Curriculum Redesign: Helping to Bring Inspiring

Report
INSPIRING EDUCATION: THE JOURNEY BEGINS
Engaged Thinker
Ethical Citizen
Entrepreneurial
Spirit
INSPIRING EDUCATION POLICY SHIFTS
NEW EDUCATION ACT
http://www.qp.alberta.ca/1266.cfm?page=e00p3.cfm&le
g_type=Acts&isbncln=9780779769346
NEW MINISTERIAL ORDER ON STUDENT LEARNING
http://education.alberta.ca/media/69516
45/skmbt_c36413050707450.pdf
CURRICULUM REDESIGN TIMELINE
COLLABORATIVE CO-DEVELOPMENT
Curriculum Development Application
COLLABORATION AND CO-DEVELOPMENT
Prototyping – One Model
COMPONENTS ANCHORING CURRICULUM DEVELOPMENT
• Draft Guiding Principles for Curriculum Development
• Draft Standards for Curriculum Development
• Draft Common Construct for Programs of Study
• Draft Essence Statements for Subject/Discipline Areas
• Draft Literacy and Numeracy Benchmarks
• Cross-curricular Competencies (as articulated in M.O.)
and Draft Competency Indicators
DRAFT GUIDING PRINCIPLES FOR
CURRICULUM DEVELOPMENT
• Guiding principles are overarching beliefs
• Provide overall direction for curriculum development
• Seven draft guiding principles
• Based on current research
DRAFT STANDARDS FOR
CURRICULUM DEVELOPMENT
• Draft Standards build on the draft Guiding Principles
• Are requirements
• Provide “must-do” direction for curriculum developers
Vision: Engaged Thinkers and Ethical Citizens with an Entrepreneurial Spirit
DRAFT COMMON CONSTRUCT FOR
PROGRAMS OF STUDY
Common Construct for Programs of Study
Subject/Discipline Area and Grade Level
Learning Outcomes
I…
I…
I…
Literacy and Numeracy Benchmarks
– refer to page 11 and Appendix F
Cross-curricular Competencies
– refer to pages 9–10 and Appendix E
Vision: Engaged Thinkers and Ethical Citizens with an Entrepreneurial Spirit
DRAFT ESSENCE STATEMENTS FOR
SUBJECT/DISCIPLINE AREAS
• Outline what is unique to a subject/discipline area
• Essential characteristics or intrinsic nature of the
subject/discipline area
UNDERSTANDING LITERACY AND NUMERACY
• What does it mean to be literate?
• What does it mean to be numerate?
© Jupiterimages/Photos.com
MINISTERIAL ORDER (#001/2013)
2.3 All students will employ literacy and numeracy
to construct and communicate meaning.
® DIGIPICT
© 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
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; and
lifelong processes.
© SerrNovik/Photos.com
Curriculum Development Prototyping Guide (August 2013) – page 11
Guide du prototypage pour l’élaboration du curriculum (Aout 2013) – page 12
Awareness
• Understanding the
roles literacy and
numeracy play in
attaining insight
and learning
• Identifying oneself
as literate and
numerate
Knowledge
and
Understanding
• Essential concepts,
skills and social or
cultural
experiences that
are foundational
building blocks
© PIKSEL/Photos.com
DRAFT BENCHMARK COMPONENTS
Strategies
• A set of deliberate
actions, procedures
or processes
applied in a
learning situation
to perform a task
requiring literacy or
numeracy
Curriculum Development Prototyping Guide (August 2013) – pages 24 - 31
Guide du prototypage pour l’élaboration du curriculum (Aout 2013) – pages 30 - 37
THE DRAFT LITERACY AND NUMERACY BENCHMARKS
Component
Awareness
Ages 4–5
Ages 6–8
Ages 9–11
Ages 12–14
Ages 15–18+
• I explore and
• I recognize that • I determine how • I determine how • I understand that
I determine
play with the
language is used
my personal
literacy helps
being literate
how being
patterns,
sounds
in
many
ways
by
enjoyment
and
me
achieve
empowers me to
literate enables
and language
different people.
my learning are
personal goals,
successfully
me and others
around me.
enhanced by my
explore interests
communicate with
to create and
choice of
and make
others, achieve
express
literacy
informed
personal goals, and
meaning.
activities.
choices.
make local and
global connections.
Organizing Element
Benchmark
© Photodisc/Getty Images
Curriculum Development Prototyping Guide (August 2013)–pages 24-31
Guide du prototypage pour l’élaboration du curriculum (Aout 2013)–pages 30-37
HOW WILL THE DRAFT BENCHMARKS BE USED?
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
Guide du prototypage pour l’élaboration du curriculum (Aout 2013) – page 20
DEFINING
MATHEMATICS
AND
NUMERACY
© Goodluz/Photos.com
THE EVOLUTION OF NUMERACY
1959-1982
1982late 1990s
A numerate
person is able
to use
arithmetic
skills that are
normally
acquired in
childhood.
A numerate
person uses
math in
everyday life
and
understands
and
appreciates
information
presented in
mathematical
terms.
1990-today
A numerate
person possesses
the power and
habit of mind to
search out
quantitative
information,
critique it, reflect
upon it, and apply
it in their public,
personal and
professional lives.
National Numeracy
Network, 2012
© Photodisc/Getty Images
How many sheep?
NUMERACY
© Photodisc/Getty Images
© Photodisc/Getty Images
• Generally requires quantitative or spatial
information in everyday situations or
contexts that have a tendency to be
complex or less defined
• Understanding develops horizontally
MATHEMATICS
•
•
Often requires procedural knowledge and
understanding applied to more defined or
life-like problems
Understanding develops vertically
© celena beech/Photos.com
© Photodisc/Getty Images
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Curriculum Development Prototyping Guide (August 2013) – pages 29 - 31
Guide du prototypage pour l’élaboration du curriculum (Aout 2013) – pages 36 - 37
© Oleksiy Mark/Photos.com
CONSIDER THE FOLLOWING QUANTITATIVE INFORMATION:
Higher level Mathematics is required
in post-secondary 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.
DEFINING
LANGUAGE ARTS
AND
LITERACY
© monkeybusinessimagesL/Photos.com
LANGUAGE ARTS IS A SUBJECT THAT…
focuses on the language and its forms and functions.
•
explicitly teaches students to develop and apply
strategies for comprehending, expressing, composing
and responding in a variety of contexts.
© Marzanna Syncerz/Photos.com
© Videnovic/Photos.com
•
WHAT IS LITERACY?
•
Literacy is interacting with and making
meaning of your world.
•
Literacy is learned, applied and
developed through a variety of
experiences in and beyond the
classroom walls.
© sonyae/Photos.com
WHAT IS THE RELATIONSHIP BETWEEN LANGUAGE ARTS
AND LITERACY?
Language Arts is
• the study of language learning, and
• the knowledge, skills and attitudes of how language
works.
Literacy is
• the ability to acquire, connect, create and
communicate meaning in a wide variety of contexts.
THE EVOLUTION OF LITERACY
•
•
•
•
•
•
•
•
write a speech
present a report
read a letter
write a resume
talk on the phone
collaborate face to face
teleconferencing
encyclopedia/dictionary
• maintain a blog
• collaborate virtually in real time
(videoconference, Yammer,
GoogleDocs, Skype, Twitter)
• design an app
• create, produce and share video
• use e-portfolios (LinkedIn)
• instant messaging/texting
• Wikipedia
WHAT NEW IDEAS CAN
YOU ADD TO YOUR
UNDERSTANDING OF
LITERACY
AND
NUMERACY?
© Photodisc/Getty Images
LITERACY AND NUMERACY ARE ESSENTIAL FOR DEVELOPING
ENGAGED THINKERS AND ETHICAL CITIZENS WITH AN
ENTREPRENEURIAL SPIRIT
I want to be
confident, creative
and take risks in
my career or
business.
I want to know
what is
happening in the
environment and
how I can take
care of it.
I want to think
critically when I
read statistics in
the media.
As a citizen, I
want to make
informed
decisions.
I want to be
prepared for
further
education.
© Photodisc/Getty Images
CROSS-CURRICULAR COMPETENCIES
http://www.reuters.com/artic
le/slideshow/idUSBRE96B0IC2
0130712#a=4
http://www.curling.ca/blog/2013/03/08/extra-endloss-in-page-1-2-game-sends-canada-to-semifinal-atworld-juniors/
http://www.ctvnews.ca/cana
da/chris-hadfield-callsprospect-of-sooncommanding-iss-surreal1.1177283
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
CROSS-CURRICULAR COMPETENCIES
AS PER THE MINSTERIAL ORDER ON STUDENT LEARNING (#001/2013)
a)
b)
c)
d)
e)
Know how to learn
Think critically
Identify and solve complex problems
Manage information
Innovate
CROSS-CURRICULAR COMPETENCIES
AS PER THE MINSTERIAL 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 global and cultural
understanding
j) Identify and apply career and life skills
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
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)
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
o
o
o
•
•
Secure delivery of assistive technologies such as text-to-speech
The use of multi-media in provincial assessments
Innovative assessment items
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
CURRENT SITUATION
•
•
•
Currently, Quest A+ is used by Assessment to securely deliver digital format
provincial assessments.
A new digitally-based assessment system will be a successor to Quest A+.
To date, the major uptake with Quest A+ has been with the written-response
provincial assessments.
o Instead of going through the time-consuming task of modifying school-owned computers to
comply with exam administration directives, increasingly schools are opting to administer written
response assessments via Quest A+.
o This only requires a simple Locked Browser installation.
o Both school and student-owned PC and Mac OS devices are permitted.
o In January and June 2013, about 10,000 Part A Diploma Exams were administered via Quest A+.
INCREASED DIPLOMA ADMINISTRATIONS
•
•
•
•
•
•
This year, the 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
FUTURE INCREASED OFFERINGS
•
In November 2015 and April 2016, all “high-demand” diploma
examination subjects will be offered during these two sessions:
o
o
o
o
o
o
o
o
Biology 30
Chemistry 30
ELA 30-1
ELA 30-2
Mathematics 30-1
Physics 30
Social Studies 30-1
Social Studies 30-2
TRANSITIONS TO A DIGITAL ASSESSMENT SYSTEM
•
Alberta Education is in the process of securing a new online
assessment system
•
Over time, provincial assessments will be increasingly
administered in a digital formal
•
The first sessions to be digitally-based will be the smaller,
November/April sessions
•
It is anticipated that diploma examinations in the other sessions
will be progressively moved to the online assessment system
CURRENT INITIATIVES - HOW TO BE INVOLVED

All Math/Science field tests are administered in an exclusively digital format

Humanities grades 6 and 9 PATs offered in a digital format

Grades 6 and 9 machine-scored PATs can be administered in a digital format

Grades 6 and 9 written-response PATs can be administered in a digital format

Part A Diploma Exams can be administered in a digital format

All diploma perusal copies are presented in an exclusively digital format
OVERVIEW
•
•
•
•
Student Learning Assessments (SLAs) Details
Timelines
Purposes
Questions
STUDENT LEARNING ASSESSMENTS (SLAs)
• 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 years’
programs of studies (i.e. grades 2, 5, and 8).
SLA DETAILS - CONTINUED
• Results of the SLAs will be available within 24 hours for teachers,
within one month for schools and school authorities, and annually
for the province.
• SLA results will reflect the literacy and numeracy categories
(Awareness, Knowledge and Understanding, and Strategies)
• Alberta Education plans to provide an assessment framework that
matches outcomes from the provincial Programs of Study with the
Literacy and Numeracy Benchmarks developed as part of
Curriculum Redesign.
SLA DETAILS - CONTINUED
• Grade 9 SLAs may also delve into the cross-curricular
competencies (21st century skills)
 Know how to learn
 Think critically
 Identify and solve complex problems
 Manage information
 Innovate
 Create opportunities
 Apply multiple literacies
 Demonstrate communication skills
 Demonstrate global and cultural understanding
 Identify and apply career and life skills
SLAs - CHOICE YEAR
• For June 2014 and September 2014, school authorities have a
choice, school-by-school, whether to administer the Grade 3 PATs in
June, the Grade 3 SLAs in September, or both.
• In fall 2013, the Assessment Sector of Alberta Education will ask
school authorities to complete a short spreadsheet that shows,
school-by-school, their choice: Grade 3 PATs in June 2014, Grade 3
SLAs in September 2014, or both. This decision must be made by
the school authority, but it can be implemented on a school-byschool basis.
SLAs DETAILS - TEACHER INVOLVEMENT
•
Each September, AB ED request nominations of teachers to participate in provincial
test development working groups.
•
The involvement of Alberta teachers in blueprinting, item development, field
testing, test validation, French translation validation, standards setting, and results
interpreting has been a cornerstone of the success of Alberta’s provincial
assessment programs for more than 30 years.
•
This year, school authorities will be asked to nominate teachers to participate in the
development of the Grades 3 and 6 SLAs, which will require teachers with extensive
knowledge of the Grades 2 and 5 programs of study. Alberta Education looks
forward to working with teachers to ensure that provincial assessments, and the
new SLAs, continue to be high quality assessments that are relevant to students,
and that provide valid and reliable information to students, parents, teachers and
administrators, school authority leaders, and the public.
TIMELINES for SLAs
June 2014
Choice
administration of
Grade 3 PATs
June 2015
Last administration
(full cohort) of the
Grade 6 PATs
June 2016
Last administration
(full cohort) of the
Grade 9 PATs
September 2017
Full implementation
of the Grade 9 SLAs
___________________________________________________________________________
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
PURPOSE STATEMENTS
• Assessment is a process, and the primary purpose of assessment is
to improve student learning.
• To facilitate this, assessment information can be used by:
 a student to be informed about, to reflect upon, and to initiate activities to enhance
his or her learning;
 parents to have meaningful conversations with their child and their child’s
teacher(s); and
 a teacher to assist in meeting the learning needs of a student.
PURPOSE STATEMENTS CONTINUED
• Assessment information is also available to enhance instruction for students.
• To facilitate this, assessment information can be used by:
 a teacher to be informed about, to reflect upon, and to initiate activities to enhance his or her
instruction;
 a principal to strategically support instructional practices and address the organizational needs
within the school;
 a school council to give advice about the learning opportunities, resources, and services
provided by the school;
 a superintendent to allocate resources appropriately and advocate for effective instructional
practices;
 trustees to create or amend authority policies and to guide their advocacy work; and
 Alberta Education to be informed about the implementation and delivery of curriculum.
PURPOSE STATEMENTS CONTINUED
• Assessment information also assures Albertans that the education
system meets the needs of students and achieves the outcomes of
the Ministerial Order on Student Learning.
• Provincial assessment programs, including SLAs, are sources of
information that must be interpreted, used, and communicated
within the context of regular and continuous assessment by
classroom teachers.

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