Vancouver June, 2013

1. AGPA Vancouver June, 2013

2. The apple has evolved.

3. OECD on Learning Environments… • Learning environments should be: • Learner-centred: highly focused on learning but not as an alternative to the key role for teachers • Structured and well-designed:needs careful design and high professionalism alongside inquiry & autonomous learning • Profoundly personalised:acutely sensitive to individual and group differences and offering tailored feedback • Inclusive: such sensitivity to individual and group differences means they are fundamentally inclusive • Social: learning is effective in group settings, when learners collaborate, and when there is a connection to community.

4. OECD 7 Principles of Learning • Learners at the Centre • The social nature of learning • Emotions are integral to learning • Recognizing individual differences • Stretching all students: • Assessment for learning • Building horizontal connections

5. There is a great difference between knowing a thing and understanding it. Charles Kettering

6. Re- thinking Curriculum STATUS QUO PERSONALIZED LEARNING Fewer High Level Learning Outcomes Many detailed PLOs ............................................................................................................................................................ Student-Parent-Teacher co-construct Teachers prioritize INTENDEDCurriculumWhat we want students to know, do, and learn. Usually prescribed by the province, could be locally developed. TAUGHTCurriculumWhat teachers actually teach in the classroom through the education programs and lesson plans they deliver. LEARNEDCurriculum– What students actually learn (a change in knowledge, skills, attitudes) as a consequence of the taught curriculum. ASSESSEDCurriculum– Student learning identified through assessment. Assessments typically capture a subset of the learned curriculum. ............................................................................................................................................................ Learning Constrained by Current System Richer more relevant personalized learning ............................................................................................................................................................ Limited set of assessment tools Multi-dimensioned documentation of learning

7. Guiding Principles for Curriculum Design • Make curriculum more flexible to better enable teachers to innovate and personalize learning. • Reduce the prescriptive nature of current curricula while ensuring a solid focus on essential learning. • Focus new curricula on higher order learning, giving emphasis to the key concepts and enduring understandings (big ideas) that students need to succeed in their education and their lives. • Make explicit the cross-curricular 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 Aboriginal worldviews and knowledge. • Develop assessment and evaluation programs that align with the changed emphases in curriculum.

8. First Peoples Principles of Learning Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors. Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place). Learning involves recognizing the consequences of one’s actions. Learning involves generational roles and responsibilities. Learning recognizes the role of indigenous knowledge. Learning is embedded in memory, history, and story. Learning involves patience and time. Learning requires exploration of one’s identity. Learning involves recognizing that some knowledge is sacred and only shared with permission and/or in certain situations.

9. Current Design Social Studies Grade 4

10. Work to Date & Future Plans

11. Development Team Composition

12. Competencies Three cross-curricular competencies, each with a number of sub-domains: • Thinking Competency • Critical thinking • Creative thinking • Reflective thinking • Personal and Social Competency • Positive personal and cultural identity • Personal awareness and responsibility • Social awareness and responsibility • Communication Competency • Use of language and symbols • Digital literacy

13. District Involvement in Competencies

14. Personalized Learning: Communicating Student Learning Innovations to pursue: • Reporting on higher-level learning standards inclusive of competencies • Using performance standards language to communicate student learning in lieu of letter grades • Use of technology to support communication of learning

15. Special Needs • Early Intervention Approach • Improved Transitions for students with special needs • Work with 9 Districts and 1 independent school

16. Skills and Trades • About4,000out of 40,000grade 12 students take trades or technical training after graduation. • Targets to increase trade seats and dual credit programs (50% over current levels). • New pathways to graduation and certification that better recognizes trades training. • Build stronger partnerships between school districts, local industry, and PSIs

17. Changing Results for Young Readers • Increase the number of BC children who are successful, engaged readers; • Superintendent of Reading – Maureen Dockendorf • Use current research to understand what fosters reading success; • Implement Provincial Framework; • Early Reading Advisory and Support Team

18. Personalized Learning: And…Graduation Requirements Regional Grad working sessions – Fall 2012 Outcome: Ideas for change to Graduation Program collected by January 2013 Career preparation (including Trades and Technology training) www.bced.gov.bc.ca/graduation/