Transforming learning

Transforming Learning“Education is not the learning of facts, but the training of the mind to think.”

-Albert Einstein

Chris Loat, Kevin Lyseng and Lisa Schwartz.

March 13, 2015

Activating Strategy

Let’s play Kahoot

Acknowledgement

I would like to start by acknowledging the

land we where we gather today. The

unceded territories of the Coast Salish

peoples who have been stewards of this

beautiful place since time immortal.

Purpose of the Day

• Look at components of the re-designed

curriculum.

• To use the website and subject specific

discussions to deepen our understanding

of the re-designed curriculum (Ed Camp)

• Time to plan in school teams (What are

we already doing? What next?)

Transforming Learning

Core Principles for

Learning EnvironmentsMakes learning central

Based on the social nature of learning

Tuned into emotions and sensitive to learner differences

Challenging

Provides clear expectations and specific feedback

Promotes connectedness

We are Better Together

Transformational change is more likely to occur, more likely to be effective and more likely to be scalable when it is done collaboratively, in ‘communities of practice’ that bring together educators in a structured, supported and facilitated environment.

3 PILLARS THAT SUPPORT THE DEVELOPMENT OF THE EDUCATED CITIZEN IN BC

DEFINITIONS

Literacy and Numeracy Foundations grade level expectations for required skills in reading; writing; and numeracy

expressed in the Performance Standards

Understanding of rich content prescribed learning standards for concepts and content in curriculum (areas of learning)

expressed in the curriculum

Core Competencies broad areas of development: thinking; communication; personal & social development

expressed in the competency profiles

The Themes of the B.C

.Curriculum Transformation

Big Ideas

Inquiry-based

Personalized Learning (choice, materials, product)

Competency Driven (Thinking, Communicating, Personal and Social)

Competencies woven throughout the curriculum

Teaching and Learning through First People’s Principles

Indigenous Ways of Knowing

First Peoples Principles of Learning The Aboriginal Perspective

Across the Curriculum

New Curriculum Framework - Draft

Activating Strategy: Chalk

Talk From the book: Making Thinking Visible: How to

Promote Engagement, Understanding and

Independence for All Learners. Ron Ritchart,

Mark Church, Karin Morrison

Activating Strategy: Chalk

TalkThis is a silent activity.

Stand up and tuck in your chairs.

At your table have a silent conversation (read,

respond, elaborate, check, connect & write) a

response to this question:

What do we want the children to be like

when they become adults?

Move with your original group

3 rotations - 3 minutes / CW rotation

Core Principles for

Learning EnvironmentsMakes learning central

Based on the social nature of learning

Tuned into emotions and sensitive to learner differences

Challenging

Provides clear expectations and specific feedback

Promotes connectedness

BC’s Core Competencies

Communication (draft available)

Thinking

Critical thinking (Spring 2015)

Creative Thinking (draft available)

Personal and Social Competence

Positive personal and cultural identity (draft

available)

Personal awareness and responsibility

(development underway)

Social awareness and responsibility

(development underway)

Exploring the

Core Competencies

Set of intellectual, personal and social

proficiencies that all students need to

develop in order to engage in deep and

life long learning.

A vehicle for becoming thoughtful, ethical

and active citizens.

The core competencies are the glue that

holds our society together.

BC Core Competencies

Characteristics

INCLUSIVE: every student has a profile

CROSS-CURRICULAR: evident in all curricular areas

STRENGTH-BASED: each competency continuum emphasis the concept of expanding and growing

STUDENT-CENTERED: based on actual samples from BC students and grounded in “I” statements

DESCRIPTIVE AND PROGRESSIVE: profiles of progression from early childhood through adult expertise

Today’s Meet

What is standing out to you at

this point? What do you

wonder?

Have one person record

questions and comments from

your table on Today’s Meet

Let’s look at the Ministry’s

website

Take a Break

Looking at the Documents

In small table groups, an opportunity

to look at subject specific documents

and the competencies

There will be an opportunity for one

rotation

Use Today’s Meet to provide

feedback

Looking Closely, Being

CuriousWhat do you notice?

What are you wondering?

What could you try this year?

The Feedback ProcessDocument about feedback process on

curriculum website.

Document highlights feedback both

positive and negative for Science, Social

Studies, Mathematics and Language Arts.

Revisions on the above subjects are

underway and revised drafts should be on

website by the summer.

Still seeking feedback about the core

competencies, Physical and Health

Education, Art Education, French

Immersion and F.S.L

Curriculum Support in SD 38

C and C Chronicles

Transforming Learning District ProD.

Curriculum Support icon (in school

discussion folders)

School Based Planning

What does this mean for our school?

What are we wondering about?

What are we currently doing?

What supports do we need to

continue working towards the goals

of the redesigned curriculum?

Kid President

Turn and Talk

Think about yourself as a

learner:

What do you need to be

awesome in your work with the

transformed curriculum?