Presentation on theme: "CURRICULUM REDESIGN: HELPING BRING INSPIRING EDUCATION TO LIFE CURRICULUM COORDINATOR MEETINGS – NOVEMBER 2013."— Presentation transcript:
CURRICULUM REDESIGN: HELPING BRING INSPIRING EDUCATION TO LIFE CURRICULUM COORDINATOR MEETINGS – NOVEMBER 2013
INSPIRING EDUCATION: THE JOURNEY BEGINS E ngaged Thinker E thical Citizen E ntrepreneurial Spirit
INSPIRING EDUCATION POLICY SHIFTS
NEW EDUCATION ACT g_type=Acts&isbncln=
NEW MINISTERIAL ORDER ON STUDENT LEARNING 45/skmbt_c 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
DRAFT COMMON CONSTRUCT FOR PROGRAMS OF STUDY Vision: Engaged Thinkers and Ethical Citizens with an Entrepreneurial Spirit Subject/Discipline Area and Grade Level Learning Outcomes I … Cross-curricular Competencies – refer to pages 9–10 and Appendix E Literacy and Numeracy Benchmarks – refer to page 11 and Appendix F Common Construct for Programs of Study Vision: Engaged Thinkers and Ethical Citizens with an Entrepreneurial Spirit
DRAFT ESSENCE STATEMENTS FOR SUBJECT/DISCIPLINE AREAS Vision: Engaged Thinkers and Ethical Citizens with an Entrepreneurial Spirit Outline what is unique to a subject/discipline area Essential characteristics or intrinsic nature of the subject/discipline area
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
A numerate person is able to use arithmetic skills that are normally acquired in childhood late 1990s A numerate person uses math in everyday life and understands and appreciates information presented in mathematical terms 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 THE EVOLUTION OF NUMERACY
Literacy is the ability to acquire, connect, create and communicate meaning in a wide variety of contexts. Language Arts is the study of language learning, and the knowledge, skills and attitudes of how language works. WHAT IS THE RELATIONSHIP BETWEEN LANGUAGE ARTS AND LITERACY?
THE EVOLUTION OF LITERACY 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 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 write a speech present a report read a letter write a resume talk on the phone collaborate face to face teleconferencing encyclopedia/dictionary write a speech present a report read a letter write a resume talk on the phone collaborate face to face teleconferencing encyclopedia/dictionary
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)Know how to learn b)Think critically c)Identify and solve complex problems d)Manage information e)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.
In your context, what would competency-focused learning experiences look like? SHARING LEARNING EXPERIENCES
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 Secure delivery of assistive technologies such as text-to-speech o The use of multi-media in provincial assessments o Innovative assessment items o 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 Biology 30 o Chemistry 30 o ELA 30-1 o ELA 30-2 o Mathematics 30-1 o Physics 30 o Social Studies 30-1 o 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
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 (21 st 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-by- school 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 June 2015 June 2016 September 2017 Choice Last administration Last administration Full implementation administration of (full cohort) of the (full cohort) of the of the Grade 9 SLAs Grade 3 PATs Grade 6 PATs Grade 9 PATs ___________________________________________________________________________ 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.
LUNCH AND LEARN
DISCUSSION FORUM MAKING CONNECTIONS TO CURRICULUM REDESIGN