1. Brooks 2. 1 Personalized Learning through Flexible Scheduling

2. Why Make Changes? Many things do work well… However, there are challenges & opportunities Diminishing course choice because of lower enrollment Scheduling conflicts for “singletons” Curriculum changes – exciting opportunities for “non-traditional” delivery Student Engagement– maintaining a breadth of choices and opportunities to keep students fully engaged in school 2

3. What We’re Exploring A model that Supports self-directed learning Provides ongoing opportunity for personalized learning Provides a structure that supports the middle years and secondary curriculum changes Focuses on Learning 3

4. New BC Curriculum “BC must transform its education system to one that better engages students in their own learning and fosters the skills and competencies students will need to succeed.” “A curriculum that enables and supports increasingly personalized learning, through quality teaching and learning, flexibility and choice, and high standards.” From: Introduction to British Columbia’s Redesigned Curriculum: Ministry of Education, Aug, 2015 4

5. New BC Curriculum Learning Focused (traditionally, curriculum has been content focused) Concept-based Competency Driven Communication (connecting, acquiring/interpreting/presenting, collaborating, explaining/recounting) Creative Thinking (Novelty & Value, Generating Ideas, Developing Ideas) Personal & Social (Personal & Cultural Identity, Personal Awareness & Responsibility, Social Responsibility Essential Learning Literacy and Numeracy Foundations 5

6. Learning Four Key Components to Learning: Know Do Understand Assessment for/of Learning Formative & Summative Assessments

7. What We’re Exploring A Change in how we deliver the course Taking what we already do and re-organizing it A Change in how we use the spaces in our school Learning spaces (classrooms, labs, gym, library…) 7

8. What We Currently Do What we currently do Teacher plans & delivers instruction & assesses learning Direct Instructional Time Independent and group work Discussion Review & Assessment None of this changes 8 Teaching & Learning

9. ORGANIZATION Gr 8: A fully-programmed structure A move to Humanities and Math/Sc (STEM) Gr 9: Within a ‘mostly’-programmed structure A move to Humanities and Math/Sc (STEM) Gr 10-12: Within a ‘partially’-programmed structure 9

10. Structures of the New Timetable There are four key parts of the new timetable structure. The names for these are still to be finalized, but the basic ideas will remain the same. Seminars/Classes Centres/Open Classes TAGS: Teacher Advisory Groups X-Blocks 10

11. Seminars/Class Time (9- 12) Seminar Time: Teachers in a course meet with students in a 1 hour, required-attendance block. Time is used to Deliver direct instruction, determine expectations and review progress assist with planning of Individualized work Application activities and projects 11

12. Seminars/Class Time (9- 12) Seminars/Class time would be… Gr 8 – All courses full-year: 3x/week Gr 9 Full yr. courses (English & PE): 2-3x/week Semestered courses: 4-5x/week Electives 3x/week + Availability of Centre Time Gr 10-12 Most courses semestered: 3x/week “Collaborative Courses” (PE, Drama, Music, Cooks Training, Languages…) 6x/week 12

13. Centres/Open Classes (9- 12) Learning-areas with a subject focus are open for students to access teachers (theirs and others who teach in the same subject) Students have flexibility re: which Centres to attend Could include centres for… English Math Social Studies Sciences Woodworking Art Digital Media PE/Fitness Foods Languages Business Education Learning Supports/Assistance Test writing ELL/International 13

14. TAGs: Teacher Advisory Groups TAG – Teacher Advisory Group: ALL teachers will meet with their TAG group 15 min/day to start the day to Review course standing and progress Make daily/weekly plans Grade Groupings - Teacher stays with students through their time All teachers – enrolling and non-enrolling

15. X-BLOCKS (9-12) X-blocks: X-blocks are an opportunity for teachers and students to offer “micro- courses” that are based on their passions. Some examples offered in other schools have included or could include: Fly fishing Hockey skills “Dubious Dictators” Mystery Fiction Welding Fabrication Film Appreciation Get creative!!!!!! 15

16. What this Looks Like for a STUDENT… More courses available (model supports low- enrollment courses) More flexibility with course choices Direct supports available from teachers More experiential learning

17. What this Looks Like for a TEACHER Able to offer courses he/she is passionate about More focus on student relationships More focus on learning (vs. management & “covering content”) More collaboration opportunities Quicker “adjustability” of courses and materials