Loading in 2 Seconds...
Loading in 2 Seconds...
Exploring Alberta’s Curriculum Redesign Frog Lake School In Support of ARPDC Curriculum Redesign Implementation, April 17, 2014 Presenter: Dan N ash. Session Goals. 1. Review the foundational understandings driving Alberta’s curriculum redesign process
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
Frog Lake School
In Support of ARPDC Curriculum Redesign Implementation, April 17, 2014
Presenter: Dan Nash
1. Review the foundational understandings driving Alberta’s curriculum redesign process
2. Explore learner competencies defined in the Ministerial Order (#001/2013)
3. Review resources for creating awareness of Curriculum redesign
4. Resources for moving from awareness to readiness
6. Inform of upcoming events to assist Districts prepare for curriculum redesign
Foundational Understandings Driving Alberta’s Curriculum Redesign process
VISION – Engaged, Ethical, and Entrepreneurial citizens
VALUES – Opportunity, Fairness, Citizenship, Choice, Diversity, Excellence
POLICY SHIFTS- Focused on Education, Centered on the Learner,
Building Competencies, Technology to support the Creation and Sharing
Shifting to Learner Competencies defined in the Ministerial Order (#001/2013)
It provides an overview of the goals and expectations for K–12 students and establishes a clear mandate for Alberta Education and school authorities to follow when developing provincial curriculum.
For students to achieve their full potential, education must make students the centre of all decisions related to learning, and curriculum must enable teachers, as designers of learning opportunities, to better meet their students’ diverse needs.
FIRST SHIFT: Less centred on the system, more focused on the student
Students will have more developmentally appropriate opportunities to take ownership of and responsibility for their progress, their learning, and the assessment of that learning.
Redesigned curriculum must enable the kind of flexibility and choice that leads to more personalized learning opportunities for all students.
For example, when studying the concepts of measurement, area and scale, learners might apply them to their real-life problems, such as redesigning their playrooms or bedrooms.
Learners will still study subjects such as language arts, mathematics, science, arts and wellness – but a greater focus on competency development will help students make meaningful connections within and among subjects.
Through consultations and the work of our curriculum research roundtables, Alberta has defined a competency as “an interrelated set of attitudes, skills and knowledge that is drawn upon and applied to a particular context.”
Teachers have told us that the current programs of study are too heavy, dense, and prescriptive.
THIRD SHIFT: From “prescriptive curriculum with limited flexibility” to “more opportunities for local decision making and greater depth of study”
Without letting go of our standards, new curriculum will have fewer student outcomes and less redundancy across subjects.
This shift will enable more:
digitally-based curriculum means:
The power of technology should be harnessed to support innovation and discovery.
We want to capitalize on the interrelationship between pedagogy, curriculum and technology.
In the past, once the ministry moved into developing subject/discipline curriculum and had it largely shaped, stakeholders would be invited to review and provide input on what we had developed.
SIXTH SHIFT: Less ministry-led development, more collaborative and co-development with partners and stakeholders
Now we’re bringing in partners and stakeholders earlier in the curriculum development process to help in “co-creation” of curriculum.
Much of this co-development will occur through prototyping activities, a collaborative model for development that taps into local expertise to develop, design, map out and explore curriculum.
Education and its partners will work simultaneously to “co-create” resources and assessments as programs of study are under development.
FINAL SHIFT: Less sequential development, more synchronous development
The eventual, long-term goal is to roll out curriculum in a digital format – at the same time, in both French and English!
This integrated approach, with curriculum for all subject areas being developed at the same time, will greatly increase the opportunities for interdisciplinary learning in our programs of study.
Understanding the Policy Shift Chart activity
Modern Curriculum Development has taken on a wider scope because our society has become increasingly complex; causing an increased need for curriculum to cease being a static product, and become a living process capable of adjusting to constantly changing times by being in continual contact with a broad segments of our society and a globalized world
Curriculum Development Model
The nature of modern Curriculum Development is… that it comes together in bits and pieces.
It’s the nature of the beast!
Prototyping and Timeline
Curriculum Development Prototyping OverviewCurriculum Development Prototyping TimelineQuestions and Answers
Curriculum Development Prototyping Guide
Resources for Creating Awareness of
What will change?
What are the competencies?
How will it change?
3. Create a 3 word description of the
2. Give 2 examples of this competency in a
1. Share 1 new way you will try to incorporate
this competency even more into student learning.
From our friends at Rockyview School District
“Albertans see the role of teacher changing from that of knowledge authority to an architect of learning – one who plans, designs, and oversees learning activities”
[teachers] collaborative knowledge-building processes actively co-constructing understanding and ideas… reconceptualizing schooling.
A more personalized education system…skilled professionals as opposed to implementing pre-established programs, and engaging in technical tasks. –
Distributed forms of leadership…collaborative problem-solving and collective reflection
Inspiring Education Steering Committee Report (2010)
Resources for Moving from Awareness to Readiness
Chapter 1: Curriculum Development Processes
Chapter 2: Competencies
Chapter 3: Ways of Knowing
Chapter 4: Breadth and Depth
Chapter 5: Interdisciplinary Learning and
Chapter 6: Flexible Timing and Pacing in a Variety of
Chapter 7: Responsive Curriculum for a Digital Age
Chapter 8: Student-Centered/Personalized Learning
Chapter 9: Assessment
As an instructional leader, Consider how the “shifts” might impact your school community, and School Division?
Create groups and record your shift Topic in the center of your placemat.
Silently read, consider and record your own thoughts on your segment of the placemat
Share your thoughts with your group partners
Identify and record the two most critical emerging “Shift” opportunities and challenges emerging from your group’s discussionin the center of the placemat
Choose a reporter who will speak for your group.
District stakeholder teams of parents, teachers, admin, and trustees are invited.
May 22, 2014
St Paul Regional High School
1. Standards and Guidelines
2. Competency Indicators
3. Numeracy and Literacy Benchmarks
4. Building Assessment Capacity Project
5. Exploring Implications of Curriculum Redesign
The entire group would be together for #1 and #5 and that there would be ‘break-out’ sessions for the others.
Learning Network is currently planning sessions to introduce the new Student learning Assessments (SLA) initiative.
There will be two sessions, one in the north and one in the south of Zone 2.
Dates and Location TBD.
giving the kids the last word….
The Learning Network
Dan's email: firstname.lastname@example.org
Dan's Virtual Office: http://tiny.cc/s10wjw