Transcript Saskatchewan

Curriculum Renewal in
Saskatchewan:
Introduction of Outcomesbased Curricula
Ministry of Education
April 2009
Once upon a time …
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1981 – C & I Review Committee
1984 – Directions
1987 – Core Curriculum (and policies)
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First Nations and Métis Education
Resource-based Learning
Gender Equity
Multicultural Education
Once upon a time (continued) …
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1988 – Common Essential Learnings
1990 – Evaluation handbook
1991 – Instructional Approaches handbook
1992 – Adaptive Dimension
1992 – WNCP
1994 – High School Review
1999 – Actualization of Core Curriculum
Purpose for Renewal
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Sustain and strengthen
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Concise and coherent curriculum
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Clarify expectations for students
Ensure relevance and consistency for students
Provide ease of access and use for teachers
Impetus for Renewal
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Provincial curriculum evaluations
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Provincial and national student assessments
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Timely review
Vision for Renewal
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“In-between” space (Gadamer, 1975)
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Research
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Five strategies
Foundation for Renewal
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Curriculum Framework
First Nations, Métis, and Inuit Content,
Perspectives, and Ways of Knowing
Learning Resources
Professional Learning
Partners and Stakeholders
Curriculum Framework
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Intent: Develop a curriculum framework that is
concise, persuasive, and educative
Practical Application: Outcomes-based
curriculum
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Higher level outcomes for each grade
What students will know and do at the end of a
grade
Coherence and rigour within and across areas of
study
Outcomes
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Represent thinking or behaving like a subject
discipline expert within the subject discipline
Are considered a high priority learning
outcome by most experts in the discipline
Require creation using a combination of
factual, conceptual, procedural and
metacognitive knowledge (i.e., addresses
competency and not just content coverage)
Outcomes
(expert, priority, creation)
Grade 6 Arts Education
Compare traditional and contemporary arts
expressions from a diverse range of cultures,
and analyze how cultural identity is reflected
in the work
Inquiry Space
“In a genuine inquiry, the topic itself matters far
less than the attitude kids and teachers take
toward it. If they are moved to ask why, to
wonder who thinks otherwise, to explore what
other strange things just might be connected to
this one little problem, then they are in an
inquiry space.”
(Refer to Testing the Waters: Three Elements of
Classroom Inquiry, 2008, Clifford & Marinucci, in
Harvard Educational Review)
Outcomes
(Supporting Inquiry)
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Grade 8 Mathematics
Demonstrate understanding of the Pythagorean
Theorem concretely or pictorially and symbolically
and by solving problems
What is it I want students to learn? (i.e., Factual?
Conceptual? Procedural? Metacognitive?)
 How will I know when they have learned it? (i.e., Evidence
of student achievement?)
 How will I support student questioning, learning, and
understanding?
(Refer to Never Work Harder than your Students and Other
Principles of Great Teaching, 2009,Jackson)
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First Nations, Métis, and Inuit
Content, Perspectives, and Ways of
Knowing
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Intent: Ensure First Nations, Métis, and Inuit (FNMI)
Content, Perspectives, and Ways of Knowing
Practical Application: Explicit reflection in
foundational aspects of learning program
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Broad educational aims and curriculum framework (e.g.,
cross-curricular competencies)
Subject area outcomes and foundational processes (e.g.,
inquiry)
Instructional methods (place-based learning) and resources
(e.g., Elders)
Supporting FN&M Learners
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Students construct understanding and
knowledge within contexts
Valuing and honouring of alternatives
Seeking supports from within the community
and through students
Making connections
Keep sight of the big picture
Outcomes
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Are expansive enough to embrace First
Nations and Métis content such as Treaty
education.
Embrace diverse global perspectives and value
the perspectives of local communities
including First Nations and Métis communities
Are expansive enough to encourage and
require First Nations and Métis ways of
knowing as well as other ways of knowing
Outcomes
(explicit)
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Grade 2 Arts Education: Describe key features
of traditional arts expressions of Saskatchewan
First Nations and Métis artists
Grade 7 Science: Examine and explain First
Nations and Métis lifestyles and worldviews as
they relate to ecosystems
Grade 8 Social Studies: Describe the influence
of the treaty relationships on Canadian identity
Outcomes
(directive)
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Grade 7 Arts Education: Create dance expressions
that express ideas about the importance of place (e.g.,
relationships to the land)
Grade 8 Social Studies: Investigate the meaning of
culture and the origins of Canadian cultural diversity
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Analyze shared characteristics among First Nations, Inuit,
and Métis cultures in Canada (indicator)
Investigate why First Nations, Inuit, and Métis
communities strive to preserve and revitalize their
languages and determine the consequences of the
disappearance of cultures and languages (indicator)
K-12 Discipline Goals
(explicit)
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English Language Arts
(1 of 3 goals)
Comprehend and Respond: Students will extend their
abilities to view, listen to, read, comprehend, and
respond to a range of contemporary and traditional
grade-level texts from First Nations, Métis, and other
cultures in a variety of forms (oral, print, and other
texts) for a variety of purposes including for learning,
interest, and enjoyment.
K-12 Discipline Goals
(directive)
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Physical Education
(2 of 3 goals)
Active living: Enjoy and engage in healthy levels of
participation in movement activities to support
lifelong active living in the context of self, family,
and community
Relationships: Balance self through safe and
respectful personal, social, cultural, and
environmental interactions in a wide variety of
movement activities
K-12 Disciplinary Foundational
Process
(directive)
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Health Education
Shifting
“Linear” decision-making model
to
“Circular”, iterative inquiry approach to
making decisions
K-12 Disciplinary Foundational
Process
(directive)
Learning Contexts in Science Education
Learning Resources
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Intent: Introduce a renewed vision and policy
for the role of learning resources in education
Practical Application:
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New School Library Policy
Listings of Core and Additional Resources
Resource Customization
Resource Customization
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K-12 Mathematics
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Grades 6-8 Science
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K, 1, 4, 7 (2007-08)
Grades 2, 5, 8 (2008-09)
Grades 3, 6, 9 (2009-2010)
Grade 10 (2010-2011)
Saskatchewan examples including “Ask an Elder”
Grades 6-9 Career Education
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Saskatchewan examples including Aboriginal role models
Professional Learning
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Intent: Develop a comprehensive plan to
strengthen teaching and improve student
learning
Practical Application:
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Developing framework for Ministry
Exploring various professional learning models
(i.e., moving from strategies to principles)
Supporting reflective practice
Reflective Practice
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Transition Year: Analyze instructional lessons/
units/practice in relation to curriculum outcomes
Personal-Professional Growth Plan: Focus on
personal, classroom, or collegial (ad)ventures in
relation to curriculum outcomes
Curriculum Reflection, Curriculum Inquiry, or
Curriculum Networking: Engage in practices that
deepen understanding related to supporting student
achievement of curriculum outcomes
Partners and Stakeholders
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Intent: Work with partners and stakeholders to
achieve our vision
Practical application:
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Regular provincial meetings
Provincial reference committees and other
processes/events
Research and “critical friends”
Vision in Action
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All curricula will identify opportunities to
integrate with other areas of study
All curricula will have materials developed
and available online
All curricula will focus on teaching for deeper
understanding
All curricula will have a greater emphasis on
centralizing FNMI content, perspectives, and
ways of knowing
Vision in Action (continued)
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Defining some Broad Areas of Learning that reflect
the provincial Goals of Education
Identifying Cross-curricular Competencies required
for 21st century citizens
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The Cross-curricular Competencies and the Broad Areas of
Learning connect the specificity of the areas of study and
students’ daily experiences with the broader philosophy of
Core Curriculum and the Goals of Education for
Saskatchewan
Saskatchewan’s Goals of Education
(1985)
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Basic Skills
Lifelong Learning
Self Concept Development
Positive Lifestyle
Understanding and Relating to Others
Spiritual Development
Career and Consumer Decisions
Membership in Society
Growing with Change
Broad Areas of Learning
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Lifelong Learners
Sense of Self and Community
Engaged Citizens
How Broad Areas of Learning relate
to Goals of Education
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Lifelong Learners relates to: Basic Skills, Lifelong
Learning, Self Concept Development, Positive
Lifestyle
Sense of Self and Community relates to:
Understanding & Relating to Others, Self Concept
Development, Positive Lifestyle, Spiritual
Development
Engaged Citizens relates to: Understanding and
Relating to Others, Positive Lifestyle, Membership in
Society, Career and Consumer Decisions, Growing
with Change
Common Essential Learnings
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Communication
Numeracy
Critical and Creative Thinking
Technological Literacy
Personal and Social Values and Skills
Independent Learning
Cross-curricular Competencies
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Thinking
Identity and Interdependence
Literacies
Social Responsibility
How the Cross-curricular
Competencies relate to the CELs
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Thinking
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Identity and Interdependence
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relates to PSD & TL
Literacies
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relates to CCT
relates to C, N, TL, & IL
Social Responsibility
relates to C, CCT, & PSD
(Refer to Renewed Objectives for CCT and PSD)
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Social Studies
Arts
Education
Health
Education
Identity and
Interdependence
Thinking
Mathematics
Lifelong
Learners
Language
Self and
Community
Arts
Literacies
Physical
Engaged Citizens
Social
Responsibility
Education
Goal 1 for Physical Education
Science
Goal 2 for Physical Education
Goal 3 for Physical Education
Learning
Outcomes
Practical
and
Applied
Arts
Vision in Action (continued)
Goals of Education (1985) (under review)
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Broad Areas of Learning
Core Curriculum
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K-12 goals
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Required Areas of Study  Grade level outcomes for each goal
Indicators for each outcome
Common Essential Learnings  Cross-curricular Competencies
Adaptive Dimension
* K-12 goals for each competency
Locally-determined Options
* 10 descriptors for each goal
Transition Year
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2008-09
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Introduce curricula for Grades 2, 5, 8 mathematics
Introduce Grades 6-9 curricula for other Required
Areas of Study
Introduce kindergarten resource
Support curriculum reflection, curriculum inquiry,
and curriculum networking (Refer to Classroom
Curriculum Connections: A Teacher’s Handbook
for Personal-Professional Growth, 2001)
Design Phase
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2008 – 09
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Develop curricula for Grades 3, 6, 9 mathematics
Develop Grades 1-5 curricula for other Required
Areas of Study
Determine Secondary Level program options and
develop Grades 10-12 outcomes to guide
Secondary Level curriculum development
Future Plans
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2009 – 10
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Introduce curricula for Grades 3, 6, 9 mathematics
(Transition Year)
Introduce Grades 1-5 curricula for other Required
Areas of Study (Transition Year)
Develop Secondary Level curricula (e.g., Grade 10
Mathematics curricula) (Design Phase)
Five-year plan (2007-08 to 2011-12)
Summary
Where we are now
Where we are moving
Goals of Ed/CELs
Synthesis through Broad Areas of
Learning/Cross-curricular
Competencies
Hundreds of objectives Higher level outcomes with indicators
Expansive lists of
resources
Large curricula
Select number of core and additional
resources recommended
Manageable curriculum framework
Scope and sequence
within each discipline
Incorporation of FNMI
content
Coherent, complementary set of
outcomes for each grade
FNMI content, perspectives, and ways
of knowing are foundational