Exploring Alberta’s Curriculum

Redesign

Frog Lake SchoolIn Support of ARPDC Curriculum Redesign

Implementation, April 17, 2014

Presenter: Dan Nash

Session Goals1. Review the foundational understandings driving Alberta’s curriculum redesign process

2. Explore learner competencies defined in the Ministerial Order (#001/2013)

3. Review resources for creating awareness of Curriculum redesign

4. Resources for moving from awareness to readiness

6. Inform of upcoming events to assist Districts prepare for curriculum redesign

Part 1Foundational Understandings Driving

Alberta’s Curriculum Redesign process

Why Change?

Alberta’s Curriculum Redesign – At a GlanceVISION – Engaged, Ethical, and Entrepreneurial citizens

VALUES – Opportunity, Fairness, Citizenship, Choice, Diversity, Excellence

POLICY SHIFTS- Focused on Education, Centered on the Learner, Building Competencies, Technology to support the Creation and Sharingof Knowledge

Foundational Resources

Video We are Inspiring Educationhttp

://www.youtube.com/watch?v=Q7ksQSAUkEM

Honourable Jeff Johnson, Minister of Education - Inspiring Education http://youtu.be/fe0KUSrMXeY

Andreas Schleicher - Strong performers and successful reformers http://www.youtube.com/watchv=OxFnmiDlXS4&list=PL_Z2seQOmf0ugHyJ7053MBhZZCInVfgpD&feature=share&index=1

Honourable John Manley, P.C., O.C., - Jobs, skills and opportunities http://youtu.be/R_ksxbaxNcg

Dr. Glenn Feltham - The Task Force for Teaching Excellence http://www.youtube.com/watch=H7LujQkkcF0&feature=share&list=PL_Z2seQOmf0ugHyJ7053MBhZZCInVfgpD&index=3

Print About

Curriculum Redesign

What's New Curriculum Redesig

n Update newsletters

Curriculum Development Prototyping

Student Learning Assessments

Research Communication Too

lkit

Part 2 Shifting to Learner Competencies defined

in the Ministerial Order (#001/2013)

It provides an overview of the goals and expectations for K–12 students and establishes a clear mandate for Alberta Education and school authorities to follow when developing provincial curriculum.

Unpacking the Ministerial Order (MO)

Policy Shifts Chart

FIRST SHIFT: Less centred on the system, more focused on the student

FIR

For students to achieve their full potential, education must make

students the centre of all decisions related to learning, and curriculum must enable teachers, as designers of learning opportunities, to better meet their students’ diverse needs.

Students will have more developmentally appropriate

opportunities to take ownership of and responsibility for their

progress, their learning, and the assessment of that learning.

Redesigned curriculum must enable the kind of flexibility and

choice that leads to more personalized learning opportunities

for all students.

SECOND SHIFT: Less content focused, more competency focused

Through consultations and the work of our curriculum research roundtables, Alberta has defined a competency as “an interrelated set of attitudes, skills and knowledge that is drawn upon and applied to a particular context.”

Learners will still study subjects such as language arts, mathematics, science, arts and wellness – but a greater focus on competency development will help students make meaningful connections within and among subjects.

For example, when studying the concepts of measurement, area and scale, learners might apply them to their real-life problems, such as redesigning their playrooms or bedrooms.

THIRD SHIFT: From “prescriptive curriculum with limited flexibility” to “more opportunities for local decision making and greater depth of study”

Teachers have told us that the current programs

of study are too heavy, dense, and prescriptive.

Without letting go of our standards, new

curriculum will have fewer student outcomes

and less redundancy across subjects.

This shift will enable more:

● student and teacher choice;

● relevance of student activities;

● opportunities for broad exploration and deep understanding;

● opportunities for hands-on, project-based learning;

● opportunities for interdisciplinary learning through a common construct across programs of study; and

● student/teacher engagement.

FIFTH SHIFT: Less print-based curriculum, more digital delivery

We want to capitalize on the interrelationship between pedagogy, curriculum and technology.

The power of technology should be harnessed to support innovation and discovery.

digitally-based curriculum means:

● increased potential for continuous improvement and refreshing of provincial programs of study and resources;

● improved access to all components of curriculum within a collaborative digital application; and

● a design that enables greater flexibility at the local level to support learning at anytime , anywhere. time, place or pace.

SIXTH SHIFT: Less ministry-led development, more collaborative and co-development with partners and stakeholders

In the past, once the ministry moved into developing

subject/discipline curriculum and had it largely shaped,

stakeholders would be invited to review and provide input on

what we had developed.

Now we’re bringing in partners and stakeholders earlier in the

curriculum development process to help in “co-creation”

of curriculum.

Much of this co-development will occur through prototyping

activities, a collaborative model for development that taps into

local expertise to develop, design, map out and explore

curriculum.

FINAL SHIFT: Less sequential development, more synchronous development

Education and its partners will work simultaneously to “co-create” resources and assessments as programs of study

are under development.

This integrated approach, with curriculum for all subject areas being

developed at the same time, will greatly increase the opportunities for

interdisciplinary learning in our programs of study.

The eventual, long-term goal is to roll out curriculum in a digital format – at

the same time, in both French and English!

Understanding the Policy Shift Chart activity

Timeline

Thanks to Golden Hills School Division

Part 3 Introducing Alberta’s Curriculum

Design Model

Modern Curriculum Development has taken on a wider scope because our society has become increasingly complex; causing an increased need for curriculum to cease being a static product, and become a living process capable of adjusting to constantly changing times by being in continual contact with a broad segments of our society and a globalized world

Considering Alberta’s Curriculum Development Model

It’s the nature of the beast!

The nature of modern Curriculum Development is… that it comes together in bits and pieces.

Alberta’s SynchronousCurriculum Development Model

Curriculum Development Prototyping and Timeline

Curriculum Development Prototyping Deliverables

• K-12 Scope and Sequence for Subject/Discipline Areas

• Learning Outcomes• Assessment• Learning and Teaching

Resources• Graphic Organizer• Processes (formative

summary of prototyping process)

Prototyping Partners

• School Authorities

• Educational Organizations

• Business and Industry

• Post-Secondary Education

• FNMI - K-3: Kisiko Awasis School - 4-6: FNMI partners Treaty 6, Treaty 7 and Treaty 8, and Métis Nation - 7-9: FNMI partners Treaty 6, Treaty 7 and Treaty 8, and Métis Nation - 10-12: FNMI partners Treaty 6, Treaty 7 and Treaty 8, and Métis Nation

Curriculum Development Prototyping Overview Curriculum Development Prototyping Timeline Questions and AnswersCurriculum Development Prototyping GuidePrototyping Partners 

Prototyping Support Materials

Part 3Resources for Creating Awareness of

Curriculum Redesign

Overview and Timeline for Parents

Why change?

What will change?

What are the competencies?

How will it change?

Timeline

Competencies 3-2-1

Cross-Curricular Competencies Overview

3. Create a 3 word description of the competency 2. Give 2 examples of this competency in a classroom 1. Share 1 new way you will try to incorporate this competency even more into student learning.

From our friends at Rockyview School District

Moving Competencies from Theory to Practice

“Albertans see the role of teacher changing from that of knowledge authority to an architect of learning – one who plans, designs, and oversees learning activities”

[teachers] collaborative knowledge-building processes actively co-constructing understanding and ideas… reconceptualizing schooling. A more personalized education system…skilled professionals as opposed to implementing pre-established programs, and engaging in technical tasks. –

Distributed forms of leadership…collaborative problem-solving and collective reflection

Inspiring Education Steering Committee Report (2010)

Implications for Practice

Provocative QuestionsReflections

Part 4.Resources for Moving from Awareness to

Readiness

http://education.alberta.ca/department/ipr/curriculum.aspx

Chapter 1: Curriculum Development Processes Chapter 2: Competencies Chapter 3: Ways of Knowing

Chapter 4: Breadth and Depth Chapter 5: Interdisciplinary Learning and Interdisciplinary Curriculum Chapter 6: Flexible Timing and Pacing in a Variety of Learning Environments Chapter 7: Responsive Curriculum for a Digital Age Chapter 8: Student-Centered/Personalized Learning

Chapter 9: Assessment

Alberta’s Curriculum Development Research Base

Thinking Ahead:As an instructional leader, Consider how the “shifts” might impact your school community, and School Division? Placemat Activity1. Create groups and record your shift

Topic in the center of your placemat. 2. Silently read, consider and record your

own thoughts on your segment of the placemat

3. Share your thoughts with your group partners

4. Identify and record the two most critical emerging “Shift” opportunities and challenges emerging from your group’s discussion in the center of the placemat

5. Choose a reporter who will speak for your group.

Print Resources

Ning: Inspired Learning.ca

http://learningnetworkcommunity.wikispaces.com/Alberta+Curriculum+Redesign

Wiki: LearningNetworkCommunity.wikispaces.com

Part 5Upcoming Events

1.  Standards and Guidelines2.  Competency Indicators3.  Numeracy and Literacy Benchmarks4.  Building Assessment Capacity Project5.  Exploring Implications of Curriculum Redesign

The entire group would be together for #1 and #5 and that there would be ‘break-out’ sessions for the others.

May 22, 2014St Paul Regional High School

Alberta Education Focus Groups: INVITATION

District

stakeholder

teams of

parents,

teachers, admin,

and trustees are

invited.

Student Learning Assessments (SLA)Learning Network is currently planning sessions to introduce the new Student learning Assessments (SLA) initiative.

There will be two sessions, one in the north and one in the south of Zone 2.

Dates and Location TBD.

Thank you for your time and energy today

giving the kids the last word….

Thank you for your attention and participation.

Dan Nash,Program Coordinator      The Learning Network    1-780-842-8806 Dan's email: dannash07@gmail.comDan's Virtual Office:  http://tiny.cc/s10wjwwww.learning-network.org