NRPS A 21ST CENTURY SCHOOL LEARNERS AT THE CENTRE

20 VS 21 20th Century 21st Century Teacher centered Student centered Passive learner Active learner Textbook driven Research driven Focus on memorization of facts Focus on what students know and

can do Learners work in isolation Learners work in collaboration Literacy in 3 R’s - reading, writing and arithmetic

Literacy in 3 C’s – creativity, critical thinking and communication

Print is the primary form of learning and assessment

Multiple forms of media and projects are used for assessment and learning

THE PRINCIPLES OF LEARNING From the Organization for Economic

Cooperation and Development (OECD) – Centre for Educational Research and Innovation (CERI)

GLOBAL RESEARCH IS CLEAR The competencies and skills required for success in the industrial era are not the same as those in the knowledge and digital age;

Highly creative and innovative people are the drivers of the 21st Century.

Mastery of literacy and numeracy and 21st Century competencies is a prerequisite for success today and in the future.

TOP 7 SURVIVAL SKILLS NEEDED FOR THE 21ST CENTURY Critical Thinking and Problem Solving Collaboration Across Networks and Leading by Influence Agility and Adaptability

Initiative and Entrepreneurship

Effective Oral and Written Communication

Accessing and Analyzing Information

Curiosity and Imagination ~ Dr. Tony Wagner, Expert in Residence, Innovation Lab Harvard University, The Global Achievement Gap

ALBERTA EDUCATION

A 21st Century Vision for Public Education in Canada www.c21canada.org

THE NEED TO CHANGE 1.  21st Century Models of Learning for Canada 2.  Innovative Teaching Practices 3.  Student Centered Learning Opportunities and Modern

Assessment Tools 4.  Extension of Learning Beyond the Classroom

5.  ICT Integration

SHIFTING MINDS TO ENSURE . . . •  Relevant •  Engaging •  Choice and voice

•  Ownership of learning

•  Higher level thinking, creativity and innovation

BC TRANSFORMING EDUCATION

EDUCATIONAL TRANSFORMATION

DEVELOP CORE COMPET-ENCIES

EXAMPLE OF COMPETENCY

EXPLAINING NRPS Collaborative Learning Environment Innovation Learning Space Personalized Learning

Learning With Technology

New Set of Skills

Partnerships to Support Student Learning

http://go.vsb.bc.ca/schools/blogs/normarosepoint/Lists/Posts/Post.aspx?ID=66

QUESTIONS?

REPORTING AT NRPS LEARNERS AT THE CENTRE

CLASSROOM ASSESSMENT Consultations with BC educators and the public determined that student learning needs to be communicated to parents in more meaningful ways. Assessment and reporting guidelines are emerging from promising practices, and new draft policies will be developed.

BC Ministry of Education, Spring 2014 Update

https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/curriculum_redesign_update.pdf

COMMUNICATING STUDENT LEARNING •  Shift from reporting to communicating student learning •  Report on core competencies and core areas of learning •  Move toward meaningful descriptions/collections/

demonstrations of student learning •  Support meaningful communication between teachers,

parents and learners

CAROL DWECK MINDSET https://www.youtube.com/watch?v=NWv1VdDeoRY

IMPORTANCE OF PROCESS AND EFFORT

CHANGE IN FIVE POINT SCALE

LIMITS OF GRADING “In 1911, researchers testing the reliability of marks entered on report cards showed that the same material could be assigned widely different marks, depending on the markers. But those findings changed nothing because the graded report card had taken firm root . . . Recognizing the limits of various grading practices and balancing them with common sense and good judgment is an important part of the work of professional teachers.”

http://www.bctf.ca/publications/NewsmagArticle.aspx?id=13110

WORK HABITS / EFFORT

Classroom  Assessment  BC  Performance  Standards    h4p://www.bced.gov.bc.ca/perf_stands/    “We  must  constantly  remind  ourselves  that  the  ulCmate  purpose  of  evaluaCon  is  to  have  students  become  self-­‐evaluaCng.  If  students  graduate  from  our  schools  sCll  dependent  upon  others  to  tell  them  when  they  are  adequate,  good,  or  excellent,  then  we’ve  missed  the  whole  point  of  what  educaCon  is  about.”                      

   Costa  and  Kallick  (1992,  p.  280)