A learning series of videos and activities to help educators implement BC’s curriculum.
As we work with BC’s redesigned curriculum and updated graduation program, it’s important to consider the connections so implementation can be purposeful, accurate and efficient. This learning series aims to emphasize these connections and identify leverage points.
This series is for educators, school and district teams. It’s a compilation of work done by the Ministry of Education, and Educational Programs Division Secondees Heather Brown and Tammy Renyard during the 2018-2019 school year. Heather and Tammy travelled the province working with a variety of groups focused on finding the connections within and between all aspects of the renewed curriculum and provincial assessments.
The learning series was designed to be worked through by a group of participants to share and learn together. Educators may use the series on their own, but working with one or more colleagues is a better approach.
The series can be completed in one full day or over several sessions (e.g., five hour-long segments or ten half-hour segments). It’s important to follow the set order as each module builds upon the next.
For details on module and activity completion times, please see the Facilitator’s Guide (PDF).
This learning series works well as a facilitated full-day professional learning opportunity for educators. For details please download the guide.
Facilitator’s Guide (PDF)Tammy and Heather would like to express gratitude to the countless educators around the province whose thoughtful and professional dialogue has shaped the thinking represented in this series.
Open School BC is pleased to host this website for BC educators.
The context of BC Education has shifted, in part due to the redesigned curriculum and changes to the graduation program. This module will help us adapt to the changes and move forward.
Video TranscriptWatch Introduction
Consider the Ministry’s definition of an educated citizen:
The Educated Citizen
British Columbia's schools assist in developing citizens who:
From: Introduction to British Columbia’s Redesigned Curriculum, Ministry of Education, 2015, page 2
Discuss with colleagues: How does this definition align to the three goals of education identified in the 1989 School Act?
Watch Guiding Principles
Watch The Backwards Bicycle
Discuss with colleagues: How is the backwards bicycle connected to our work with the redesigned curriculum?
Watch Adapting
Watch Eight Intentions
Handout: Continuum of Practices around Eight Intentions of Curriculum (PDF)
In small groups (e.g., 3-4 people) consider the eight intentions of the curriculum redesign and your place on the provided continuum given your current context. This could be considered from the district, school, department or classroom perspective.
Once you know where you’re at, consider how to move further along to address those intentions more often.
Watch Responding to a Changing World
Exploring connections between Core and Curricular Competencies to support and deepen understanding. When we identify and name competency connections for students, they are better able to reflect on their development.
Video TranscriptWatch G.O.S.S.I.P.
G.O.S.S.I.P. (Go Out and Selectively Seek Important Points)
(Credit: Susan Close, 2011. Brainsmart Thinking Tools. Susan Close Learning: www.smartlearning.ca)
Handout: Team Sharing — G.O.S.S.I.P. (PDF)
In this activity:
Watch Core Competencies
Reference: Core Competencies, August 2019
Watch Competencies Connections
Exploring the Connections Within and Between the Competencies
(Credit: Paul Britton, SD22 and Janet Moase, SD67)
Handouts: Competencies Sort (ZIP Package)
In groups of 2–4:
References:
Core Competencies
Sub Core Competencies
Curriculum Continuous Views
Watch Helping Students Understand Connections
Discuss with colleagues: Consider the ways you include students in understanding the connection between Core and Curricular Competencies. How could you be more explicit to allow students to more authentically reflect on their learning?
Examining the details of redesigned provincial assessments and finding common language and connections to support all learners across all disciplines.
Video TranscriptWatch Provincial Assessments
How do you define literacy and numeracy?
Considering your curricular context, work with a partner to define literacy and numeracy in your own words.
Watch Definitions
Watch Numeracy Assessment
Numeracy Assessment
Handout: Numeracy Assessment (PDF)
In groups of four:
Reference: Grade 10 Numeracy Assessment
Watch Numeracy is More than Math
Watch Literacy Assessment
Literacy Assessment
Handout: Literacy Assessment (PDF)
In groups of three:
Reference: Grade 10 Literacy Assessment
Watch Supporting Literacy and Numeracy Skills
Considering the changes to classroom assessment with the redesigned curriculum.
Video TranscriptWatch Curricular Competencies and Content
Watch Designing Assessments
With the Connect / Extend / Challenge strategy in mind (you may want to jot down some notes)
Watch Tom Schimmer, Curriculum Structure
Connect / Extend / Challenge
Credit: Harvard Graduate School of Education, Project Zero (PDF)
Share your thinking on the video with colleagues (5–7 min).
Reference: Assessment Webinars, Tom Schimmer
With the Connect / Extend / Challenge strategy in mind
Watch Tom Schimmer, Tension Between Assessment and Reporting, Part 1
Connect / Extend / Challenge
Share your thinking on the video with colleagues (5–7 min).
Watch Curriculum in the Classroom
Open a copy of A Framework for Classroom Assessment to refer to as you watch the next video. Turn to page 6.
Watch A Framework for Classroom Assessment
Visit Classroom and Assessment Supports (near bottom of page)
Open a Classroom Assessment Resources Package for the level you teach and look through some sample applications.
Watch Assessing and Reporting
With the Connect / Extend / Challenge strategy in mind
Watch Tom Schimmer, Tension Between Assessment and Reporting, Part 2
Connect / Extend / Challenge
Share your thinking on the video with colleagues (2–7 min).
Ideas for focusing lesson design using the learning standards.
Video TranscriptWatch Defining Deep Learning
What does deep learning mean to you?
Discuss with a partner or group definitions of deep learning.
What conditions enable deep learning?
Handout: Placemat (PDF)
Note: If you’re doing this activity alone, take time to think about what comes up for you around deep learning. Rank your ideas in terms of which are the most important and consider. Then identify where there is evidence of enabling deep learning in your classroom.
References:
Willms, J. D., Friesen, S. & Milton, P. (2009). What did you do in school today? Transforming classrooms through social, academic, and intellectual engagement. (First National Report) Toronto: Canadian Education Association.
Bennett, B. B., & Rolheiser, C. (2001). Beyond Monet: The artful science of instructional integration. Toronto: Bookation.
Watch Design Considerations
Examine the design considerations and discuss with a partner how they impact your planning. Are there other considerations you think should be included?
Design Considerations:
Watch Introducing the Unit
With your group, discuss ways you connect students to new learning.
Watch Setting the Context
In what ways do you provide students with the opportunities to focus on and improve on specific curricular competencies over the duration of a unit? Discuss with your group.
Watch Supporting the Learning
With your group, discuss your students’ experiences working with different sources of information, for example video versus infographic versus newspaper article, etc.
Watch Starting with Intention
How does using student samples to create criteria support future learning? Discuss with your group.
Watch Summary
Collaboratively or independently rough out a plan for your class that targets specific learning standard(s).
Design Considerations: