Presentation is loading. Please wait.

Presentation is loading. Please wait.

Bridging the Gap Math and Curriculum Redesign Fonda Vadnais

Similar presentations

Presentation on theme: "Bridging the Gap Math and Curriculum Redesign Fonda Vadnais"— Presentation transcript:

1 Bridging the Gap Math and Curriculum Redesign Fonda Vadnais

2 Sorting Activity

3 Cross-Curricular Competencies Mathematical Processes Literacy/Numeracy Benchmarks Curricular General Learner Outcomes An interrelated set of attitudes, skills, and knowledge that is drawn upon and applied to a particular context for successful learning and living. (3) Critical components of math knowledge that enable success in mathematics education and embrace lifelong learning in mathematics. (4) Acquire, connect, create and communicate meaning in a variety of contexts throughout daily life to discover and make sense of the world. (1) Overarching statements about what students are expected to learn in each part of the Alberta mathematics Program of Study. (2)

4 INSPIRING EDUCATION: THE JOURNEY BEGINS Curriculum Redesign Introductory Video

5 Alberta Education Mission: To ensure inclusive learning opportunities that enable Kindergarten to Grade 12 students to achieve success as engaged thinkers and ethical citizens with an entrepreneurial spirit.

6 Engaged Thinker Collaborating to create new knowledge Entrepreneurial Spirit Creating new opportunities Ethical Citizen Doing the right thing because it is the right thing to do

7 Engaged Thinker Collaborating to create new knowledge Think critically and creatively. Make discoveries through inquiry, reflection, exploration, experimentation and trial and error. Use technology to learn, innovate, collaborate and communicate. Gather, analyze and evaluate information. Work with multiple perspectives and disciplines to identify problems and solutions. Integrate ideas from a variety of sources into a coherent response. Communicate well with others.

8 Ethical Citizen Doing the right thing because it is the right thing to do Care for myself physically, emotionally, intellectually, socially and spiritually. Move beyond self-interests to the needs of others. Build relationships based on humility, fairness, and open-mindedness. Collaborate and communicate to contribute fully to the community and the world; environmentally, economically, culturally, socially and politically. Engage with many cultures, religions, and languages; demonstrating respect, empathy and compassion for people and issues. Assume life responsibilities – whether they be the duties of parent, neighbour, mentor, employee or employer. Adapt to any situation by relying on personal knowledge, skills, or an experience; yet request the assistance of others and request assistance for others when needed.

9 Entrepreneurial Spirit Creating New Opportunities Create opportunities and achieve goals through hard work, perseverance and discipline. Strive for excellence and success, and am respected for my achievements. Explore ideas and technologies individually and in diverse teams, challenging the status quo. Take risks and make bold decisions in the face of adversity. Transform discoveries into products or services that benefit my school, community and the world.




13 COMPETENCIES A focus on competencies is less about knowing something and more about how and where to access the information and then engaging ethically and entrepreneurially with what is known to create and innovate. This shifts education away from a process of disseminating information to a process of inquiry and discovery.

14 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

15 WHY CROSS-CURRICULAR COMPETENCIES? Growth of the whole child Enable personalized learning Support teacher decision making Provide consistency across subject/discipline areas and in assessing and reporting

16 THE 10 MULTI-DISCIPLINARY COMPETENCIES 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 i) Demonstrate global and cultural understanding j) Identify and apply career and life skills

17 CompetencyWhat Practices Do You Currently Do In The Specific Topic Area Know how to learn Think critically Identify and solve complex problems Manage information Innovate Create opportunities Apply multiple literacies Demonstrate good communication skills and work cooperatively with others Demonstrate global and cultural understanding Identify and apply career and life skills

18 Arts Language Arts Mathematics Science Social Studies Wellness (e) innovate: create, generate and apply new ideas or concepts ( c) Identify and Solve Complex Problems (a) know How To Learn, to gain knowledge

19 Literacy and Numeracy are foundational to all student learning. Literacy is more than just the ability to read and write, and numeracy is more than the ability to solve number problems. They are a means of discovering and making sense of the world Literacy A literate person has the ability to identify, understand, interpret, create, communicate and compute in varying contexts in and BEYOND the classroom. Numeracy A numerate person has the confidence and habit of mind to search out quantitative or spatial information, critically assess, reflect upon and apply it in their lives when making judgments or decisions and taking action.

20 Looking at a Problem Mathematically Greg is helping his friends move from Edmonton to Calgary, a distance of 300 km. He has borrowed his father’s truck to transport the furniture. If he travels at a speed of 100 km per hour, how long will he need to truck?

21 The Lack of Pirates is Causing Global Warming Being Numerate Matters

22 Literacy and Numeracy

23 Numeracy Literacy and Numeracy Literacy create and express meaning communicate what we know, can do and want to learn communicate about concepts, ideas and understandings use language tools to communicate meaning connect prior knowledge and experiences to create new understandings use effective literacy/problem solving strategies to acquire knowledge use diverse texts and media to communicate use effective strategies to respond to knowledge use effective strategies to generate and share information use qualitative and spatial concepts to communicate meaning use effective mental calculations and estimation strategies to manage information analyze and evaluate information



26 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.

27 INCREASED DIPLOMA ADMINISTRATIONS This year, 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.

28 FUTURE INCREASED OFFERINGS In November 2015 and April 2016, all “high-demand” diploma examination subjects will be offered during these two sessions: Biology 30 Chemistry 30 ELA 30-1 ELA 30-2 Mathematics 30-1 Physics 30 Social Studies 30-1 Social Studies 30-2

29 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 year’s Programs of Studies (i.e. grades 2, 5, and 8).

30 SLAs Grade 3 and 6 SLAs will be based on the numeracy and literacy benchmarks found in the learner outcomes of the current grade 2 and 5 programs of study By 2017 all SLAs, grade 3, 6, and 9 will be developed to assess the cross curricular competencies and Numeracy and Literacy Benchmarks.

31 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

Download ppt "Bridging the Gap Math and Curriculum Redesign Fonda Vadnais"

Similar presentations

Ads by Google