsofsolarradiation

Q4 HowwillIshowmylearning?

Determining thegoalsIhavemet

Findingtheevidence ofmylearning

Reflecting onmylearning:AnsweringtheBIGquestion


Teaching– fromFayeandRichardAllington• Gradualrelease

• Model/guide/independentpractice/independentapplication• Lessonsequence:Connect/Process/Transform&Personalize

• Meaningfultasks• Whataretheactivitiescapturing

• Takethetime• Talking&conversations• Text

• Oral,visual,written• Multiplelevels&perspectives

• Feedback• Whatisworking?Whatisnot?Whatisnext?



Competency GuidingQuestion:HowcanIbeintellectuallycurious?Minilesson:wondering/askingquestions

Supports

Conten

t:So

larrad

iatio

n

Connect:IntroduceunitquestionDrawingvocabactivity:Light,earth,sun,radiation,effect,cycle, matter,energy,wind,oceancurrents,watercycle,connection,solarradiation,nutrients,Earth

Word squares,pencils,scissors

Process:Pictureset- whatdoyouwonderaboutwhatyousee?Brain stormquestionsusingvocabularywordsandinformationfromthepictureset,writequestionsonsentencestripsOrganize questionsintothemesonthewall

Sentence strips,markers

Transform:Chooseathemetoinvestigatefurtherforaninquiry,decidewhatsupportsyouneedtobesuccessfulinyourinquiry(e.g.individual,partner)

Questionplanningform

Task(s)Access MUSTdo… CANdo… COULDdo…

Matchvocabwordstoimages

Choosea questiontoinvestigatefurther

Comeupwith3 ormore followupquestionstobeginaninquiry

Makeapossible hypothesistooneofyourquestions



Competency GuidingQuestion:HowcanIbeintellectuallycurious?Minilesson:wondering/askingquestions

Supports

Conten

t:So

larrad

iatio

n

Connect:SharequestionschosenBrainstorm: Whatmakesagoodquestion?

Word squares,pencils,scissors

Process:Whatmakesagoodscientificquestion?(evidence canbefound,testable- datacollection,hypothesis,interesting)Groups– Maketheexamplequestionsmore“scientific”Groups/individuals – Maketheirownquestionsmore“scientific”

Sentence strips,markers

Transform:Exitslip:Whatisyourscientificquestionaboutthesun?Comeupwithascientificquestionaboutsomethingelsethatisinterestingthatyouwouldliketoinquireabout

Questionplanningform

Task(s)Access MUSTdo… CANdo… COULDdo…

Chooseaquestiontowonderabout

Addtoyourwondering/questiontomakeitmorescientific

Comeupwith3ormorefollowupscientificquestions

Trade yourquestionwithanotherpeerorgroupforfeedback




Goals Access(NEED)

All(MUST)

Most(CAN)

Few(COULD)

Extension(TRY)




Iknowsolarradiation






CurricularCom

petencies:Que

stioning

















StudentIknowtheeffectsof

solarradiation

Icanshow intellectualcuriosity

Icanmakeobservations Icanhypothesize

LearningMapne

ed

must

can

could

try

need

must

can

could

try

need

must

can

could

try

need

must

can

could

try

Student

Student

Student

Student

Student


solarradiation



C B A A+ C B A A+ C B A A+ C B A A+

LearningMapAp

proaching

Minim

allyM

eetin

g

Meetin

g

FullyM

eetin

g

Exceed

ing

Approaching

Minim

allyM

eetin

g

Meetin

g

FullyM

eetin

g

Exceed

ing

Approaching

Minim

allyM

eetin

g

Meetin

g

FullyM

eetin

g

Exceed

ing

Approaching

Minim

allyM

eetin

g

Meetin

g

FullyM

eetin

g

Exceed

ing

Student

Student

Student

Student

Student


solarradiation



Total

10 5 3 2 10 5 3 2 10 5 3 2 10 5 3 2 80

LearningMapAp

proaching

Minim

allyM

eetin

g

Meetin

g

FullyM

eetin

g

Exceed

ing

Approaching

Minim

allyM

eetin

g

Meetin

g

FullyM

eetin

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ing

Approaching

Minim

allyM

eetin

g

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g

FullyM

eetin

g

Exceed

ing

Approaching

Minim

allyM

eetin

g

Meetin

g

FullyM

eetin

g

Exceed

ing

Date:

Student

Student

Student

Student

Student

Templates


_____________________________

Curricular Lens:

_____________________________

Competency Lens:

_____________________________

Tier 1

Tier 2

Tier 3



Curricular Competency




anddo





&do

Content:

CurricularCom

petencies:

Course/Subject/Grade(s):

UnitQuestion:

Minilessons

Q1 Competency question:

Mini lesson: Mini lesson: Mini lesson: Mini lesson:

Content:



Content:



Content:



Content:



UnitGuidingQuestion:

Competency GuidingQuestion:

Minilesson:

Supports

Conten

t:

Connect:

Process:

Transform:

Task(s)NEED todo… MUSTdo… CANdo… COULDdo… TRYtodo…

Let’smakeaplan!• Whatdoyouwanttotrysofar?• Whatissomethingthatyoucanyouletgoof?

• Whatisyourfirststep?• Whocanhelpyou?• Whatsupportsdoyouneed?

MovingForward

• ConsideringCoreCompetencies


_____________________________

Curricular Lens:

_____________________________

Competency Lens:

_____________________________

Tier 1

Tier 2

Tier 3



Curricular Core Competency





• Whodoweneedtobecome?

PlanningUsingtheRenewedCurriculum

Social

Communication

SocialResponsibility

Intellectual

Creativethinking

Criticalthinking

Personal

PersonalAwareness&Responsibility

PersonalIdentity&Culture

ThePhysicalPlace

PlanningUsingBCsRenewedCurriculum

Whatbubblesarestretches,whatbubblesarestretches

Personal

social

intellectual

PersonalcompetenciesPersonalAwareness&Responsibility

PositivePersonal&CulturalAwareness

SocialResponsibility

Communication

Socialcompetencies

CriticalThinking

CreativeThinking

Intellectualcompetencies

Howareyoualreadyusingthecorecompetenciesinyourcontext?

CoreCompetencies:Aquickreview

• Competenciesareresponsive (basedonneed)notstandardized (basedonshould)

• Althoughwecanassessthecompetencies,wedonotevaluatethem- thestudentsdothat!

• WearealwaysworkingonALLofthecompetencies,butneedtoexplicitlytargetandteachspecificcompetenciesinaunitoroveraperiodoftime

• Studentneedaroleindecidingwhichcompetenciesarechosenand/orsettinggoalswithinthem

Example • Grade8Math

Example

• Grade8Math• BigIdea(understand):HowdoesPythagoreanTheoryconnect,relate,describeandmeasure,linesandshapesinourworld?

• Content(know):WhatisPythagoreanTheory?

• CurricularCompetencies(do):HowcanIuseaportfoliotokeeptrackofmylearningandjustifywhatIhavelearned?

• CoreCompetency(be):Howcanwebecomepersonallyawareandresponsibleinmath?

Course/Subject/Grade(s):Math8 PlanningTeam:Graeme&Shelley

UnitBigIdea:Therelationshipbetweensurfaceareaandvolumeof3Dobjects canbeusedtodescribe,measure,andcomparespatialrelationships.

UnitGuidingQuestion:WhatisPythagoreanTheoryandhowdoesPythagoreanTheoryconnect,relate,describeandmeasure,linesandshapesinourworld?

Goals Access All Most Few

Content:PythagoreanTheorem

I know square root, square, area, right triangle, rectangle, Squares vs rectangle, square compared to other shapes, area of square, all sides are equal, square root, right triangle

I know Pythagorean theorem and where to find it useful in the world

I know how to derive the formula for Pythagorean theorem

I know how to find a missing side of a right triangle

CurricularCom

petencies

ReasoningandAnalysis

Estimating by comparing to something familiar

Using concrete materials to understand above concepts

Using perfect square numbersBuilding a model using concrete materials

Non perfect squares numbers

Drawing pictures/ diagrams

Using non whole numbers

Using/ applying an abstract formula

UnderstandingandSolving

Explore environment to find a right triangle OR find a rectangle and make it into a right triangle

Use an example connected to personal/ familiar experience

Use an example from a context unfamiliar (e.g. word problem)

Use an example connected to first the first nations constellations

Communicatingandrepresenting

Using math vocabulary (square, square root, rectangle, triangle, equal)Explain and justify your thinking in one way (abstract/concrete/pictorial)

Using math vocabulary (right triangle) Explain and justify your thinking in one way (abstract/concrete/pictorial)

Using math vocabulary (Pythagorean theory, formula, non-perfect squareExplain and justify your thinking in two ways (abstract/concrete/pictorial)

Using math vocabulary

Explain and justify your thinking in all ways (abstract/concrete/pictorial)

Connectingandreflecting

What does this problem this remind you of in the world?

Find another solution to a problem

Pose a new problem or question

Describe how Pythagorean connects to our self and world around us (connect to First Nations)

TheLearningMap

Example • Grade8Math

Selectingthegoals/strategiesPersonalAwareness&Responsibility

Course/Subject/Grade(s):Math8 PlanningTeam:Graeme&Shelley

Competency Lens:PersonalTarget Competency:PersonalAwareness&Responsibly

SelfAssessmentPre

PostTargeted Skill Access All Most Few

HowcanIself-regulatetosupportmylearningandwellbeing?

I can identify choices, supports, strategies, that help manage my learning and emotions in math

I can choose activities in math class that support feeling comfortable learning and trying new things, I know how these choices help me

I can accept responsibility for my physical and emotional actions in math class

I can manage my feeling my in math class and emotions

I take ownership of my learning, goals, and behavior in math class

What is a new skill I learned? What is a skill I was reminded of that is useful?

How do I know I have learned this skill?

Howdidtheseskillshelpmebemoresuccessfulduringthisclass?

How can I use the skills that I have learned in other contexts?

Example

• Grade6/7languagearts

Example

• Grade6/7languagearts• BigIdea(understand):Howdostories(andothertext)helpmebetterunderstandmyselfandtheworld?

• Content(know):WhatdoIneedtoknowaboutcharactersinastory?WhatdoIneedtoknowaboutparagraphwriting?

• CurricularCompetencies(do):HowcanIuseaportfoliotoshowwhatIknow?

• CoreCompetency(be):Howcanwebecomecriticalthinkers?

TheLearningMap

Selectingthegoals/strategiesCriticalThinking

Criticalthinkersquestion&investigate!Criticalthinkersquestionandinvestigateby…

…being curiousandexploringsomethinginteresting

…askingquestionstofindoutnewinformation

…figuringoutmorethanonewaytoansweraquestion

…keepingtrackofwhereIfindmyinformation

Setting mycriticalthinkinggoalsWeek1 Week3 Week6

OnestrategyIamalreadydoingwellis…



OnestrategyIwanttoworkonis… OnestrategyIwanttoworkonis… OnestrategyIwanttoworkonis…

Whatismyplantomakeithappen? Whatismyplantomakeithappen? Whatismyplantomakeithappen?

HowcanIbecomeacriticalthinker?

Example • Grade3/4Science

Example

• Grade3/4Science• BigIdea(understand):Howdolivingthingsinteractwithandrespondtoeachotherinourlocalenvironment?

• Content(know):Whatisthebiodiversityinourlocalenvironment?

• CurricularCompetencies(do):HowcanIuseafieldguidetohelpmeobserveandtoshowwhatIknowandamlearning?

• CoreCompetency(be):Howcanwebecomecreativethinkers?

TheLearningMap

Selectingthegoals/strategiesCreativeThinking

Creativethinkersgeneratenewideas!Creativethinkersgeneratenewideasby…

…usingtheirsenses … building onotherpeople’sideas

…learningon myownaboutsomethingthatisinterestingtome

… knowingwhat Ineedtofocus,learnandobserve

Setting mycreativethinkinggoalsWeek1 Week3 Week6




OnestrategyIwanttoworkonis… OnestrategyIwanttoworkonis… OnestrategyIwanttoworkonis…

Whatismyplantomakeithappen? Whatismyplantomakeithappen? Whatismyplantomakeithappen?

HowcanIbecomeacreativethinker?

Creativethinkersgeneratenewideas!Creativethinkersgeneratenewideasby…

…usingtheirsenses … building onotherpeople’sideas

…learningon myownaboutsomethingthatisinterestingtome

… knowingwhat Ineedtofocus,learnandobserve

KeepingtrackofmyprogressWeek3 Week6 Week9

ThisisanexamplewhenI usedmystrategy!



ThisisanexampleofwhenIusedmystrategyoutsideofschool !



ThisiswhereIthinkIcanusemystrategynext!



HowcanIbecomeacreativethinker?

Usingbookstogetinformation.Ireadthebooks

“myownmore”Iwanttobemoreindependent

Iamgoingtolookatthehummingbirdfeedermore.Itwillshowmewhattheylooklike,Iwilllookatitinthemorningandafternoon.Iwilllookbymyself.

“useing mysenses.P.S.becauseIhavenottridethem”

“notasting!”

“whenIgotanoseprintofmygrammasdog.Ithelpedme”

“Ihadsomehelpmeshuring mygrammasdogwitharoler.Iknewhowtoask.”

“onmycats!”

IneedtoworkonsensesbecauseIhavenosensesinmyfieldguide.IamgoingtotrytofitthreeofeachsensesandhopefullyinthreeweeksIwillhaveitoneveryfieldguidesothatismygoal

Myplanistogooutsidefor5to10minutesanddowhatIsmellwhatIhearandwhatIseewhatItouchandproblynottastesothatismyplan

IthinkIamgoodatfocusingwhenIgethomeIgetstratetomyhomeworkbefor watching.WhenI’mdoingmyhomeworkmygrandmagetsmesnackready.Andmybrotheriswatchingtv Igoupstairsanddomyfieldguide soIdon’tgetbotheredbyhim.

ImadesureIwasinanappropriateplaceforlearningandfocusing.Imadesuretheareaaroundmewasbestformetofocusandlearn

Icanusethatstrategybeforeahockeygame.ThebestareaformetomentallyprepareformygamesoIcanhavemybestgamepossible!

Whenweweredoingagallerywalk,Iwasmakingmentalnotesaboutotherpeople’sfieldguidesbecausethisisagoodtimetobuildonotherpeople’sideas

OtherexamplesCreativeThinking&CriticalThinking

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OtherExamplesSocialResponsibility

OtherexamplesSocialResponsibility:Icanworkandplaycooperatively

OtherexamplesSocialResponsibility:Icanworkandplaycooperativelywithothers

Selectingthegoals/strategiesCriticalThinking

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Selectingthegoals/strategiesCreativeThinking

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#corecompetencies – twitterCoreCompetencies- Facebook

• PlaceBased

• Wherewillweimplementourplan?• Whatisyourcurricularplace/community/location/land?• Teachskillsinthecontextandtransferoutvs.teachoutofthecontextandtransferin

• StartwithStrength

• Whatcanwealreadydoandwhatdoweneedtodonext?vs.Whereshouldwebeandwhyaren’twethere?

• Responsive

• Whatcompetenciesdoweneedtotarget?• Asanindividual• Asagroupasawhole

• ContinuumsofSuccess

• Whatisourrange?• Whoneedsthemostsupport?• Whoneedsthemostchallenge?

BCsRenewedCurriculum:BigIdeas

Let’smakeaplan!• Whatdoyouwanttotrysofar?• Whatissomethingthatyoucanyouletgoof?

• Whatisyourfirststep?• Whocanhelpyou?• Whatsupportsdoyouneed?

Groupshareout

LearningMap/LessonFeedback!

• [email protected]

Thinkingback

• Inthisseries…• Whathaveyoulearned?• Whatdidyoutrythatwasdifferent?• Whatdidyounoticeaboutyouroursidepins?• Whatisyournextsteps?

Documents

Moving from the learning map to the lessons! - blogsomemoore · In groups of 3 •What have you tried since last we were together? •What did you notice? •What do you want to try