ethics and religious culture session ii. agenda erc - review competencies themes by cycle outcomes...
TRANSCRIPT
Ethics and Religious Culture
Session II
Agenda
ERC - Review Competencies Themes by cycle
Outcomes – What does the learning look like? Specific Resources
Starter Kit LES
Translated by MELS – ESD site English – LEARN
Religious Culture Material - LEARN Learning and Evaluation Situations
Putting one together
Your Questions What about resources, textbooks? Do parents know about this new course? Wouldn’t a one day religion/ethics be a better model? How is this new program different from the current morals
program? Can there not be very specific content for each grade level
to avoid repetition? Can a teacher opt out of this course? Can schools still decorate hallways for Christmas and
Easter? How can we teach about other religions if we don’t have the
expertise? How do we evaluate in the form of a percentage?
Competency 1: Reflects on ethical questions
Key Features
Identifies (Analyzes) a situation from an ethical point of view
Examines several (a variety of) cultural, moral, religious, scientific or social references
Evaluates possible options or actions
Competency 1 (ethical questions) Elementary themes
Cycle 1 Cycle 2 Cycle 3
•The needs of humans and other living beings•Demands associated with interdependence: humans and other living beings
•Interpersonal relations in groups•Demands of belonging to a group
•Individuals as members of society•Demands of life in society
Competency 1 (ethical questions) Secondary themes
Cycle 1 Cycle 2 •Freedom•Autonomy•Social Order
•Tolerance•The future of humanity•Justice•The ambivalence of human beings
Outcomes (Evaluation) Reflects on ethical questions
Cycle 1-tackle a situation dealing with the needs of humans and other living beings
-tackle a situation dealing with the demands of interdependence
-describe a situation by naming some essential elements
-indicate the responsibilities that human beings have toward other living beings
-express some elements of their reflection on the ethical question
-find similarities and differences between their perception and that of their classmates
-identify a value named by the teacher and recognize a norm that guides the way human beings act in a given situation
Outcomes (Evaluation) Reflects on ethical questions
Cycle 2-tackle a situation dealing with interpersonal relationships and demands associated with group life
-describe a situation by naming some essential elements
-identify the tensions and conflicting values present in different points of view
-attribute points of view to the individuals concerned
-formulate certain ethical questions raised by the situation and recognize some of the references in different points of view (with the teachers help)
-name behaviors or attitudes that contribute to or detract from group life
-recognize their needs and name their responsibilities with regard to others
-give special weight to actions that favour group life in terms of contributing to community life
Outcomes (Evaluation) Reflects on ethical questions
Cycle 3-reflect on topics that deal with the demands of living in society , as well as with the individuals who make up society
-describe the overall situation and draw out different points of view
-identify the tensions or conflicting values that exist between different points of view
-compare different points of view expressed in a situation
-identify ethical questions
-grasp the causes and effects of prejudices and stereotypes
-can examine the impact on themselves, others and the situation
-able to justify the options or actions that contribute to community life
Outcomes (Evaluation) Reflects on ethical questions
Cycle 1 Secondary
-carry out ethical reflection on topics dealing with freedom, autonomy and social order
-describe a situation and identify some of the ethical questions
-find and compare different points of view
-identify which values and norms may be a source of tensions or conflicting values
-compare the meaning of certain references
-justify different options or possible actions based on pertinent references and examine the impact on themselves, others and the situation in terms of community life
Cycle 2 Secondary
-carry out ethical reflection on topics dealing with tolerance, the future of humanity, justice and human ambivalence
-describe a situation and in greater detail some of the ethical questions it raises
-compare a range of points of view to draw out different ways of thinking
-demonstrate knowledge of the references present in points of view
-to further their reflection, they can consider other references, prioritize the most meaningful ones and show their contribution
Competency 2: Demonstrates an understanding of the phenomenon of religion
Key Features
Explores (Analyzes) forms of religious expression
Makes connections between forms of religious expression and the social and cultural environment
Considers (Examines) various ways of thinking, being and acting
Competency 2 (phenomenon of religion) Elementary themes
Cycle 1 Cycle 2 Cycle 3•Family celebrations•Stories that have touched people
•Religious practices in the community•Forms of religious expression in the young persons environment
•Religions in society and the world•Religious values and norms
Competency 2 (phenomenon of religion) Secondary themes
Cycle 1 Cycle 2
•Quebec’s religious heritage•Key elements of religious traditions•Representations of the divine and of mythical and supernatural beings
•Religions down through time•Existential questions•Religious experience•Religious references in art and culture
Outcomes (Evaluation)Demonstrates an understanding of the phenomenon of religion
Cycle 1
-name different celebrations or rituals associated with birth
-recognize some forms of religious expression related to a celebration
-understand there are different ways of celebrating
-associate forms of religious expression with elements in immediate environment
-relate the celebration to certain short stories and key figures
-name behaviours that are appropriate with regard to diversity
-name what they have learned regarding forms of religious expression
Outcomes (Evaluation)Demonstrates an understanding of the phenomenon of religion
Cycle 2-deal with a situation involving forms of religious expression
-give brief description of community celebrations, objects, symbols, places of worship, rights.
-understand the meaning of certain forms of religious expression
-identify forms of expression in their environment and recognize similarities and differences
-make connections between sacred writings, spiritual guides and their traditions
-make some connections between various forms of religious expression and elements in social and cultural environment from here and from elsewhere
Outcomes (Evaluation)Demonstrates an understanding of the phenomenon of religion
Cycle 3
-describe forms of expression of the main religious traditions by emphasizing their places of origin, founding figures, and demographic impact in world
-illustrate norms and values that guide community life that are promoted by these traditions
-describe the significance of food-and clothing related practices that belong to various traditions
-associate exemplary individuals and their work
-recognize cultural contributions made by religious traditions
Outcomes (Evaluation)Demonstrates an understanding of the phenomenon of religion
Cycle 1 Secondary-understand forms of religious expression related to Quebec’s religious heritage
-understand fundamental elements of religious traditions
-understand representations of the divine, as well as mythical and supernatural beings
-draw out shared and specific aspects of several forms of expressions studied
-demonstrate knowledge of certain behaviours that are suitable with respect to diversity, as well as the impact of various ways of thinking, being or acting on society
Cycle 2 Secondary
- understand forms of religious expression related to religions over the course of time to existential questions, religious experience, and religious references in the arts
-can describe forms of expression and demonstrate overall knowledge of their meaning and role, as well as their connections to the religions
-make connections between forms of religious expression and elements of the social and cultural environment both here and elsewhere in the world
-draw out shared and specific aspects of several forms of expression studied
Competency 3: Engages in dialogue
Key Features
Organizes his/her thinking Interacts with others Develops a (substantial) point of view
Competency 3 (dialogue)
Cycle 1 Cycle 2 Cycle 3
ConversationDiscussionNarration Deliberation
ConversationDiscussionNarration Deliberation Interview
ConversationDiscussionNarration DeliberationInterview Debate
Dialogue - Secondary
Cycle 1 Cycle 2
ConversationDiscussionNarration DeliberationInterviewDebatePanel
ConversationDiscussionNarration DeliberationInterviewDebatePanel
Elementary
Cycle 1
Elementary
Cycle 2
Elementary
Cycle 3
Secondary
Cycle 1
Secondary
Cycle 2
Description
Comparison
Description
Comparison
Synthesis
Explanation
Description
Comparison
Synthesis
Explanation
Justification
Description
Comparison
Synthesis
Explanation
Justification
Description
Comparison
Synthesis
Explanation
Justification
Means for developing a point of view
Means for examining a point of view
Elementary
Cycle 1Elementary
Cycle 2Elementary
Cycle 3Secondary
Cycle 1Secondary
Cycle 2
Judgment of: preference
prescription
Judgment of:
preference
prescription
reality
Judgment of:
preference
prescription
reality
value
Judgment of:
preference
prescription
reality
value
Judgment of:
preference
prescription
reality
value
Types of Reasoning – Secondary Cycle 2
Induction Deduction Analogy Hypothesis
Hindrances to dialogue
Hasty generalization Personal attack Appeal to the crowd – bandwagon Appeal to the people Appeal to prejudice Appeal to stereotype Argument from authority
Outcomes (Evaluation)Engages in dialogue
Cycle 1-able to follow a process and express their ideas in the context of a narration, conversation, discussion and deliberation
-express their preferences, feelings or ideas about concrete and simple subjects
-recognize the judgments of preference and prescription in a point of view
-respect some of the proposed rules of dialogue
-listen to others' points of view and are able to express whether their own view has been modified or consolidated
Outcomes (Evaluation)Engages in dialogue
Cycle 2
-able to follow a process and organize their ideas in the context of a narration, conversation, discussion, deliberation and interview
-examine their preferences, perceptions, feelings or ideas about concrete and simple subjects
-recognize the judgments of preference, prescription and reality in a point of view
-respect the rules of dialogue that have been proposed to them.
-use some resources and vocabulary that are specific to the subject of the dialogue in order to develop a point of view that includes relevant elements
Outcomes (Evaluation)Engages in dialogue
Cycle 3-provide themselves with a process and organize their ideas in the context of a narration, conversation, discussion, deliberation, interview and debate
-examine their perceptions, feelings, attitudes, ideas or values about concrete and often new subjects
-recognize certain stated judgments or processes that hinder the dialogue or that create an obstacle to developing a substantiated point of view
-examine points of view using relevant questions by taking into account the type of judgment in question
-respect the rules of dialogue and contribute to overcoming obstacles
-use some resources and vocabulary that are appropriate to the subject of the dialogue in order to develop a point of view that includes several relevant and coherent elements
Outcomes (Evaluation)Engages in dialogue
Cycle 1 Secondary-provide themselves with a process and structure their thinking or arguments on topics dealing with concrete realities
-recognize the relevance and coherence of elements that make up a point of view
-examine their perceptions, attitudes and ideas
-understand that certain stated judgments or processes hinder dialogue or create an obstacle to developing a substantiated point of view.
-examine points of view using questions that are generally adapted to the type of judgment in question
Cycle 2 Secondary-plan a process and structure their thinking or arguments on topics dealing with concrete or abstract realities
-evaluate the relevance and coherence of judgments and reasoning that make up a point of view
-call into question their perceptions, attitudes and ideas
-explain why certain stated judgments or processes hinder dialogue or create an obstacle to developing a substantiated point of view
-examine points of view using questions that are adapted to the type of judgment in question
Evaluation of dialogue - Elementary
Students must be aware of definitions! What is the chosen form of dialogue?
observation How well has the student chosen to express his/her
point of view? observation were there any hindrances used?
Define how you will have students express their means of judgment self-reflection
Evaluation of dialogue - Secondary
Students must be aware of definitions! What is the chosen form of dialogue?
observation How has the student chosen to express his/her point
of view? self-reflection observation
Were there any hindrances used? observation
Define how you will have students express their means of judgment self-reflection
Evaluation
In support of learning For judgment
•Development of competency•On-going•Formal and informal
•In recognition of competency•End-of-cycle scales•Formal
Evaluation tools
Rubrics Observation Peer Self Tests, quizzes and exams Learning and Evaluation Situations
Learning and Evaluation Situations
A situation that allows the student to exercise competencies in a meaningful context
Involves a set of complex tasks & knowledge-based learning activities
Not a traditional assessment tool! Opportunities for differentiation
Formative in nature – both learning and evaluation take place
Characteristics of Learning and Evaluation Situations
Realistic
Requires that students solve problems related to everyday life, civic life or the world of scienceInvolves a production that is intended for a public and whose use is specified for the studentPromotes the use of a variety of materials to perform the taskTakes into account the time and resources available
Meaningfulandstimulating
Offers stimulating challenges, adapted to students' needs and interestsFosters cooperationPromotes reflection on the processes usedRequires that students construct a responseTakes into account student diversity (learning rates and styles, etc.)
Flexible andadaptable
Allows for observation of the process and the outcomeAllows for adult supportShifts according to students' reactions and resultsAllows students to explore a problem furtherAllows for the possibility of adjusting to time constraints
Coherent
Is consistent with the Québec Education Program (cross-curricular and subject specific competencies, broad areas of learning)Makes it possible to evaluate competencies according to the criteria and outcomes of the Québec Education Program
Rigorous
Requires students to produce quality workClearly presents expectations and instructions to studentsInforms students of evaluation criteria and encourages them to take these criteria into account (self-evaluation)
Problem to solve Question to answer Create a productIssue to ponder
Learning & Evaluation Situation
LA LA CT LA CT CT
OR OR OR
Learning Activities and Complex Tasks
Learning Activities Target the acquisition and structuring of the
knowledge What is an ethical question Research on religious practice
Help enrich students’ store of knowledge (factual, procedural and conditional knowledge)
Call on specific aspects of a competency Complex Tasks
Target the mobilization of resources Call on competencies as a whole (key features) Lead to the acquisition of new knowledge
LES Template and guidelines - Elementary
Themes, Teaching Guidelines and Related Content Ethics – pp7-14 Religious Culture – pp20-25 Dialogue – pp27-34
Desired Results – Outcomes and Evaluation Criteria Ethics – pp5-6 Religious Culture – pp18-19 Dialogue – pp35-36
Competencies and Key Features Ethics – p2 Religious Culture – p15 Dialogue – p26
Understandings – (Teaching Guidelines) a detailed list of objectives based on material
Essential Questions – an interesting hook Students Will Know – key knowledge and skills
LES Template and guidelines -
Elementary (cont.)
Performance Tasks – how can I see the competency enacted? Consider some of the forms of dialogue (p27)
Other Evidence – what else might they do that will demonstrate their understanding…but you may not rely on for assessment?
Assessment Tools – rubrics, tests, observation, etc…
Assessment Criteria – define the levels of understanding
Learning Activities – list of how you will present the content and what the students will do
LES Template and guidelines - Secondary
Themes, Teaching Guidelines and Related Content Ethics – pp7-10 Religious Culture – pp16-20 Dialogue – pp22-31
Desired Results – Outcomes and Evaluation Criteria Ethics – pp5-6 Religious Culture – pp14-15 Dialogue – pp32-33
Competencies and Key Features Ethics – p2 Religious Culture – p11 Dialogue – p21
Understandings – a detailed list of objectives based on material Essential Questions – an interesting hook Students Will Know – key knowledge and skills
LES Template and guidelines -
Secondary (cont.)
Performance Tasks – how can I see the competency enacted? Consider some of the forms of dialogue (p22)
Other Evidence – what else might they do that will demonstrate their understanding…but you may not rely on for assessment?
Assessment Tools – rubrics, tests, observation, etc…
Assessment Criteria – define the levels of understanding
Learning Activities – list of how you will present the content and what the students will do
Resources Spiritual Animators ESD Website: http://www.swlauriersb.qc.ca/
Book Lists Web Sites LES LES Template
MELS - ERC site https://www7.mels.gouv.qc.ca/DC/ECR/ or http://www.mels.gouv.qc.ca/
Username: ecrenseignant Password: ecr0809
LEARN http://www.learnquebec.ca/en/?language=en
VoD The Gazette Digital
Choose Your Voice – Secondary Moot Court - Secondary
Spiritual Community Animators
Develop and implement programs and activities that have a community, humanitarian or spiritual nature.
Mobilize students to engage in community service projects.
Facilitates assemblies or classroom visits that address the character development of students.
Response to crisis situations in times of grief. Links students to local centres of worship and
culture. Provides resources and speakers on relevant topics.