2G curriculum &

Crosscurricular competences

Meeting & workshop November 8th 2016

Medea (2)

By : Mr Samir Bounab ( teacher trainer at MONE)

yellowdaffodil66@gmail.com

Meeting PointsTime Tasks

9:00 opening session

9:05 brief discssion about problems facingteachers

9;15 review about the last training

9: 30 topic of the day

10:30 coffee pause

10 : 40 workshops

Know how………..

• Know how ?

• Knowhow to do?

• Know how to learn?

What is Interdisciplinary/Cross-Curricular Teaching?

• A cross-curricular competency or “ Know how to learn?” is an interrelated set of attitudes, skills and knowledge that are drawn upon and applied to a particular context for successful learning and living.

• They are developed by every student, in every grade and across every subject/discipline area.

• Interdisciplinary/cross-curricular teaching is often seen as a way to address some of the recurring problems in education, such as fragmentation and isolated skill instruction. It is seen as a way to support goals such as transfer of learning,

• teaching students to think and reason, and providing a curriculum more relevant to students (Marzano, 1991; Perkins, 1991).

• Applies, Integrates, and Transfers Knowledge

• .Interdisciplinary/cross-curricular teaching provides a meaningful way in which students can use knowledge learned in one context as a knowledge base in other contexts in and out of school

(Collins, Brown, & Newman, 1989).

Values and Benefits of Interdisciplinary/Cross-Curricular Teaching

Increases Motivation

Interdisciplinary/cross-curricular teaching can increasestudents' motivation for learning and their level of engagement.

In contrast to learning skills in isolation, when students participate in interdisciplinary experiences they see the value of what they are learning and become more actively engaged

(Resnick, 1989).

Improves Learning• Interdisciplinary/cross-curricular teaching provides the conditions

under which effective learning occurs.

• Students learn more when:

• They use the language arts skills to explore what they are learning• Write about what they are learning• Interact with their classmates, teachers, and members of the

community(Thaiss, 1986).

Importance of Context in Defining the Cross-curricular Competencies

• In the cross-curricular competencies framework, education is considered to influence and be influenced by the context in which it occurs.

• That is, it takes place within the unique context of each student’s life,

• occurring in interaction with the student's experiences outside the classroom.

• In this way, students' learning within the school system has the potential to enrich their whole development, as that unfolds in their school years and in preparation for their future lives and further learning.

• From this perspective, it is necessary both to value the different contexts of students' lives and learning environments and to define competencies in a way that is open to different cultural and social interpretations.

• The cross-curricular competencies are also assumed to be sensitive to students' individual needs, recognizing differences among learners in a way that allows for personalization of learning.

• Within this personalized model, the competencies are seen as flexible and adaptable to the unique learning style, needs, gifts and passions that each student brings to the classroom.

• Context will also influence the way the cross-curricular competencies are demonstrated in different subject areas.

The Four (4) Cross Curricular Competences

1. Intellectual competency

2. Methodological competency

3. Communicative competency:

1. Personal and social competencies

Intellectual competency (Thinking Competency )

Critical thinking -Creative thinking - Reflective thinking

• The learner can use his critical thinking skills when gathering information for learning and research

• He can understand and interpret verbal and non-verbal messages• He can solve problem situations using a variety of communication

means• He can show creativity when producing oral and written messages• He can show some degree of autonomy in all areas of learning

Methodological competency:

• Learner can work in pairs or in groups

• He can use strategies for listening and interpreting oral discourse

• He can develop effective study methods , mobilise his resources efficiently and manage his time rationally

• He can use information and communication technology whenever he needs it for Learning and research

• He can evaluate himself

• He can evaluate his peers

Communicative competency :

• He can use drama and role-play to communicate appropriately

• He can use information and communication technology such as blogs , website pages , Forums of discussion , to interact with learners of other cultures

• He can process digital data in English

Personal & social competenciesPositive personal and cultural identity / Personal awareness and responsibility /

Social awareness and responsibilit

• learner is aware of his role and others' role in developing projects

• He is keen on promoting the work of his peers

• He respects our national values and behaves consistently

• He is honest and accountable for his work and respects others’ work

• He asserts his personal identity and behaves with self-confidence

• He socialises through oral or written exchanges

• He develops attitudes of solidarity

Where can cross-curricular

competences beseen / exploited?

• Home

• Street

• School

• Mosque

• Entertainment places

Middle Schoolsubjects &

Cross –curricular

competences

• How can learners benefitsfrom their Middle Schoolcourses to learn English ?

• How can learners benefitfrom their English courses to learn the othersubjects?

Contribution of English to the global exit profile of the cycle.

English

Arabic ,Tamazight,

French , Biology,

Maths and technology, Social sciences ,

Music,Arts,

Sports,Islamic education,

Civics

English Languages

•An additional language

represents cultural and

intellectual wealth.

•The linguistic system of

English is put into

perspective and compared

with the other languages of

the learner

• Communication with

others in an international

language which can be

used to acquire all areas of

knowledge

•The Algerian learner of English

uses/transfers his previous

knowledge of Arabic and French

, such as the techniques and

strategies of reading (decoding)

and writing (encoding) to learn

English

• The rich and complex sound

system of Arabic and Tamazight

can facilitate the acquisition of

the English sound system

•The knowledge of French , a

European language using Latin

script for writing can facilitate

the acquisition of English

alphabet and English writing

conventions

English Biology

• Background knowledge of scientific

methods of learning and inquiry

(observation, analysis , demonstration,

synthesis)can foster rigor and rationality in

learners

• Scientific topics such as: anatomy, botany,

zoology, medicine, food and hygiene , etc.

are all re-discovered /re-learned through

English

• Drawings, figures, charts, tables,

statistics, etc

• Exact science, computing science

• Rigour of scientific approach, abstract and

logical reasoning, hypothesis making and

testing, deductive and inductive reasoning,

demonstration , etc.

• Technological knowledge and skills of ICT

• English is an excellent

language for the

acquisition of scientific

and technical

knowledge and

research

• English is a suitable

language for technical

terminology because of

its conciseness and

capacity to express

ideas clearly and

rigorously.

•English terms are used in all

scientific domains ( eg:

medicine-doppler , scanner,

laser , irm, etc. )

•English concepts allow for

concrete and precise

descriptions of scientific

phenomena

• English is used as a

universal language for

Internet communication

worldwide ( email / web /

blog / tweet / facebook, etc )

Scientific rigour,

logic, capacity of

making

hypotheses,

demonstration and

abstraction, use of

graphs, tables,

statistic. The use

of rationality, the

data processing

skills

English Maths and Technology

• Developing communication

skills in English enables the

learner to open to the world

and broaden his horizons,

deepen his knowledge of

English-speaking

communities , and

understand their culture and

social behaviours

•Accessibility to information

and resources centers,

databases, archives , etc .for

research and publication at

an international level

Chronology

( knowledge of history ) ,

facts and opinions

Concepts of space and

time and location,

understanding of maps

(geography)

Knowledge of other

peoples , civilizations and

cultures (sociology,

anthropology, social

psychology)

English Social science

English Music, Arts, Sports

•Sounds, rhythm,

harmony,

aesthetics,

•Drawing and

design, creativity

•Sense of effort and

fair play, teamwork ,

sharing , individual

and collective

responsibility

•Using English songs ,

old and new, is highly

motivating for the

acquisition of musical

competencies

• All sports terminology

is in English ( match,

corner , penalty , goal,

etc) which can also

motivate learners to

practice sports

English Islamic Education

•Sounds, rhythm,

harmony, aesthetics,

•Drawing and design,

creativity

•Sense of effort and fair

play, teamwork ,

sharing , individual and

collective responsibility

•Sense of effort , hard

work and involvement

•Values such as solidarity

, honesty Learn to listen

to others , care and

share, help others, be

tolerant, respect others

•be open to dialogue

•a sense of belonging to a

community

English Civics

•Understanding of

concepts like

citizenship ,

participatory

democracy, freedom

of expression , civil

society, and ‘living

together’

•Acquisition of civic

behaviour

•Knowledge of our

society, its values and

behaviours; compare

with values and

behaviours of other

societies

•Knowledge of our

institutions; compare

with other institutions

workshop

• Split into five group

• Each group will set a list of cross curricularcompetences seen in each of the lessons of each sequence

Resources• National Curriculum ( pages 14 & 15)

• Defining Cross-Curricular Competencies • Ministry of Education • Draft January 2013 curriculum@gov.bc.ca

• Slides from Algiers presentation ( inspectors’ training Mars 2015)