1. Re-designed Curriculum: Planning for Professional Conversations
Paul begins

2. Intentions for today: Purpose:
To build capacity within schools to support the ongoing implementation of the new curriculum.
Orientation to 4 modules for new curriculum for planning purposes
Provide discussion and planning time
Your team will create a draft plan/agenda to support implementation for both Feb 9th and long term planning (that meet the needs of your school context)

3. Revised Curriculum District Days
(2 district funded half days sessions Sept/Nov – next sessions on May 25th and 26th ) Added days: January 13th – half day session for school teams February 9th – First full PD day for whole school staff April 27th – 2nd half day session for school teams May 13th – Second full PD day for whole school staff

4. Ongoing Reflection is Foundational
Important to revisit and reflect on the re-designed curriculum, even if deep in the work.

5. 4 corners What has informed the development of this curriculum?
Familiarizing ourselves with the re-designed curriculum framework
Examining subject areas
Planning and Pedagogy
Andrea

6. Strength Where do I feel more confident?
Where have I spent more time (with staff or on my own)?

7. Stretch Where do you feel you need to put your energy and focus now?
What do you need to learn more about?
Where do you need to go deeper?

8. 1. What has informed the development of this curriculum?
To review the research and most current educational philosophies that have informed this curriculum

9. Foundational Principles guiding Curriculum Redesign
Consultations in BC resulted in recommendations for change:
Make curriculum more flexible to better enable teachers to be creative and innovate
Reduce the prescriptive nature of essential curricula while ensuring a solid focus on essential learning
Emphasize higher-order learning focusing on the key concepts and big ideas that students need to succeed in school, careers and their lives

10. Foundational Principles Con’t
Focus on deeper learning
Make explicit and develop the core competencies that support life long learning
Respect the inherent logic and unique nature of the disciplines while supporting efforts to develop cross-curricular units
Integrate the first people’s principles of learning and aboriginal knowledge and world views
Align assessment and evaluation programs with the re-design of curriculum

11. What has informed this Re-designed Curriculum?
Educated Citizen
First People’s Principles of Learning
OECD Innovative Learning Environments
Universal Design For Learning
Supporting Diverse Learners
Pedagogical alignment (transmission to generative to transformative)
Sample Activities:
1. Use Focused Reading activity to do a focused read of the Introduction document
2. Group around each of these documents and use guiding questions for discussion (could do a jigsaw as well)
3. Show Nancy Walt and Pat Horstead video/webinar with framework for thinking
4. Framework for conversation to help support discussions of these documents:
Synthesis of document (big/key ideas)
Connections - matching with beliefs and values? Matching with what I do?
Applications - reading something and I can quickly integrate it/fit it to what I do in the classroom.
Wonders (need more support, not sure how it connects to my practice where it fits)

12. Where does research say we should be heading?
Help students to:
see  how  subjects  are  interconnected
be respected
solve real problems 
learn  from  and  with  each  other  and   people  in  their  community   
feel  they  make a difference  in  the   world, engage  with  knowledge  that  matters to them  
connect  with  experts  and  expertise
have  more  opportunities  for  dialogue and  conversation  about  their  learning.  
(Wilms  et.  al,  2009)
Have people talk in groups and then share out with the whole group. 12

13. The Educated Citizen
thoughtful, able to learn and to think critically, and who can communicate information from a broad knowledge base;
creative, flexible, self-motivated and who have a positive self image;
capable of making independent decisions;
skilled and who can contribute to society generally, including the world of work;
productive, who gain satisfaction through achievement and who strive for physical well-being;
cooperative, principled and respectful of others regardless of differences;
aware of the rights and prepared to exercise the responsibilities of an individual within the family, the community, Canada, and the world.
These attributes of an Educated Citizen—first articulated in the Statement of Education Policy Order (Mandate for the School System) in 1989 (see affirmed in a series of roundtable discussions that former Minister of Education George Abbott held with education partners throughout the province in 2011.

14. Learning Environments
Core Principles for Learning Environments
Learning Environments
Makes Learning Central
Based on the Social Nature of Learning
Tuned into Emotions
Sensitive to Learner Differences
Challenging
Provides Clear Expectations and Descriptive Feedback Promotes Connectedness
CORE PRINCIPLES FOR LEARNING ENVIRONMENTS, OECD

15. First Peoples Principles of Learning

16. Guiding Questions for Discussion
What are you already doing that aligns with the core principles/ideas underpinning the redesigned curriculum? STRENGTHS
What are the possibilities for our planning moving forward? (ie. ways we want, hope for or might consider in order to further build on what we alread do that connects back to these core ideas?) – POSSIBILITIES
Given the changing emphases in the curriculum, what do you need to support your work going forward? NEEDS: School? Ministry?
What questions do you have? PARKING LOT

17. How is this applicable to your context
How is this applicable to your context? How will you make this information accessible, relevant and engaging to your staff?
Discuss in your team

18. 2. Familiarizing ourselves with the re-designed curriculum framework
What’s new?
What’s different?
Parts/shapes and purpose (how do they work?)
Link video sample we will show – comparison video for Science
Shapes included in package

19. Curriculum Redesign Directions
What are the new directions?
What will stay the same?
Increased flexibility and space for teacher innovation, student passions, and greater depth of study
“Big Ideas” for each grade in each area of learning
Explicit focus on competencies
Support for inquiry, project-based, hands-on, and interdisciplinary approaches
Aboriginal perspectives and content authentically integrated into all subjects
A common framework for all areas of learning
Rigorous learning standards in each area of learning
A strong focus on the foundations of reading, writing and mathematics
Subjects such as Math, Science, Language Arts, and Social Studies remain at the heart of every student’s education

20. BC’s Know-Do-Understand Model
Show Video?
All areas of learning are based on a “Know-Do-Understand” model to support a concept-based competency-driven approach to learning.
Three elements, the Content (Know), Curricular Competencies (Do), and Big Ideas (Understand) all work together to support deeper learning

21. Make sure to have shapes on poster paper

23. Core Competencies are underpinning
Show video?

24. What are the core competencies?
Core competencies are:
The intellectual, personal and social proficiencies needed for success in school, careers and life
Key to the development of educated citizens
Central to the transformation efforts
Clearly reflected and embedded in curriculum
Breaking these down? Another slide and conversation? Video?

25. Elaborations
Elaborations may be found for big ideas, content or curricular competencies. They provide clarification, examples, key questions etc.

26. BC’s Redesigned Curriculum
At the heart of British Columbia’s redesigned curriculum are:
core competencies
essential learning
literacy and numeracy foundations
Reflects a shift towards a concept- based, competency-driven curriculum
Be sure to show Navigating BC’s Curriculum redesign website

27. How is this applicable to your context
How is this applicable to your context? How will you make this information accessible and engaging to your staff?
Discuss in your team

28. 3. Examining subject areas
Goals and Rationale for each subject area
Know your curriculum - Explore and the different discipline areas (Big ideas, Curricular Competencies, Content)
Something to guide their conversations that help them see the parts:
Planning framework
Example page from a couple different subjects/grades (suggestion that everyone look at one subject area ie. language arts and socials to start
Martine show tools section (re: planning and integrating)

29. How is this applicable to your context
How is this applicable to your context? How will you make this information accessible, relevant and engaging to your staff?
Discuss in your team

30. 4. Planning and Pedagogy How?
Planning/designing within and across disciplines
Exploring pedagogy
Collaborating with colleagues

31. Where does research say we should be heading?
Building blocks for innovative learning:
Cooperative learning
Service Learning
Home-School-Community Partnerships
Learning with Technology   
Formative Assessment 
Inquiry-Based Approaches
Project-based learning
Problem-based learning 
Learning through Design
Have people talk in groups and then share out with the whole group. 31

32. Models and manipulatives Text sets:
Teaching approaches that differentiate
Open-ended tasks
and teaching
Service learning
Cooperative learning
PBL/Inquiry learning
Workshop
Models and manipulatives
Text sets:
literature, numeracy and
information circles
Formative
assessment
Schnellert, Watson & Widdess, 2015

33. Frameworks for Planning

34. Frameworks for Planning

35. How can administrators create opportunities for ongoing collaboration?
How might you encourage collaboration amongst staff to explore aspects of new curriculum?
How can administrators create opportunities for ongoing collaboration?

36. How will you engage staff to continue this work until the next time you meet? (Reflecting for Action as a tool)
How will you invite staff to make a commitment for working with the new curriculum?

37. Self-reflection When looking at the Re-designed Curriculum:
My Strengths, Stretches and Next Steps
Add some reflective questions (ie. strengths, stretches, what can we pay attention to now, goals/actions etc.)
Adding other elements to what you are already doing.

38. Planning time in teams

39. Find a trio (teachers with teachers, admin with admin)
Share what you are feeling good about re: your plan
Share something you need feedback about?

40. Planning with team

41. First due date for feedback was end of December
What do you like about the proposal? Please comment on the core and optional curriculum
What do you think should be improved? Please comment on the core and optional curriculum
Does the core curriculum require anything further to meet the needs of students graduating from BC schools? Please provide details.
Use their form to provide feedback OR the Ministry of Education at
Paul will talk to

42. Feedback

43. Feedback Con’t