1. WELCOME to WELCOME to Implementation Training for: The Revised Ontario Curriculum for First Nations, Métis, and Inuit Studies Grades 9 - 12 Day 1

4. Curriculum Review Process

5. Key Elements of the Revised Curriculum Connecting the Pieces GOALS VISION ESSENTIAL UNDERSTANDINGS Applying the Disciplinary Thinking Concepts: Big Ideas and Framing Questions Overall Expectations Specific Expectations Using the Inquiry Process

6. What Do I Need to Know? What Do I Need to Understand? What do I Need to Honour? What do I Need to Do?

11. Learning to Listen and Listening to Learn………..

12. 12 Assessment and Evaluation and the First Nations, Métis, and Inuit Studies Curriculum

13. Fundamental Principles of Assessment co-plan instruction and assessment tasks (based on student readiness) make assessment transparent provide students with ongoing feedback to improve learning provide multiple opportunities for students to demonstrate their learning Improved assessment Improved student outcomes

14. Assessment – evidence about learning – should be used to adjust instruction to better meet student needs. Big Idea

15. Ideal Learning & Assessment contexts in First Nations, Métis, and Inuit Studies 15 Self Family Community Self- reflection and personal growth

16. Approaches to Assessment 16 Western View subject-specific time-bound competitive based on written documentation quantifiable Indigenous View integrated mastery focussed cooperative holistic: reflect a number of domains qualitative Learning for All

17. Current Assessment Thinking (Growing Success: Assessment, Evaluation and Reporting in ON Schools, 2010) Assessment FOR Learning Assessment OF Learning Assessment AS Learning

18. Determining a Report Card Grade (Growing Success: Assessment, Evaluation and Reporting in ON Schools, 2010) ConversationObservationProduct Evidence collected over time Most consistent Most recent

19. 19 Learning from One School Community

20. 20 Some Key Learnings Learning is a Life Long Journey English Language Learning Culturally Relevant Education Student- Family- Community 4 domains of learning

21. Question How would a culturally responsive assessment approach along with culturally appropriate assessment tools address essential understandings through the course? 21

22. Good Assessment Practices for All students student self-assessment of progress demonstration of knowledge and skills in a variety of ways (e.g., narrative text, journaling) explicit review of content before each test/exam ample time for reading and writing tests/exams Improved assessment Improved student outcomes

24. Walking our Talk – Reflection on the Learning Tell Me Your Learning Journey Story (from Today…)

27. WELCOME to WELCOME to Implementation Training for: The Revised Ontario Curriculum for First Nations, Métis, and Inuit Studies Grades 9 - 12 Day 2

28. Having had some time to look at the documents…. What are your initial WONDERINGS?

29. Criteria for an effective inquiry question: is an invitation to think, not recall or summarize is open ended generates deep thinking and deep feelings results in the creation of additional questions is tied to essential understanding s and key ideas of a discipline Jennifer Watt and Jill Colyer (2014). IQ: A Practical Guide to Inquiry- Based Learning. Toronto: Oxford University Press

30. 1.Choose two or three questions from yesterdays artefact exploration 2.Select one or two of the questions you assessed and bump them up 3. Select one of your revised questions and jot down some additional questions

31. Inquiry Questions from Artefact Exploration

34. Curriculum and Essential Understandings

35. Designing Learning Goals What they are…  brief, concise statements, in student-friendly language, that describe what students are to know or be able to do at the end of a period of instruction.

36. Writing Learning Goals 1.Identify what students must know (nouns) and be able to do (verbs) to achieve this expectation. 2.Organise these ideas into lists in the related boxes - know, understand, honour and do.

37. Writing Learning Goals 3. Write a learning goal (or goals) based on this expectation. Use the phrase, “We are learning to … so that …”

38. Designing Success Criteria What they are…  statements that describe what successful achievement of a learning goal “looks like”.  use language that students understand.

39. Writing Success Criteria 1.Break down the Learning Goal into its components. 2.Look at the skills and content listed. 3. Ask questions about each aspect of the LG: What does it mean to…? What does it look like to…?

40. Writing Success Criteria 4. Write success criteria to address these questions.

41. Developing the Learning How will students demonstrate their achievement of the learning goal and success criteria?

43. LOCAL CAPACITY BUILDING

44. ADDITIONAL SUPPORTS Consistent Infusion: Embedding First Nations, Métis, and Inuit Perspectives across grades, courses, and disciplines from K – 12 http://www.edu.gov.on.ca/eng/curriculum/secondary/SecondaryFNMI.pdf http://www.edu.gov.on.ca/eng/curriculum/elementary/elementaryFNMI.pdf