Presentation on theme: "1 Curriculum Redesign 101 For Leaders B UILD ~ E XPLORE ~L EAD THE W AY J OINTLY DEVELOPED BY Z ONE 4 S CHOOL DIVISIONS AND C ENTRAL A LBERTA R EGIONAL."— Presentation transcript:
1 Curriculum Redesign 101 For Leaders B UILD ~ E XPLORE ~L EAD THE W AY J OINTLY DEVELOPED BY Z ONE 4 S CHOOL DIVISIONS AND C ENTRAL A LBERTA R EGIONAL C ONSORTIUM, WITH THE SUPPORT OF A LBERTA E DUCATION MATERIALS (N OVEMBER 2013 AND M AY 2014 C URRICULUM C OORDINATOR S ESSIONS )
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.
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.
The growth and development of people is the highest calling of leadership. Harvey Firestone What compelled you…?
3 Albertans’ Vision of an Educated Albertan Engaged Thinker Ethical Citizen Entrepreneurial Spirit
Our Legal Framework Ministerial Order on Student Learning New Education Act
Ministerial Order and the 3 Es Student Voice 3 Es Thank you Chinook’s Edge School Division! 4 Source http://education.alberta.ca/media/6855332/cr_conversation_starter.pdf
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.
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 … 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 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” (DRAFT) STANDARDS FOR CURRICULUM DEVELOPMENT
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
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 Cross-curricular Competencies As per the Ministerial Order on Student Learning (#001/2013)
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 videoRVS 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.
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.
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?
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
Awareness Ages 4–5Ages 6–8Ages 9–11Ages 12–14Ages 15–18+ 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. I recognize that language is used in many ways by different people. I determine how my personal enjoyment and my learning are enhanced by my choice of literacy activities. I determine how literacy helps me achieve personal goals, explore interests and make informed choices. I understand that being literate empowers me to successfully communicate with others, achieve personal goals, and make local and global connections. Component Organizing ElementBenchmark Structure of the Literacy and Numeracy Benchmarks
Industrial Mass Production Knowledge Skilled Labour Basic reading Basic writing Basic arithmetic Reading Writing Computations Basic problem solving Technological adeptness Coping with information Innovation Collaboration Complex problem solving Literacy and Numeracy Adapt to Changing Economies
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.
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