Curriculum Redesign 101 For Leaders Build ~ Explore ~ Lead the Way

Report
Curriculum Redesign 101
For Leaders
BUILD ~ EXPLORE ~LEAD THE WAY
JOINTLY DEVELOPED BY ZONE 4 SCHOOL DIVISIONS AND
CENTRAL ALBERTA REGIONAL CONSORTIUM, WITH THE
SUPPORT OF ALBERTA EDUCATION MATERIALS (NOVEMBER
2013 AND MAY 2014 CURRICULUM COORDINATOR SESSIONS)
1
Our Outcomes for Today
Participants will…
1. Be insightful, hopeful, visionary, informed,
and courageous about leading
transformational change.
2. Understand and align with the depth and
breadth of Inspiring Education, the
Ministerial Order, and the 3 Es.
Our Outcomes...
3. Build understanding of the ‘why’ and ‘what’
of curriculum redesign in Alberta:
○ Curriculum (= P of S + resources + assessment)
○ Common construct for AB Programs of Studies
●
●
●
learner outcomes
cross-curricular competencies (& indicators)
literacy and numeracy (& benchmarks)
○ Curriculum Development Management Application
○ Timelines for development and implementation
Our Outcomes...
4. Build
capacity to lead and support dialogue
and action in your own school, school division,
and community.
What compelled you…?
The growth and
development of people
is the highest calling of
leadership.
Harvey Firestone
Why are we
changing?
12
What
does the
future
hold?
Albertans’ Vision of an Educated Albertan
Engaged Thinker
Ethical Citizen
Entrepreneurial Spirit
3
Our Legal Framework
New Education
Act
Ministerial Order on
Student Learning
Ministerial Order and the 3 Es
Student Voice
3 Es
Thank you
Chinook’s Edge
School Division!
Source http://education.alberta.ca/media/6855332/cr_conversation_starter.pdf
4
Engage 2-2-2
● Engaged Thinking: Share a word or phrase
that stands out to you.
● Ethical Citizenship: Share a word or phrase
that makes you wonder.
● Entrepreneurial Spirit: Share a word or
phrase that inspires you.
Focusing our Leadership...
Current position...
More of,
Less of...
Timelines & Targets
Between now and 2016, what important conversations and
actions must you, and every school leader in Alberta,
undertake?
Multi-Dimensional Development
•Draft Guiding Principles for Curriculum Development (page 14)
•Draft Standards for Curriculum Development (page 15)
•Draft Common Construct for Programs of Study (page 9)
•Draft Essence Statements for Subject/Discipline Areas (page 19)
•Draft Literacy and Numeracy Benchmarks (page 24)
•Cross-curricular Competencies (as articulated in M.O.) and
Draft Competency Indicators (page 20)
These can be found in the Curriculum Development Prototyping Guide - Alberta Education http://education.alberta.ca/media/7779143/curriculum%20development%20protoypting%20guide.pdf
Digital Platform (CDMA), Common Construct
Co-Development Model
Curriculum
Development
Management
Application
(CDMA)
(Draft) Common Construct for an
Alberta Program of Study
Subject/Discipline Area and Grade Level
Learning Outcomes
I…
I…
I…
Cross-curricular Competencies
Prototyping Guide p. 9 -10 & Appendix E
Literacy and Numeracy Benchmarks
●
Prototyping Guide: p. 11 and Appendix F
Assessment
Resources
(DRAFT) STANDARDS FOR
CURRICULUM DEVELOPMENT
Draft Standards build on the draft Guiding Principles
(Condensed Version and Prototyping Guide page 15 - 18)
Read the condensed format of all 19 standards.
Find one standard where there is something you notice or
something you wonder.
Group of 3-4: Participate in “save the last word for me”
Ministerial Order
2.4 Discover, develop and
apply competencies across
subject and discipline areas for
learning, work and life to
enable students to:
(see a - j)....
Cross-curricular Competencies
As per the Ministerial Order on Student Learning (#001/2013)
a) Know how to learn
b) Think critically
c) Identify and solve complex
problems
d) Manage information
e) Innovate
Cross-curricular Competencies
As per the Ministerial Order on Student Learning (#001/2013)
f) Create opportunities
g) Apply multiple literacies
h) Demonstrate good communication
skills and work cooperatively with
others
i) Demonstrate cultural and global
understanding
j) Identify and apply career and life skills
Ministerial Order Sections 2.1-2.4
These 4 key clauses of the Ministerial Order are in effect.
Reflect and discuss:
• What evidence do you look for in your school
and classrooms that these intentions are being
consistently met?
• As a leader, where might you need to apply
more pressure and/or support at your site?
» RVS student video
Ministerial Order 2.2 and 2.3
•2.1 Three Es
•2.2 Strive for engagement and personal
excellence in their learning journey.
•2.3 All students will employ literacy and
numeracy to construct and communicate
meaning.
Inferring Evidence
http://www.reuters.com/article/slideshow/idUSBRE96B0IC20130712#a=4
http://www.curling.ca/blog/2013/03/08/extra-end-loss-in-page-1-2-gamesends-canada-to-semifinal-at-world-juniors/
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-CURRICULAR COMPETENCIES?
• Growth of the whole child;
a student-centred approach
• Enable personalized learning
• Support teacher decision making
• Provide consistency across subject/discipline areas and
in assessing and reporting
WHAT IS A COMPETENCY INDICATOR?
Competency indicators are expectations
(attitudes, skills, knowledge) that describe
behaviours (emotions, thoughts and actions)
that students demonstrate (ideas, processes,
products and values) in their continued growth
within a competency.
Cross-curricular Competency Indicators Model
Sharing out our learning...
•
•
•
1-2 things that we notice …
1-2 things that we wonder…
Leadership Focus: How do you, and how
will you, support teachers to become aware
and skilled with how to infuse competencies
and use the indicators to guide student
learning?
© Woodley Wonderworks/Flickr
WHY ARE LITERACY AND NUMERACY SO IMPORTANT?
Our Alberta students need
many ways to discover the world and
make sense of it
by acquiring, connecting, creating and
communicating meaning
in a variety of contexts throughout
daily life.
Curriculum Development Prototyping Guide (August 2013) – page 11
Guide du prototypage pour l’élaboration du curriculum (Aout 2013) – page 12
Numeracy and
Literacy
Benchmarks
Literacy and Numeracy in 2014
•What does it mean to be literate?
•What does it mean to be numerate?
Ministerial Order Clause 2.3: All students
will employ literacy and numeracy to
construct and communicate meaning.
Linking back to (draft)
Curriculum Standards
Curriculum must provide clear evidence of
literacy and numeracy within and across
subject/discipline areas.
(Standard 9)
Curriculum Development Prototyping Guide (August 2013) – page 16
Draft Literacy and Numeracy Benchmarks are:
•
•
•
•
•
Expectations and behaviours at developmentally
appropriate age groups
Inclusive
Applied in diverse contexts and for a variety of
purposes
The responsibility of all educators
Lifelong processes
DRAFT BENCHMARK COMPONENTS
• Understanding the
roles literacy and
numeracy play in
attaining insight and
learning
•
Identifying oneself as
literate and numerate
• Essential
concepts,
skills and social or
cultural experiences
that are foundational
building blocks
•
A set of deliberate
actions, procedures
or processes applied
in a learning situation
to perform a task
requiring literacy or
numeracy
Source: Curriculum Prototyping Guide pages 24-31
Structure of the Literacy and Numeracy
Benchmarks
Component
Awareness
Ages 4–5
I determine how
being literate
enables me and
others to create and
express meaning.
•
I explore and play
with the patterns,
sounds and language
around me.
Ages 6–8
•
Organizing Element
I recognize that
language is used in
many ways by
different people.
Ages 9–11
•
I determine how my
personal enjoyment
and my learning are
enhanced by my
choice of literacy
activities.
Ages 12–14
•
I determine how
literacy helps me
achieve personal
goals, explore
interests and make
informed choices.
Ages 15–18+
•
I understand that being
literate empowers me to
successfully communicate
with others, achieve
personal goals, and make
local and global
connections.
Benchmark
DEFINING
MATHEMATICS
AND
NUMERACY
© Goodluz/Photos.com
© Photodisc/Getty Images
How many sheep?
Higher level Mathematics is required in postsecondary education as well as in a variety of
professions, occupations and research.
© Photodisc/Getty Images
© Photodisc/Getty Images
Numeracy is employed in every aspect of
being an engaged thinker and ethical
citizen with an entrepreneurial spirit.
Skilled Labour
Literacy and Numeracy Adapt to
Changing Economies • Technological
•
•
•
•
• Basic reading
• Basic writing
• Basic arithmetic
Industrial
Reading
Writing
Computations
Basic problem
solving
Mass Production
adeptness
• Coping with
information
• Innovation
• Collaboration
• Complex problem
solving
Knowledge
Ministerial Order in Action
http://vimeo.com/76349390
Roles:
● 2 people look for evidence of literacy development
● 2 people look for evidence of numeracy
development
● 2 people look for evidence of cross-curricular
competencies
● 2 people make inferences about the instructional
design that created these learning experiences.
DEFINING
LANGUAGE ARTS
AND
LITERACY
© monkeybusinessimagesL/Photos.com
•
•
•
•
•
•
•
•
write a speech
present a report
read a letter
write a resume
talk on the phone
collaborate face to face
teleconference
use an
encyclopedia/dictionary
© Photodisc/Getty Images
The Evolution of Literacy
•
•
maintain a blog
collaborate virtually
(video conference, Yammer, GoogleDocs,
Skype, Twitter)
•
•
•
design an app
create, produce and share video
use e-portfolios
(LinkedIn)
•
•
instant messaging/texting
Wikipedia
Exploring the Nuances...
Look at the draft competency indicators (page 20) and the draft
benchmarks (page 24 and 29).
1. Discuss the differences between indicators and
benchmarks? Why might they be different?
2. Why will these differences be important for every
teacher in your school to grasp?
3. Leading Forward: How will you build staff and
community understanding?
One Vision,
Many Voices,
Many Hands
innovative learning
Synthesizing & Sharing our Learning...
Last word is yours! [participants at district tables]
1. Write down a word or phrase that describes what is
resonating for you. Everyone at the table shares their word
or phrase.
1. Create a table tweet with your key words and tweet it out
with the event hashtags of #InspiringEd and #abed

similar documents