BC Renewed Curriculum and Competencies March 8 , 2014

1. BC Renewed Curriculum and CompetenciesMarch 8, 2014

2. 21st Century Learning A child born today will graduate from high school into a world very different from today. By 2017 simply knowing facts will have little value. Education will need to equip learners to think creatively, independently, rigorously, and collaboratively in full awareness of themselves and their social context.

3. 21st Century Learning 1/3 of today’s children never begin high school and many who do, drop out many who finish are disengaged in learning enormous loss of human potential and a huge economic cost to society

4. In order for high school graduates to reach their full potential in life, they need to be: lifelong learners who can identify and synthesize the right knowledge to address a wide range of challenges in a complex, uncertain world literate, numerate, and articulate creative, critical thinkers able to collaborate effectively with others, especially those of different abilities and backgrounds open to failure as an essential part of progress

5. In order for high school graduates to reach their full potential in life, they need to be: adaptable and resilient in the face of adversity aware of the society they live in and able to understand the different perspectives of others self-aware and cognizant of their own strengths and limitations entrepreneurial, self-motivated, and eager to tackle the challenges and opportunities of their world

6. GOOGLE: http://nyti.ms/1jTJavh Laszlo Bock, the senior vice president of people operations for Google —noted that Google had determined that “G.P.A.’s are worthless as a criteria for hiring, and test scores are worthless. ... We found that they don’t predict anything.” “In the 21st century, The world only cares about what you can do with what you know (and it doesn’t care how you learned it). And in an age when innovation is increasingly a group endeavor, it also cares about a lot of soft skills — leadership, humility, collaboration, adaptability and loving to learn and re-learn.”

7. Educated Citizen Educated Citizen Curriculum Curriculum Assessment Assessment Competencies Competencies Graduation Requirements Graduation Requirements CommunicatingStudent Learning Trades/Skills Reading Student Supports AboriginalEducation CommunicatingStudent Learning Trades/Skills Reading Student Supports AboriginalEducation

8. 3 pillars support the development of theBC Educated Citizen

10. Curriculum: Key elements Core Competencies: sets of intellectual, personal, and social and emotional proficiencies that all students need to develop in order to engage in deeper learning. Big Ideas:a statement that is important to one’s understanding in an area of learning. A big idea is broad and abstract … generally timeless and is transferable to other situations. Curricular Competencies:explicit statements of what students are expected to be able to do in a given grade and area of learning. Content and Concepts:what students should know and understand in a given area of learning at a particular grade level. They define the core knowledge (facts and concepts) essential to the development of big ideas for that area of learning in that grade.

11. Draft Curriculum • https://curriculum.gov.bc.ca/draft-curriculum Drafts available for review: • English language Arts • Mathematics • Science • Social Studies • Arts

12. BackgroundPapers Postedat:www.bced.gov.bc.ca/irp/transforming_curriculum.php EnablingInnovations:TransformingCurriculumandAssessment ExploringCurriculumDesign DefiningCross-CurricularCompetencies

13. Core Competencies • Communication • Thinking • Critical thinking • Creative Thinking • Personal and Social Competence • Positive personal and cultural identity • Personal awareness and responsibility • Social awareness and responsibility

14. Who’s involved? Development team: Horizon Research – Sharon Jeroski; Anita Chapman; Jo Chrona; Kathleen Gregory Learning Division: Rod Allen; Nancy Walt; Jiemei Li; Maureen Dockendorf Communication: Prince George; Comox Valley; Coquitlam Identity: Prince Rupert; Penticton; Surrey Creative Thinking: Shuswap; Richmond; Victoria Critical Thinking: Burnaby; Delta; Sooke 6 additional districts to be added for Personal and Social

15. Fieldwork • elaborated and refined definitions • grounded the work within the BC context, connecting competencies to the lived experiences of students, teachers and communities • created profiles and illustrations to make the competencies “real” and accessible • identified key issues and changes

16. Authenticity grounded in current BC classrooms illustrations “observed” in ordinary, amazing classrooms not “created” as showpieces authentic profiles – the number of profiles reflects what we/teachers observed; the descriptions describe work that exists

17. Inclusion commitment to inclusion competencies are for everyone – therefore ALL students have “profiles” inclusive descriptions and illustrations

18. Critical components in development Three interrelated sources: Feedback from the Aboriginal scholars, knowledge-keepers Research presented in Defining Cross-curricular competencies Field work in 9 districts to date (work in 9 additional sites in progress/to come)

19. BC Core CompetenciesCHARACTERISTICS • INCLUSIVE: every student has a profile • CROSS-CURRICULAR: evident in all curricular areas • STRENGTH-BASED: each competency continuum emphasis the concept of expanding and growing • STUDENT-CENTERED: based on actual samples from BC students and grounded in “I” statements • DESCRIPTIVE AND PROGRESSIVE: profiles of progression from early childhood through adult expertise

20. Elements of the Competencies Overview of the competence and its facets Series of Profiles Illustrations from BC classrooms for each profile

22. Profiles • emphasize that the work is descriptive, not evaluative • talk about “profiles” – all of which are expressed in positive terms • student would identify which profile best describes their current work and accomplishments

23. Essence of the Competency Profiles shifted away from talking about reporting to talking about how the competency work can bring us together and focus to student the place where we see past, present and future for every student the “educated citizen” beginning in pre-school

24. Profiles and illustrations • focus on “illustrating” rather than exemplifying • each piece of work is an “illustration” of what you might observe, not an exemplar that we try to “match” • allows us to incorporate a greater variety and range of student work – each piece just does what it does

25. Sample Profile: Com 3 In familiar situations, with some support or guidance, I communicate with peers and adults. I understand and share basic information about topics that are important to me, and participate in conversations for a variety of purposes (e.g., to connect, help, be friendly, learn/share.) I listen and respond to others. I can work with others to achieve a short-term, concrete goal; I do my share. I can recount simple experiences and activities, and tell something I learned.

26. Example of Illustrations Communication: Profile 3 illustrations include: Pink Pig (show and tell) -- video Boys making hockey rink -- photographs Car mat to movie theatre -- photographs Hand print turkeys -- video Retelling Little Red Riding Hood -- video Math problem solving in group -- photographs CollabInquiry: Force and motion – work samples

27. Communication Competence begins within families is expanded and enhanced at every level of schooling continues to develop in personal, social, educational, and workplace contexts moves from basic or highly supported communication, to increasingly complex, sophisticated and independent

28. Communication Facets Communication Profiles describe and illustrate this development, focusing on four interrelated facets: • connect and engage with others • acquire, interpret and present information • collaborate • explain/recount and reflect on experiences and accomplishments • the facets are integrated and embedded into the profile descriptions

29. Communication Profile 5 I communicate clearly, in an organized way, using a variety of forms appropriately. I acquire the information I need for school tasks and for my own interests, and present it clearly. In discussions and collaborative activities, I am an engaged listener; I ask clarifying and extending questions. I share my ideas and try to connect them with others’. I contribute to planning and adjusting a plan, and help to solve conflicts or challenges. I am able to represent my learning, and connect it to my experiences and efforts; I give and receive constructive feedback.

30. Persistence Video Context In Health and Career Education students have been using Art Costa’s ‘Habits of Mind’ to help identify and use common language around expected behavior in their learning community. As described by Costa “Habits of Mind is knowing how to behave intelligently when you DON'T know the answer. It means having a disposition toward behaving intelligently when confronted with problems, the answers to which are not immediately known.” One of the habits of mind the class is focusing on is persisting. In this video, a young boy explains what he has learned about persistence and what it means to him. Facets illustrated Acquire, interpret, present Explain, recount, reflect

31. Children’s story (PPT) Context Students wrote a children’s story for their to their Kindergarten buddy class. They had to consider plot, characters, setting, as well as presentation. They were able to demonstrate their digital skills as well as their skills in creating a story. Before creating the stories, students talked about their audience: What would a kindergarten child like to see? How can you engage them? In this example, the students worked hard to make the Power Point “young child friendly.” They used simple words and bright, friendly cartoons.

32. Math Video Context This project was assigned at the end of patterning unit in mathematics: You have been hired by the Kan Academy to create a new YouTube video about a math concept. Your video must contain a visual aid, like a poster, and a scripted dialogue that describes the necessary steps that you would use to solve your question. For this assignment you can work alone or in a group of two. Students were provided with a rubric and a checklist to help them understand the assignment expectations.

33. Presentation of Learning Context In this class, each student was required to offer a year-end Presentation of Learning that demonstrated their learning and showcased their work. Students were asked to bring a sample of their work from STEM (Science, Technology, Engineering, and Math), a sample of their work from the Humanities (Social Studies and English), and samples of how they have demonstrated their Skills (Communication Competency, Thinking Competency, and Social and Personal Competency). The assignment is available at: https://docs.google.com/document/d/1jCJex2zNp78pjtXErah5takzsjsH4H3zyPPB46ZNPR8/pub In this presentation, the student: explains why she is proud of her work and what specifically she did as part of her work describes the context of her work – gives a brief explanation of the book she had read and speaks comfortably and confidently to her classmates and guests reflects on her work and personal growth explains the motivation behind her work as well as the messages she wants to communicate (in the example of her poem and in response to a question)