document resume ed 364 901 cs 214 140 title … · document resume. ed 364 901 cs 214 140. title...

DOCUMENT RESUME

ED 364 901 CS 214 140

TITLE Implementing Senior 1 and 2 English Language Arts: AResource for Teachers and Administrators. CurriculumSupport Document. 1993 High School ReviewImplementation.

INSTITUTION Manitoba Dept. of Education and Training,Winnipeg.

REPORT NO ISBN-0-7711-1113-4PUB DATE 93NOTE 65p.

PUB TYPE Guides Non-Classroom Use (055)

EDRS PRICE MF01/PC03 Plus Postage.DESCRIPTORS Classroom Environment; Curriculum Development;

*English Curriculum; *English Instruction; Foreigncountries; *Grouping (Instructional Purposes); HighSchools; *Language Arts; Program Implementation

IDENTIFIERS *Manitoba

ABSTRACTProduced as part of the implementation plan for

"Answering the Challenge: Strategies for Success in Manitoba HighSchools," this support document provides information for implementingSenior 1 and Senior 2 English Language Arts. Sections of the documentprovide information related to: curriculum; differentiating teachingand learning; time allotments; grouping students; coursedesignations; Senior 3 and 4; and support to teachers. Anillustration of classroom learning environments, a discussion paperon streaming (tracking or ability grouping), and 31 references areattached. (RS)

***********************************************************************

Reproductions supplied by EDRS are the best that can be madefrom the original document.

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High School Review Implementation

a - A

6

A Resource forTeachers and Administrators

Curriculum Support Document

U.S. DEPARTMENT OF EDUCATIONOffice of Educabonm Research and Imptoyernent

EDUCATIONAL RESOURCES INFORMATIONCENTER IERICI

ilkThu document rms been reproduced Ai*calorid from me parson 01 Organization

onionafingO Minor changes neve been made to trI113,0Ye

(000001.1000 0041,IY

Faults of yew or optnions stated tn tilts docu.mini do not necestertlY rePreeent officioDEA! pops on or policy

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERICI."

ManitobaEducationand Training 41114:ir

2 BEST COPY AVAILABLE

1993

High School Review Implementation

Implementing Senior I and 2English Language Arts

A Resource forTeachers and Administrators

Curriculum Support Document

ManitobaEducationand Training l )

3

ISBN 0-7711-1113-4

4

Acknowledgements

Many individuals have made a significantcontribution during the development ofImplementing Senior I and 2 EnglishLanguage Arts: A Resource for Teachersand Administrators. In particular, ManitobaEducation and Training wishes to acknowledge themembers of the English Language Arts SteeringCommittee.

English Language Arts K-I 2 SteeringCommittee

Linda Baker, Pelly Trail School Division No. 37,Early Years

Keith Bricknell, Boundary School Division No. 16,Manitoba Association of School SuperintendentsDenise Caners, Home and School, Parent-TeacherFederationMargaret Elliott-Whitelaw, Winnipeg SchoolDivision No. I , Teacher-LibrarianMurray Harrison, Agassiz School Division No. 13,Manitoba Association of School TrusteesAnna Labelle, Bureau de reducation frangaisePat MacDonald, Curriculum Consultant, ManitobaEducation and TrainingColin Mailer, Brandon School Division No. 40,Manitoba Association of Teachers of EnglishJanie McTavish, Seine River School Division No. 14,Middle YearsPeter Narth, Norwood School Division No. 8,Manitoba Association of PrincipalsBarry Nolan, University of WinnipegDave Normandale, Transcona-Springfield SchoolDivision No. 12, Senior YearsMarita Watson, River East School Division No. 9,Manitoba Teachers' Society

Curriculum Services Branch Staff

Lynn Harrison, Desktop Publishing, ManitobaEducation and TrainingMichael Hartley, Publications Editor, ManitobaEducation and TrainingPat MacDonald, Curriculum Consultant, ManitobaEducation and Training

ili

Introduction

Produced as part of the implementation plan forAnswering the Challenge: Strategies forSuccess in Manitoba High Schools (ManitobaEducation and Training, 1990), this supportdocument provides information for implementingSenior I and Senior 2 English Language Arts.Implementing Senior I and 2 EnglishLanguage Art= A Resource for Teachersand Administrators is supported by EnglishLanguage Arts: Differentiating 'Teaching andLearning in Senior I and 2 (1993), whichpresents practical ideas for classroom teachers.These support documents are additions to theexisting English Language Arts curricula (EnglishLanguage Arts: Overview K-12 (1988),English Language Arts: Grades 9-12 (1987),and English Language Arts: Senior Years(9-12) (1991).

Iv

4

Contents

Acknowledgements iii

Introduction iv

I. What is the Purpose of This Document? 3

II. Curriculum 7How do the new high school program models affect English Language Arts? 7What is the curriculum? 8What curriculum guides are needed to plan instruction? 8What do administrators need to know? 9What do teachers and administrators need to know? 9

III. Differentiating Teaching and Learning 17Why a differentiated approach? 17What is differentiation all about? 20

IV. Time Allotments 29How are time allotments affected by the new high school 'rogram models? 29

V. Grouping Students 33Who decides how students will be grouped? 33

VI. Course Designations 37How are students in Senior I and 2 English Language Arts assigned course credit? 37

VII. Senior 3 and 4 49What will happen at Senior 3 and 4? 49

VIII. Conclusion 53How will teachers be supported in the change process? 53

Appendices 55Appendix A 57Appendix B 59

Bibliography 71

I

I .What is the Purposeof This Document?

I

I. What is the Purpose of This Document?

The space on the left handcolumn of each page isprovided so that you canwrite down your ideas,notes, questions, andreflections.

The purpose of Implementing Senior I and 2 EnglishLanguage Arts: A Resource for Teachers andAdministrators is to provide educators with information forimplementing Senior I and 2 English Language Arts within theframework of the high school review implementation process asdescribed in Answering the Challenge: Strategies for Successin Manitoba High schools (June, 1990) and Implementation ofthe High School Review: A Resource for Administratorsand Teachers (June, 1992). Implementing Senior I and 2English Language Arts provides information related to

CurriculumDifferentiating Teaching and LearningTime AllotmentsGrouping StudentsCourse DesignationsSenior 3 and 4Support to Teachers

What is the Purpose of This Document? 3

II. Curriculum

10

H. Curriculum

How do the newhigh school pro-gram modelsaffect EnglishLanguage Arts?

The various program models' outline English Language Artsprogramming as follows

English Language Arts in the new High School Program Models

Regular High SchoolProgram Model

Vocational EducationProgram Model

French Immersion/Francais Program

Models

ImplementationScheduleVoluntaryCompulsory

The Foundation Years The Specialtzation Years

Senior 12 Senior 2 Senior 3 Senior 4 Total

2

2

I

91 -92

92-93

I

I

I

92-9393-94

1

I

I

93-9494-95

23

l

I

94-9595-96

6

5

4

Anglais+4Francaislanguage

courses

See Answering the Challenge: Strategies for Success in ManitobaHigh Schools (June, 1990), pp. 27-33, and Implementation of the HighSchool Review: A Resource for Administrators and Teachers (June,1992), pp. 4-6.

2 The two credits (220 hours of instruction) at Senior I are to be viewed as asingle course with one grade reported; preferred delivery of this coursewould see one teacher responsible for instructing a group of studentsthroughout the 220 hours of instruction.

3 The two credits at Senior 4 will be designed as separate and distinct courseofferings (i.e., Senior 4, 1st credit and Senior 4, 2nd credit). Administratorsshould note that students currently completing only Grade 12 Corewill be required to complete an additional credit when Senior 4 isimplemented; this additional credit in the Regular High SchoolProgram Model may have staffing and timetabling implications.

In the Vocational Education Program Model, Senior 3 and 4 English LanguageArts may have a focus on the applied use of the content. Support materials willbe produced for teachers.

11

Curriculum 7

What is thecurriculum?

What curriculumguides do I need toplan instruction?

Senior I and 2 are the final layers of the foundation years. Duringthese foundation years, the intent is to provide learners with accessto a core curriculum with common essential learnings. The goal is toset high expectations for all students, and to provide them with astrong literacy foundation prior to moving into the specializationyears of Senior 3 and 4.

The curriculum for senior years English Language Arts was designedin 1987 as a core educational experience for all students, using adifferentiated approach to structuring teaching and learningexperiences. Therefore, the existing curriculum guidescontinue to be mandated for Senic.r I and 2 EnglishLanguage Arts instruction.'

The following curriculum guides are available to as.:ist teachers inplanning for instruction

English Language Arts: Overview K-12 (1988) outlines theresearch basis for the curriculum as well as the goals andobjectives for each grade level

English Language Arts: Grades 9-12 (1987) containsinformation related to the program of instruction at each ofSenior 1-4

5 The mandated curriculum will be the basis for divisional summative examinations inEnglish Language Arts. These divisional examinations are scheduled to begin province-wide at Senior 3 in 1994-95 and at Senior 4 in 1995-96. These examinations willconstitute 30 per cent of students' final marks. Guidelines for developing curriculum-congruent English Language Arts examinations will be available in 1993.

Based on the mandated curriculum, English Language Arts will be the focus of aprovincial examination at Senior 4 in 1995-96 for students in English languageschools and French Immersion programs. This examination will count for 30 per cent ofthe student's final mark in English Language Arts in 1995-96. Teaches s should consultAnswering the Challenge (pp. 23-24) and Implementation of the High SchoolReview (p. 12) for further information related to examinations. Manitoba educators willbe invited to pat ..kipate in the process of developing and scoring a curi-ic.dum-congruent provincial English Language Arts examination.

There will also be an English Language Arts Assessment conducted in 1995-96.

8 Curriculum

What doAdministratorsNeed to Know?

What do Teachersand AdministratorsNeed to Know?

English Language Arts: Senior Years (9-12) (1991)provides teachers with practical ideas related to reading, writing,listening, speaking, language study, literature, and thinking insenior years English Language Arts

English Language Arts: Differentiating Teaching andLearning in Senior I and 2 (1993) and StrategicInstruction: Differentiating Teaching and LearningAcross the Curriculum, Senior 1-4 (1993) are additionalpractical resources for classroom teachers

Administrators should review the following

Curriculum Implicationsfor Administrators

See English Language Arts:Overview K- 12 (1988),pp. 23-24.

Checklist forAdministrators

See English Language Arts:Overview K-I2 (1988),pp. 27-29.

Teachers and administrators should review the following sections inthe curriculum documents

English Language Arts: Overview K -12 (1988)

Major Emphases, pp. 2-3Learning Goals K-1 2, pp. 3-4Correlation of Student Objectives and GoalsSenior Years, pp. 10-13Implications (of the curriculum) for the Teacher, pp. 25-27Checklist for Teachers, pp. 27-29

English Language Arts: Grades 9-12 (1987)

Objectives for the Student, pp. 5-9Program Framework, p. 10Levels of Engagement p. 10Instructional Emphases, pp. 11-13An Overview of the Senior Years, p. 14Grade 9 (Senior I), pp. 43-61Grade 10 (Senior 2), pp. 63-83

1`c

Curriculum 9

Further practical information related to the delivery of senior yearsinstruction and language development through literature, languagestudy, listening, speaking, reading, writing, and thinking is found in thecurriculum support document, English Language Arts: SeniorYears 9-12 (1991).

An "Overview of the Senior Years" is on page II, followed by the"Senior I and 2 Overviews" which outline the levels of engagement,instructional emphases, and program aims for Senior I and 2 EnglishLanguage Arts. These parameters are identical to those originallyspecified for Grades 9 and IA. (See English Language Arts:Overview K-I 2, 1988, pp. 75-77.)

I0 Curriculum

14

An

Ove

rvie

w o

f the

Sen

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Yea

rs*

The

Fou

ndat

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Yea

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nd 2

The

Spe

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and

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IS

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3S

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Leve

l of E

ngag

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Stu

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dram

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s ov

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ew is

rep

rodu

ced

from

Eng

lish

Lang

uage

Ai-L

s!O

verv

iew

K-I

2 (

Win

nipe

g, M

B: M

anito

ba E

duca

tion

and

Tra

inin

g,19

88),

p. 7

5.

/SC

urric

ulum

116

Senior I Overview*

Level of Engagement Exploration

Instructional Emphases: Content, Vehicle, Situation

The Senior I program aims to

expose students to a wide range of content and communicative functions and encourage them toexplore their personal relationships to the areas of study

explore the specifics of content, vehicle, and situation and how these affect language use

Content

Relevant/irrelevantFactual/fictionalFamiliar/unfamiliarConcrete/abstractFunctional/imaginativeHistorical/contemporaryGeneral/specificPersonal/impersonalComfortable/uncomfortable

Vehicle

Spoken/writtenLive/electronicInteractive

immediate, e.g., telephonedelayed, e.g., letterno interaction, e.g., film

Length of discourseMode of discoursePersonal/impersonalAllowance for, prohibition of

editingexplanationspontaneous responseplanned responseinterruption

Situation

Formal/informalStructurd/unstructuredPublic/privateComfortable/uncomfortableSize of audienceFamiliar/unfamiliarReactive/non-reactivePoint of view or presentationalperspectiveVantage point: spatial andtemporal relationshipsEmotional content tone, mood,atmosphere

*Source: English Language Arts: Overview K-I2 (Winnipeg: Manitoba Education and Training, 1988), p. 76.

I 2 Curriculum

1(

Senior 2 Overview*

Level of Engagement Awareness

Instructional Emphases: AudiertLe, Purpose

The Senior 2 program aims to

develop in the student an awareness and appreciation of the ways in which content, audience, purpose,vehicle, and situation are inter-related

examine the specifics of audience and purpose

Audience

Seen/unseen

Familiar/unfamiliarInformed/uninformedInformal/formalHistorical/modemObjective/subjectiveSupportive/unsupportivePersonal/impersonalPrivate (privileged)/publicAge: self, peers, adults

Purpose

Establish and maintain contactRecord fact, opinion, emotionOrder, inform, instructExplain a process

Describe: objects, scenes, feelingsNarrateEntertain, present an idea, persuadeMislead

Explore, hypothesizeExpress, createCelebrate, reflect

*Source: English Language Arts: Overview K- I2 (Winnipeg: Manitoba Education and Training, 1988), p. 77.

Curriculum 13

III. DifferentiatingTeaching and

Learning

10

1

III. DifferentiatingTeaching and Learning

Why aDifferentiatedApproach?

KnowledgeExplosion

StrategiesFor Change

One of the main goals of teaching is independence. Schools aregiven responsibility for providing learning experiences for studentsthat result in competence in learning for each student Societyexpects that even after formal schooling has ended, students willhave the knowledge andability to continue learningthroughout their adult lives. In a rapidly changing society, it isincreasingly necessary that students are equipped to work together,and to learn and use a variety of yet to be discovered knowledge.

The current explosion of knowledge and rapid revision andextension of information makes knowing how to access andmanipulate information essential. Complex tasks require workers toshare information and collaborate to complete projects. Becausestudents currently in Manitoba schools are expected to changecareers and learn new skills four or more times in their adult lives, itis essential that they develop the habits and knowledge to beindependent learners.

In June, 1990, Manitoba Education and Training released Answeringthe Challenge: Strategies for Success in Manitobz. 1-1:ghSchools. This document recommends directions for the nextdecade in areas such as high school environments, curricula, studentassessment and evaluation, and reporting. Strategy 75 focuses on thepedagogy of high school education and the interactions betweenteacher and students.

Strategy 75 states that

The Department will begin a systematic review of allhigh school curricula to ensure program quality, scope,and rigour through the incorporation of the following

principle of integration of knowledge across subjectareaslanguage across the curriculum approach .n all subjectarea instructionuse of differentiated instructional strategies andtechniques to allow for curriculum extensions

. use of integrated informational technologies as a toolfor learning and instruction

Differentiating Teaching and Learning 17

Planning forChange

Lifelong Learners

Skills of Learningto Learn

Literacy

MM.

use of a resource-based learning model which uses awide variety of resourcesdevelopment of the process skills of analyzing,synthesizing, inferring, and evaluating as well asliteracy, numeracy, and communication skills

The six directions stated in Strategy 75 require changes totraditional teaching practices and system structures currently inplace in Manitoba senior schools. To be effective, change must beplanned, and the people responsible for implementation of newstrategies must feel knowledgeable and supported. EnglishLanguage Arts: Differentiating Teaching and Learning inSenior 1 and 2 (1993) and Strategic Instruction:Differentiating Teaching and Learning Across theCurriculum, Senior 1-4 (1993), along with earlier EnglishLanguage Arts documents, provide background knowledge andspecific practical examples of techniques and strategies which willsupport English Language Arts educators in this change process.

Changes in teaching practice are not recommended lightly. Thenecessity for change is the result of recommendations fromeducators and parents as well as increasing knowledge about howstudents learn and about the changing needs of society in this age ofexploding information and rapid technological change. Studentsgraduating from Manitoba senior schools in the nineties must beprepared for a lifetime of learning. They must have learned "how tolearn."

In their lives, students will be expected to learn new jobs that haveyet to be conceived. They will need to act with competence andconfidence in cooperative work situations in highly technologicalwork environments. Indications are that the skills necessary to be anindependent learner, combined with the social skills to be a teamworker, will be crucial in the 21st century.

Research into learning suggests that schools must adopt a socio-cognitive view of literacy. Schools need to understand the ways ofthinking that are involved in society's uses of literacy. Literacy isviewed as "ways of thinking" not simply as competency in narrow

18 Differentiating Teaching and Learning

21

e

Interactive Learning

Communication

0 Education

Integration ofLearning

views of reading and writing. Society is shifting from tasks involvingmanual processes to tasks involving cognitive processes. As a result,our culture is valuing uses of literacy that require problem solvingand reflecting. Schools must provide approaches to literacyinstruction that ensure problem solving and reflecting are beingvalued, learned, and evaluated.

Learners learn in the process of interacting with others to completetasks in meaningful functional situations. Learners learn frominteraction, from models others provide, from differing strengthsothers bring to the learning task, and from direct teacherinstruction. Rexible groupings, peer supports, and activeinvolvement in learning positively affect students' desires to learn,and their images of themselves as successful learners. Learning tolearn empowers students and alters the ways they see themselves inlearning situations.

As well as being able to think in flexible ways, students must be ableto communicate their thoughts effectively. Communicationeducation becomes the responsibility of the entire educationalcommunity. Teachers must be as aware of learning andcommunication skills as they are of subject knowledge acquisition.

Current learning theory also states that students learn effectivelyonly when new information is integrated with already knowninformation. Learning also occurs best when new information orstrategies are practised in supported learning environments. Thestage of guided practice that allows for gradual withdrawal ofsupports as the learner becomes independent at using the newinformation or strategy in new contexts is critical. This stage is alsoan area of great learner variability; some learners require littleguided practice while others require repeated supported learningsituations to become independent learners. (For further relatedresearch information, please see the Research Section in StrategicInstruction: Differentiating Teaching and Learning Acrossthe Curriculum, Senior 1-4, and the reference lists at the end ofthat document)


2 Z'

What isDifferentiation AllAbout?Attitude

Teacher as Facilitator

Strategic Learning

These new directions become real challenges for educators. Manyand varied teaching approaches, strategies, and materials areessential. They allow students with a wide range of abilities,competencies, interests and learning styles to become successfullifelong learners. Teachers are required to continually make choicesabout strategies, materials, pacing and evaluation of benefit tolearners. "Differentiation" provides a framework for making thesechoices.

Differentiated instruction is a complex conceptresulting in a wide range of learning experiences andprocesses that accommodate and celebrate diversityin the classroom.

What are differentiated teaching and learning experiences? How doeducators provide these experiences? Differentiated instruction is acomplex concept resulting in a wide range of learning experiencesand processes that accommodate and celebrate diversity in theclassroom. It is first of all an attitude that may necessitate a changefrom the traditional concepts of educators. It does not meanprevious concepts are wrong, but it suggests that on the basis ofnew learnings in the profession educators need to continue growingas they have done in the past.

Adopting an accepting attitude toward differentiation requires awidening of perceptions about the culture of the classroom, thepatterns of instructional interactions, and, within that context, theeducator's role. It requires educators to view teaching as more thanan occupation that dispenses knowledge. Teaching should be viewedas a profession of facilitators who are actively involved in theconstruction of meaning and learning. It is an attitude embracing thebelief that learning is student centred and process orientated, andlearning to learn focussed.

The teacher's role is one of facilitating learning by acting as a catalystfor problem solving and by creating the environmental conditionsthat support active learning. The teacher must providedemonstrations of the learning process and must model the use of


Dynamic Classrooms

StructuringExperiences

Modified Programs

meaning-making strategies so that students learn how to structuretheir own learning. Students then become responsible for thecoordination and use of these strategies in their interactions withnew information and new instructional contexts.

To facilitate this view of learning, a classroom becomes a dynamicplace where flexible grouping creates opportunities to work withpeers of differing abilities, interests, and backgrounds. Teachersselect from their repertoire of instructional strategies those that aremost appropriate for the individuals and the learning context tocreate appropriate learning experiences for students. The teacher'srole also becomes that of observer of student learning. Assumingthis "guide on the side" role instead of the more traditional "sage onthe stage" role demands that teachers be actively involved inobserving learning, reflecting on those observations, revisinginstructional plans, and making decisions and choices about themyriad of factors involved in each individual student's progress.

Differentiation, then, describes the possible variations for a teacherto choose from in order to present a specific content in aninstructional setting. It is meant to address the variety of learningstyles, representational systems, individual skills, multipleintelligences, and background knowledge present within anyclassroom. It acknowledges that each individual has unique learningneeds, and requires that teachers have the knowledge to chooseappropriate strategies for presentation and evaluation to meet thoselearning needs. It recognizes and empowers the teacher as adecision-maker in the classroom. This does not mean thatevery student will have an individualized program.

Differentiation is also directed at the main body of students, thosewho can conceptually understand the requirements of the corecurriculum.

Differentiated teaching and learning experiences only partly addressthe needs of students who are unable to understand the objectivesof the core curriculum. These students will each require significantmodifications or alternative curricula appropriate for their level.Differentiation allows greater social, emotional, and behavioural

24


Each Learneris Unique

acceptance of these students in the classroom, but is unable toaddress specific special learning needs. These must be addressed

through Individualized Educational Plans (IEP); see Guidelines forModified Course Designation, Senior 1-4, (1993).

Differentiation means making adjustments in approvededucational programs. It acknowledges that teachers arehighly skilled at understanding students' needs and makingdecisions to meet those diverse needs.

10 7"SI ,..-I . 10 14kit&le,.t. Cognitive Stile Ault bzvEz...4

coz _PhysicalDevelopment

104, t /4,4, 5062.19e4P'7Elvi.

v A.

0'.GENDER /AC04 4 P4 .. ca.-

1.-C ewej144 114it 17

ertt.

.4to G.co c.... 1-4/ ,..

.02P-ro& -A/c4.

S theCOGNITIVE

4IDEVELOLIPIINguEINTstic

Representational System

Background


2 5

Teacher as To address these areas of uniqueness, teachers make decisions

Decision-Maker about the learning environments in the classroom.

Cognitive environmentcurriculumability, multiple intelligencesbackgroundmetacognitive awarenessrepresentational systems, etc.

Physical Environmentspace (personal)room arrangementphysical comfortmobilitynoise level

Emotional/Social/Behaviouralmotivationtask commitmentrisk-takingconfidence/self-direcitonlearning community

Instructional Environmentgoals and objectivesmaterialsteaching approachesevaluation

Classroom LearningEnvironment


InstructionalChoices

DifferentiatingGoals and Objectives

DifferentiatingMaterials

Within the instructional environment, teachers make choices aboutadaptations in terms of

goals and objectives. materials

teaching approaches

evaluation

These choices or adaptations are made on the basis of teacherobservation and reflection, and student reflection and self evaluation.(See Appendix A for a Manitoba-designed model for Creating aDifferentiated Learning Environment)

The major consideration for each teacher is how to move eachstudent forward and guide him/her to become an independentlearner. This goal is not so much met by creating individual learningplans, but, rather, by planning a theme, unit, or sequence of teachingand learning experiences allowing various levels of materials,strategies, responses, and evaluation. This approach encourages eachlearner to progress. In such a sequence, all students will havelearning experiences and practise opportunities within theframework provided by the goals and objectives of themandated curriculum. As well, some students may have remediallearning and practise experiences, while others experiencechallenging extension activities.

Remediation and extension experiences will not be static across aparticular student grouping, but will shift dynamically dependingupon the teacher-learning emphasis in a particular assignment,sequence, or unit

Differentiation celebrates diversity by recognizing that learners havemultiple intelligences and that they approach learning in multipleways. Diversity is best accommodated when teachers move awayfrom single, prescribed texts to a wide variety of materials andresources. It is also best achieved when teachers and studentscollaborate to choose materials with a wide range of interests andformats, serving the goals and objectives of the mandatedcurriculum.


r) ...14 a

DifferentiatingTeachingApproaches

DifferentiatingEvaluation

Differentiation'sRoots

In order to orchestrate learning in a classroom of diverse students,teachers need to reflect on their role as facilitator and supporter oflearning. They also need to develop a wide repertoire ofinstructional strategies to help them make the most appropriatedecisions for students about strategies and learning. Theyincreasingly need a wide assortment of direct, indirect,experiential, independent and interactive teachingstrategies at their fingertips. They need to ensure that thesestrategies are grounded in solid educational research, and they needto rely heavily on the encouragement and support of colleagues inmaintaining an attitude of innovation.

More than ever, teachers need to become highly skilled infacilitating productive group work and shared responsibilityfor learning.

Differentiation also demands that teachers develop a widerepertoire of evaluation procedures that align with the curriculumand the instructional adaptations provided for students. As well,differentiation seeks to empower students and teachers tobe in control of learning. Evaluation strategies, therefore, shouldinclude students' self-evaluations, and strategies planned incollaboration between teachers and students.

Differentiation then is rooted in an attitude that believes

. each student has valuable things to contribute in a classroomdiversity is an asset rather than a liability in learning situations

. student involvement and ownership of learning is paramount toprogress

learning is best accomplished in a social context with realproblemslearning is best accomplished when learners feel valued,supported, and part of a community of learnersteachers facilitate learning and share responsibility for learningwith students


Differentiated instruction, at its simplest, is a continuing setof experiences for a community of learners in which eachstudent feels supported enough to explore, develop, orrefine new learnings.

English Language Arts: Differentiating Teaching andLearning in Senior I and 2 (1993) and Strategic Instruction:Differentiating Teaching and Learning Across theCurriculum, Senior 1-4 (1993) provide teachers with practicalideas for how to plan differentiated experiences for students.

S26 Differentiating Teaching and Learning

IV. Time Allotments

IV. Time Allotments

How are TimeAllotmentsAffected by theNew High SchoolProgram Models?

Time allotments in Senior I and 2 remain as specified inthe 1987 English Language Arts curriculum guide. Senior 1English Language Arts is a two-credit course (220 hours ofinstruction); Senior 2 English Language Arts is a one-credit course(110 hours of instruction).

The approximate ratio of time spent teaching and learning in each ofthe areas through which language development occurs continues tobe

listening/viewingspeakingreading

writing

20 percent20 percent25 percent35 percent

100 percent

Since thinking and language are integral to all classroom activities,and since literature' is the major classroom resource through whichlanguage, reading, writing, listening, viewing, speaking, and thinkingare developed, it is assumed that thinking, language, andliterature form the basis for classroom activities.Therefore, no time allotments for these are specified.Learning experiences are to be organized through an integratedapproach, keeping in mind the needs of a particular class and itsindividual students.

6 In Manitoba's English Language Arts curriculum documents, the definition ofliterature has been broadened to include all forms of communication: fikn,technical manuals, television, radio, magazines, newspapers, song lyrics, cartoons,comic strips, student writing, etc. All forms of communication are, therefore,included in this broad definition. For specific references to the role of literaturein Senior I and 2 see English Language Arts: Senior Years (9-12) (1991),pp. 17-47, English Language Arts: Overview K -12 (1988), pp. 1-2, andEnglish Language Arts: Grades 9-12 (1987), p. 7, p. 52, and p. 72.

3ITime Allotments 29

V. Grouping Students

*

V. Grouping Students

Who Decides HowStudents areGrouped?

Decisions related to how students are grouped remain division-and/or school-based decisions. However, Manitoba Education andTraining strongly recommends that students be grouped inmixed-ability classrooms for Senior I and 2 English Language Arts.

In deciding how students in a particular school will be grouped forinstruction, educators are encouraged to review Appendix B,"Streaming A Discussion Paper," prepared by Planning, Researchand Policy Coordination. Strategic Instruction: DifferentiatingTeaching and Learning Across the Curriculum, Senior 1-4(1993) contains additional information, in question and answerformat, which decision-makers will find useful.

The key to success in Manitoba's schools lies not in howstudents are grouped, but in the abilities of educators torespond to the diverse needs of students.

Grouping Students 33

VI. CourseDesignations

34

VI. Course Designations

How Are Studentsin Senior I and 2English LanguageArts AssignedCourse Credit?

General CourseDesignation

Outlined below is information related to English Language Artscourse designations and their implications at Senior I and 2

General Course DesignationModified Course DesignationESL Course DesignationSpecialized Course DesignationApplied Course Designation

Please consult Implementation of the High School Review(June, 1992), p. 9, for the implementation schedule of the newcourse numbering system that has been designed to reflect changesin course designations.

The general course designation (G) provides a designation forEnglish Language Arts courses with a core curriculum of commonessential leamings.

The diagram on page 38 depicts the intent of the general coursedesignation.

35Course Designations 37

General Course Designation

Core CurriculumTeaching and learningare based on the subjectarea goals and objectivesas outlined in themandated corecurriculumdocument(s)'

EvaluationCriteria are tiedto the corecurriculum'sgoals and objectives

N..,.............

Learning experiencesare differentiated to meetdiverse student needs.Differentiation applies to

. goals and objectivesmaterialsteaching approachesevaluation

CreditCourse credit isawarded on thebasis of achievementrelated to the goalsand objectives of themandated corecurriculum

7 The curriculum documents referred to are:English Language Arts: Overview K-I2 (1988)English Language Arts: Grades 9-12 (1987)English Language Arts: Senior Years (9-12) (199 I).

38 Course Designations

7C

e

e

For the majority of students, Senior I and 2 English Language Artswill be delivered as core curriculum using the existing curriculumdocuments. Using the new course numbering system, which isoutlined on pages 8-1 I of Implementation of the High SchoolReview (June, 1992), Senior I and 2 core English Language Arts arereported as follows

Senior I

English Language Arts I OG (2 credits)

0

a Senior I course a core educationalexperience forthe majority ofstudents

developed by ManitobaEducation and Tr?.:eling for2 credits

Senior 2

English Language Arts 20G (I credit)

0

a Senior 2 course a core educationalexperience forthe majority ofstudents

developed by ManitobaEducation and Training forI credit

Course Designations 39

Modified CourseDesignation

The modified course designation (M) provides a designation forcourses where the curriculum (i.e., the mandated core curriculum)has been modified to take into account the capabilities of studentswith special needs.

The modified course designation is not a replacement for theformer 01 and 04 reporting codes. The modified course designationis intended for a very limited number of students. ManitobaEducation and Training does not intend full class groupings ofstudents in a modified course. The needs of most students can bemet within the goals and objectives of the core curriculum using adifferentiated approach to learning and teaching.

Where the goals and objectives of the core curriculum are assessedto be inappropriate for a learner, a modified course° may bedelivered and reported. Guidelines for Modified CourseDesignation, Senior I -4 (1993) outlines the process for definingmodified courses, defining the learner for whom a modified courseis appropriate, defining curriculum modifications, identificationprocedures, the collaborative process for deciding on a modifiedcourse, and setting up, delivering, evaluating and reporting amodified course. Any student who is to be assigned a modifiedcourse designation must have had an Individualized Education Plan(PEP) completed in writing at the beginning of the school year, theIEP will outline how and why the core curriculum is being modified.

The diagram on page 41 depicts the intent of the modified coursedesignation.

g It is the core curriculum which is to be modified.


3S

Modified Course Designation

Modified CurriculumTeaching and learning arebased on the goals and objectivesof the mandated core curriculum'which has been significantlymodified on an individual basisto meet the specific. specialneeds of the learner.Modifications may include

eliminationsadju_tmentsreplacements


. goals and objectivesmaterials

. teaching approaches

. evaluation

EvaluationCriteria are tiedto the modifiedgoals and objectives

CreditCourse credit isawarded on thebasis of achievementrelated to themodified goals andobjectives of themandated core

kola

9 The curriculum documents referred to are:English Language Arts: Overview K-12 (1988)English Language Arts: Grades 9-12 (1987)English Language Arts: Senior Years (9-12) (199 I )

39


Using the new course numbering system, Senior I and 2 modifiedEnglish Language Arts courses are reported as follows

Senior I

English Language Arts I OM (2 credits)

/

a Senior I course a course for which thecurriculum has beenmodified to take intoaccount the capabilitiesof a student withspecial needs

developed by Manitoba Educationand Training for 2 credits (i.e., it isthe provincially mandated corecurriculum which is modifiedfor an individual learner via theIEP)

Senior 2

English Language Arts 20M (I credit)

0

a Senior 2 course I a course for which thecurriculum has beenmodified to take intoaccount the capabilitiesof a student with specialneeds

developed by Manitoba Educationand Training for I credit (i.e., it is theprovincially mandated corecurriculum which is modified for anindividual learner via the IEP)


4 9

ESL CourseDesignation

The ESL course designation (E) provides a designation for coursesdesigned to assist students for whom English is not a first language inmaking a transition into a regular English language program.

The diagram on page 44 depicts the intent of the ESL designation.

Guidelines for ESL Course Designation, Senior I -4, will bedeveloped.


41

ESL Course Designation

ESL CurriculumTeaching and learningare based on the goalsand objectives of themandated corecurriculum'° which has

\,,,.,.,.......

been adapted to meet thespecific, special needs

of the ESL learner

EvaluationCriteria are tiedto the goals andobjectives as theyhave been adaptedfor the ESLlearner


. goals and objectivesmaterialsteaching approaches

. evaluation

CreditCourse credit isawarded on thebasis of achievementrelated to the adaptedgoals and objectivesof the mandated corecurriculum

1° The curriculum documents referred to are:English Language Arts: Overview K-12 (1988)English Language Arts: Grades 9-12 (1987)English Language Arts: Senior Years (9-12) (1991).


4"

Using the new course numbering system, Senior I and 2 ESL EnglishLanguage Arts courses are reported as follows:

Senior I

English Language Arts 10E (2 credits)

0

a Senior I course

E

Ia course designed toassist a student for whomEnglish is not a firstlanguage in making atransition into a regularEnglish language program

developed by Manitoba Educationand Training for 2 credits (i.e.,the ESL program is based onthe provincially mandatedcore curriculum)

Senior

English Language Arts 20E (1 credit)

a Senior 2 courseI

a course designed toassist a student for whomEnglish is not a firstlanguage in making atransition into a regularEnglish language program

developed by Manitoba Educationand Training for I credit (i.e., the ESLprogram is based on the provinciallymandated core curriculum)

4 3


Specialized Course Designation

There will be no specialized course designation for Senior I and 2English Language Arts.

Applied Course Designation

There will be no applied course designation for Senior I and 2English Language Arts.


44

VII. Senior 3 and 4

45

VII. Senior 3 and 4

What Will Happenat Senior 3 and 4?

Consultation with partners in education related to the specifics ofhigh school review implementation at Senior 3 and 4 continues.

It is the intention of Manitoba Education and Training to provide avariety of curricula across subject areas in Senior 3 and 4 to allowstudents to prepare most effectively for their post-secondary goals,and for their futures in an increasingly complex society.

Specifics related to English Language Arts at Senior 3, Senior 4, I stcredit, and Senior 4, 2nd credit, will be announced shortly.

In Senior 4, 2nd credit, a new elective will be developed forreporting as a general course designation; the existing four electiveswill be reported as specialized course designations.

4 6

Senior 3 and 4 49

VIII. Conclusion

VIII. Conclusion

HowWill Teachersbe Supported inthe ChangeProcess?

Professional development opportunities for teachers, administrators,trustees, and parents are available by contacting the English LanguageArts Consultant These professional development opportunities canaddress any of the elements outlined in this document or in thecurriculum guides. The address is

Curriculum Services BranchManitoba Education and Training409-1181 Portage AvenueWinnipeg, Manitoba R3G OT3Telephone: 945-6880Toll Free 1-800-282-8069, extension 6FAX 945-3042

:: 0

Conclusion 53

Appendices

Appendix A: Creating a Differentiated Learning Environment

Appendix B: Streaming: A Discussion Paper

40

Appendices 55

Appendix A

Classroom Learning Environments

Creating a DifferentiatedLearning Environment

Differentiate I <

Teacher SwdentObservation Reflecdonand andReflection Self-Evaluation

Teacher Observation and Reflection< >

Student Reflection and Self-Evaluation

Appendix A 57

50

Appendix B

Introduction

Context

Streaming: A Discussion PaperPrepared byPlanning, Research and Policy CoordinationManitoba Education and TrainingDr. John Didyk, Executive Director

The issue of streaming, tracking or ability grouping is one whicheducators have grappled with for some time. A great deal has beenwritten about this topic and opinions are strongly held.

This discussion paper places this issue in the broad social andeducational context. While the focus for the paper is on streaming,it must be recognized that other areas, of necessity, will be touchedupon and that streaming itself must be seen as a part of a large andcomplex set of issues. It is inextricably linked to other importantareas and issues such as assessment, standards, "at-risk" students,the gifted, and the integration of students with special learningneeds. The practise of streaming must also be considered from thepoint of view of the purpose and goals of education. The skills,knowledge, and personal qualities that students require in a modern,global society provide a backdrop for consideration of these issues.

This paper is organized into several components. A sketch of keysocietal trends, their implications for education, and a conspectus ofeducational goals in Manitoba are followed by a description ofstreaming practices and an analysis of the changing educationalframework. The paper then attempts to articulate the reasonscommonly given for streaming, and the assumptions underlying thepractice. Observations are made on the available research andliterature on the topic. Finally, concluding comments and a briefdiscussion of some alternatives are presented.

It is hoped that the paper can stimulate considered discussion on thequestion of the use of streaming practices in schools.

The following serve to highlight significant world trends

. the international marketplace as the arena for economic activity

51

Appendix B 59

instantaneous world-wide mass media. increasing use of co-operative approaches (multi-disciplinary

teams, strategic partnerships, and joint ventures)thrust for "sustainable economic development" linking theeconomy, culture, and the environment

. increased frequency of job changes requiring generic transferableskills, including learning skills

. growth of small businesses/individual entrepreneurs. increasing role of leisure. greater variety of life and consumer choices

knowledge explosion and rapid technological advancementincreasingly complex social issues: Free Trade, abcrtion, taxreform, and environmental protectionincreasing diversity of people: immigration, women in theworkplace, changes in family structure

The implications of these trends for individuals and society includethe following concepts

to compete and survive, individuals must develop a wide range ofskills including communication, problem solving, moral reasoning,and interpersonal skills. Personal qualities needed include risk-taking, self-directedness, initiative, and a sense of socialresponsibility

society must encourage individuals to develop their uniquepotential. This relates both to the drive for self-fulfilment andexpression as well as to a recognition that if economic securityand social harmony are to prevail society depends on the uniquestrengths of individuals from all segments

individuals and society require the capacity to deal with highdegrees of integration, interdependence, and competitiveness

The goals of the K-Senior 4 educational program in Manitoba arebased upon a commitment to meeting the needs of the individuallearner and society. Specifically, the goals are to

focus on the whole child (intellectual, physical, spiritual, social,emotional, and moral development) in partnership with familyand community

60 Appendix B

J4

111

Streaming

Changing EducationalFramework

emphasize providing a solid core foundation. foster a love of learning and the development of self-directed

learningemphasize interpersonal and communication skills

Schools of the past fifty years or so have used various forms ofstreaming. It is in recent years, however, that streaming practiceshave become pervasive. In the past, certain students simply did notattend school (disabled, mentally handicapped), or they left earlywhen further schooling was not considered to be useful for them.

Today, the school's mandate is to serve all students, and thesestudents are increasingly diverse. One of the school's responses tothis diversity has been streaming. Schools stream students as ameans of dealing with two types of diversity: different levels ofperceived cognitive ability, and different individual needs forspecialized knowledge and skills. "Ability grouping" at the elementarylevel is an example of the first, while the second is an explicitintention of "tracking" practices at the high school level. Thisdistinction is not, however, always clearcut

Table I presents a descriptive picture of the range of practices thatconstitute streaming in today's schools.

It is impossible to consider the practice of streaming withoutexamining the framework of education, including curriculum design,learning theory, and teaching practices, in which it is grounded. Thesocietal context for, and some of the elements of, this frameworkhave now changed. Table 2 is a parallel presentation of what mightbe called the traditional and evolving educational frameworks.

Appendix B 61

5a

Table I

Structure

Scope

Mobility

Assignment

SpecialPopulation

Comprehensive Ability Grouping

between-classes (enrichment,regular, remedial)within-classes (smaller ability sub-groups)crossgrade, ungraded, graded

all subjectsselected subjects (usually readingand mathematics)usually same (or similar) content

placement continually re-evaluatedplacement altered only at specifiedtimes or year endbased on performance

assignment based on aptitude/abilitytests, professional judgement anddiscretion

. gifted/talentedspecial learning needs"at risk"slower learners

Curriculum Tracking

different subject levels ("00," etc.)different programs (vocational,academic, etc.)

selected subjects (usuallymathematics and sciences)

. wholly differentiated programusually different content

. prerequisite requirements, coursesequences, scheduling

based on performance

assignment based on some combina-tion of past achievement, judgedability/aptitude, expected post-secondary outcomes, studentinterests

gifted/talentedspecial learning needs

"at risk"slower learnersvocational, academic, general

Appendix B 62

Table 2

Traditional Educational Framework

segregation/fragmentation/categorization ofstudents and subjects

rational/linear/sequential approaches

a focus on the cognitive dimension; academicfocus

emphasis on specializalion

curriculum packaged in the form of guides forteachers, not for students

learning occurs primarily in the classroom

learning occurs through external reward sys-tems

learning ends with the end of schooling

measures of ability are quantitative and basedon the normal curve

emphasis on rote learning

teachers dispense knowledge

emphasis on lecture and other didactic ap-proaches

teachers specialize on subject basis

Evolving Educational Framework

integration of students and subjects: emphasison understanding and being able to apply inter-disciplinary content in meaningful ways

rational/intuitive/experiential/sequential andnon-sequential approaches

integration of intellectual, emotional, physical,and spiritual dimensions; understanding of self,family, work, and community

emphasis on broad understanding and genericskills

learner-centred curriculum and approaches

learning occurs everywhere

intrinsic rewards/self-motivation primary

life-long learning

focus on individual potential; recognition ofmultiple intelligences

content is the raw material for thinking, under-standing, and know-how

teachers facilitate learning

emphasis on enquiry methods, co-operativelearning, individualized instruction

interdisciplinary teams, subject integration

Appendix B 63

55

The following present the major reasons given in practice and in theliterature for the use of streaming. The assumptions underlying eachreason are explored.

Reason #1

Students are different, have different abilities, and have tobe grouped accordingly.

if students are not streamed, high ability students become boredand low ability students are frustratedit is unfair to hold high ability students backwithout streaming, programs and standards are sacrificedstudents need to be with others who are like themit is acceptable not to stream average students, but what do youdo with the top 4-10 percent and the bottom 5-10 percent

Assumptions

students are grouped on the basis of "ability" or "aptitude"assuming that this is the appropriate central groupingcharacteristicassumptions are made about the nature of "ability" or "aptitude";the cognitive dimension is emphasized and is assumed to remainstatic over timeassumes that we can accurately categorize/label students ofsimilar cognitive abilityassumes that children learn best when grouped with others ofsimilar cognitive abilityassumes student are best motivated by being with like-abilitypeersassumes that aspiring to placement in a high ability group servesas an important intrinsic motivator

Reason #2

Students have different interests and career aspirations.You have to stream to provide for these different paths.

the requirements of universities are quite different than those ofcolleges or the workplacenot everyone can be successful at universityyou need to provide something for the students who don't go onto university (who constitute the vast majority)students need to be with others who are like themsome students are only interested in a job

Assumptions

assumes that eliminating streaming would mean institutinguniform curricula and approaches for allassumes that it is possible to identify a homogeneous group thathas a common need for specialized knowledge and skillsassumes that bright students go to university and not to businessand industryassumes that "academic" students do not need preparation forthe world of work, "vocational" students do not need rigorousacademics, and "general" students do not need eitherassumes that students are motivated and learn best whengrouped with others having similar interests and aspirations

Reason #3

You have to group students for certain subjects such asreading, mathematics, and sciences.

grouping is needed for subjects with greater "cognitive rigour";those subjects that are more in the "affective domain" need notbe streamedstudents must be grouped to learn subjects that require a highlystructured, sequenced approach to learningkeeping students together is fine in subjects like art or evenhistory for the development of "soft" skills like interpersonalskills, communication skills, and creativity, it doesn't work for the"hard core academics"

Appendix B 65

57

Research andLiterature

Assumptions

assumes that it is possible and meaningful to separate "cognitive"and "affective" aspects of learning

. assumes that learning some subjects is restricted to a linearprocess of mastering simple, concrete skills and concepts andbuilding upon these to more complex and abstract onessee also "assumptions" for Reason #1

Reason #4

It may be ideal to individualize education, but it is just notreasonable to do so.

grouping students is a way of using limited time and resourcesmore efficiently

. teachers cannot effectively manage a classroom of students withan extreme diversity of abilities

. classes are too large to allow for individualization

Assumptions

assumes that alternative strategies and approaches would requiremore time and resourcesassumes the continued use of current practices, instructionaltechniques and curriculum, and role of the teacher

The research and literature on streaming must be examined withcaution. Research has examined a wide range of practices at theelementary and secondary levels. Drawing conclusions from thisdiverse body of research is difficult. There are methodologicalconcerns such as the tendency to ignore the total learningenvironment as well as the fact that many of the findings have beencontradictory. However, the most serious limitation of thestreaming research and literature is that it is grounded in therationales and assumptions described above. A small number of themost recent studies and articles begin to separate out the underlyingassumptions. In particular, little of the research on streaming reflects

66 Appendix B

C7,1,ti 6,.J

such developments in our thinking about, for example, theimportance of addressing the whole child, and a redefinition ofcognitive ability and ability in general.

With these limitations in mind, the following are some observationsof the research and literature on streaming

group assignment is consistently correlated with gender, race,and socio-economic status; studies that controlled for measuresof ability still found correlations

research raises concerns about the ways in which students areassigned to groups (including the validity/reliability of achievementtests, teachers' perceptions, student choice, counsellor adviceconcerning post-secondary outcomes, ability being defined byone characteristic like reading, and even organizational variablessuch as the number of seats available)

research on the effects of grouping on attitudes have producedcontradictory results. Some studies indicate that placement inlow ability groups and vocational tracks lowers self-image,produces negative attitudes toward school and subject matter,and lowers post-secondary aspirations. Other studies find noeffects or even suggest the opposite, that high ability studentsbecome less "smug" when taught with their intellectual peerswhile lower ability students gain in confidence by being with like-ability peers. Vocational students are alternatively seen as gainingin confidence within a separate program and suffering from asecond-class mentality by being segregated

examinations of classroom practices and climate su:4:est thatacademic and high ability classes have fewer disruptions and agreater learning-focused environment. Teachers use a greatervariety of instructional techniques, hold higher expectations ofstudents, and provide more constructive feedback in the highability and academic classes. These classes are also seen as themore desirable teaching assignments

59

111111Appendix B 67

Conclusions andAlternatives

a few studies have noted differences in extra-curricularparticipation on the part of students from different groups andhave demonstrated that students tend to form friendships withsame-group peers

streaming effects may be influenced by the visibility of thegroupings (does everyone know who the high and low groupsare?), the degree of overall academic focus of the school (astrong school-level academic focus is thought to reduce thenegative effects of grouping), the extent of the grouping (theeffects may be more positive if grouping is limited to specific skillor subject areas), and the degree of mobility between tracks(negative effects are reduced if groups are frequently adjusted andstudents are moved upward and not only downward)

studies usually find improvements in cognitive achievementmeasures for high ability students when ability grouping is used.The usual finding for all others is that when ability grouping isused achievement is no better (and is often worse) than anungrouped approach

the post-secondary outcomes of students from different tracksshow consistently different patterns. Achievement measuresconsistently favour academic track students. Much, although notall, of the achievement differences in mathematics and sciencebetween students in various tracks are explained by differences inthe number and content of courses taken in these subjects

research on the integration of children with special learning needsindicate positive effects on measured achievement and socialdevelopment for both regular and exceptional students

recent research is questioning the sequential and hierarchicalview of learning subjects such as reading and mathematics

In light of societal trends, Manitoba's K-Senicr 4 goals, the literatureand research on streaming, and the new literature on curriculumand learning theories, it is concluded that streaming is limited in

68 Appendix B

S

meeting the goals of the K-Senior 4 program. The reasons for thisconclusion are as follows

as an instructional strategy, streaming is deeply cast in theeducational system of the industrial society. The concept ofstreaming is central to the learning theories, curriculum design,and teaching strategies of that era. As the societal context haschanged, new approaches are needed

the consistent correlations between group assignments andgender, race, and socio-economic status strongly suggest thatmethods used to stream are biased. There is a growing publicsentiment concerning the labelling of students, particularly whenthe fairness and accuracy of measures used for such labels arequestionable

there are empirical reasons to believe that the positive effects ofsegregating high ability students arise from the quality andexpectations of the learning environment itself as opposed to thestrategy per se. Similar concerns are raised by this finding as thegroup assignment process noted above

the practice of streaming, because it selects certain attributes andignores others, inherently undermines the importance ofunderstanding the whole self and its relationship to others. Ourpresent social and educational policies (e.g., multiculturalism,human rights, special needs) are based on the recognition thatpeople differ in their values, behaviours, and lifestyles, and thatthey must interact, learn, and feel comfortable with others whoare different in race, religion, social or educational levels, orpersonal attributes. This is not only desirable but necessary dueto the growing interdependence of individuals in our world

streaming is limited as a strategy for meeting the individual needsand interest of students. Individual differences within ahomogeneous group (however defined) are as diverse as they arein a heterogeneous group. In a society where uniqueness,initiative, and self-reliance are valued, it is increasingly counter-productive to impose artificial and inflexible grouping. Hetero-

Appendix B 69

6 1

geneous groups afford the diversity and dynamics that are neededto foster the skills and qualities that are so much needed today

Recognizing the limitations of streaming, there are feasiblealternatives available to meet the goals of our K-Senior 4 program.

Central to these are

Curriculum Revision: This could involve defining core units withineach subject area which would form the common learningexperience for all students in an integrated setting. Supplementarysupports (computers, aides, tutors, individualized instruction, etc.)would be provided to assist slower learners. Optional units withinthe same subject area would be made available in this integratedsetting for those students wishing to specialize or delve more deeplyinto the subject area.

Instructional Approaches:

use of a variety of methods to meet diverse learning needs (e.g.,inquiry methods, co-operative learning, individualized instruction)role of teacher as facilitator of learninginterdisciplinary approachesappropriate use of educational technology (work simulations,computer-simulated science experiments, interactive video,distance education)

The intent of the information presented in this paper is to stimulatediscussion on the use of streaming practices in schools as educatorsreflect, talk, and make decisions about the grouping arrangementsmost suitable for their particular students. Additional informationrelated to grouping issues is contained in Strategic Instruction:Differentiating Teaching and Learning Across theCurriculum, Senior I -4, (1983). A collection of articles isavailable through the Curriculum Services Branch (see page 53 forthe address and telephone number). It is hoped that any decision-making process related to student grouping will involve considerabledialogue among educators, parents, students, and trustees in aparticular division or school prior to grouping decisions beingreached and implemented.

70 Appendix B

6

Bibliography

WORKS CITED

Manitoba Education and Training Publications

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Strategic Instruction: Differentiating Teaching and Learning Across the Curriculum, Senior 1-4. In Press. CurriculumSupport Series. Winnipeg, MB: Manitoba Education and Training.

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