1 Welcome to the Session While you are waiting for the others to join the session, please work on...
-
Upload
bethany-hills -
Category
Documents
-
view
225 -
download
0
Transcript of 1 Welcome to the Session While you are waiting for the others to join the session, please work on...
1
Welcome to the SessionWhile you are waiting for the others to join the session, please work on the following activity:Please read one or more of the following sections of the Introduction to the Revised Science and Technology Curriculum document:
The Nature of Science and Technology, pages 4-5
Roles and Responsibilities, pages 7-9
The Achievement Chart for Science and Technology, page 23 - 27
and note:
- Shifts and/or emphases that you notice
- Things you are glad to see
-Things you do not understand
3
Jill Snider, Education Officer, Science and Technology Grades 1-8
Maureen Callan, Education Officer, Science, Grades 9-12
Joanie Causarano, Education Officer. Assessment and Evaluation
Paul Walsh, Education Officer, Assessment and Evaluation
Introductions
4
•To review the curriculum review process
•To become familiar with key changes in the 2007 revised Science and Technology curriculum policy document
•To review key messages about Assessment and Evaluation
GOALS
5
Agenda
Curriculum Review Context / Process / Findings
Areas of Change Introduction / Strands / Overall
Expectations/ Specific Expectations / Format
6
Role of A Policy Document
A curriculum policy document mandates the “what” of the curriculum through the expectations
It, along with the Guide to the Provincial Report Card, establish the Assessment and Evaluation policy - the “how well” of the curriculum
7
Role of A Policy Document
It provides implementation suggestions the “how” of curriculum through the examples, sample guiding questions, sample problems and issues, and sample prompts.
It provides a philosophical and pedagogical rationale in the introduction
8
Curriculum Review Pilot:
Social Studies, History and Geography, Canadian and World Studies
Year 1: Mathematics, Business Studies,
Guidance and Career Education
9
Curriculum Review Year 2:
Kindergarten, English as a Second Language/English Literacy Development, Language/English
Year 3: Science and Technology,
Science, Technological Education
10
Curriculum Review Year 4:
The Arts
Year 5Social Sciences and
Humanities, Health and Physical Education
11
Curriculum Review Year 6
French as a Second Language, Native Languages, Classical and International Languages
Year 7: Native StudiesInterdisciplinary StudiesSocial Studies/ History/ Geography,
Canadian and World Studies
12
Curriculum Review Process
Technical Analysis Focus Groups Stakeholder consultations Research Benchmarking Synthesis Report – Recommendations for
revisions Summer writing
Year 1
13
Curriculum Review Process
Feedback consultation session
Feedback Survey
Revisions based on feedback
Ongoing revision consultations with educators
Year 2
14
Curriculum Review Process
Editing
Fact Check, Antidiscrimination Check, Environmental Education Check
Applying the draft EE standards
Posting, Publishing and Distribution
Year 3 (Year 4)
16
Strengths Common structure Consistent organization Strong relationship to the Pan-Canadian Inclusion of literacy and numeracy skills Scope/diversity, continuity and
sequence of topics
17
Strengths Examples Skills Inquiry-based learning Relating Science and Technology to
Society and the Environment (STSE) The Achievement Chart
18
Strengthso Spiralling
o Clear and concise
o Importance of safety
o Developmentally appropriate
o Achievable
20
What You Asked ForRevise STSE expectations to enhance and emphasize stewardship and sustainability
o STSE expectations are placed first, to set a context for developing related skills and conceptual knowledge.
o They focus on developing realistic perceptions about the connections between science, technology, society and the environment.
21
What You Asked ForRevise STSE expectations to enhance and emphasize stewardship and sustainabilityo Empower students to propose
and/or take action on environmental issues
o Flexible enough to enable a local emphasis and promote student engagement.
22
What You Asked For
Re-organize expectations by grade
o Strands and topics are now organized by grade.
24
What You Asked For
Reduce content
o Number of strands has been reduced to 4 from 5.
o Number of topics per grade has been reduced to 4 from 5.
o Result is approximately a 20% reduction in content.
25
What You Asked ForImprove developmental appropriateness
o Grade 8 Optics now in grade 10.
o Concepts have been carefully mapped out through the grades to ensure development appropriateness and reduction in overlap (e.g., Human Body Systems (Grade 5)---Cells (Grade 8) ---Tissues, Organs, and Systems (Grade 10)
27
What You Asked For
Align OE’s, SE’s, and Achievement Chart
o The overall expectations are numbered to provide clear links to the specific expectations.
o Clusters of SE’s are labelled to make alignment to achievement chart clearer
29
What You Asked For
Incorporate Fundamental Concepts
o The fundamental concepts that are addressed in the curricula for scienceand technology in Grades 1 to 8 and for science in Grades 9 to 12 are matter, energy, systems and interactions, structure and function, sustainability and stewardship, and change and continuity.
30
What You Asked For
Link Fundamental Concepts to Overalls
o Big ideas define which aspects of the fundamental concepts should be addressed at each grade.
o The big ideas are linked to the overall expectations.
o The overall expectations are numbered to provide clear links to the specific expectations.
32
What You Asked For
Reduce content
o Lessen the amount of content through reduction of specific expectations
o Removed a strand/topic per grade
o Remaining expectations addressed in greater depth for greater understanding
33
What You Asked For
oSpecifics are more precise, concise, and easily understood
Eliminate overlap, redundancy, ambiguity
34
What You Asked ForUpdate and add examples
o Provide a clearer picture of the depth of learning and level of complexity of the expectation.
o Examples are more relevant and current
o Sample issues, questions, problems, and prompts.
35
What You Asked For
o Some need to be repeated in context to reinforce the development of skills of scientific inquiry, technological problem solving and communication.
Eliminate overlap, redundancy, ambiguity…however….
37
What You Asked For
o Clear articulation of the Investigation skills: scientific inquiry/experimentation, scientific inquiry/research, and technological problem solving.
Add or enhance sections to improve knowledge and understanding of teachers
38
What You Asked ForCreate skills continua to help teachers know the depth and breadth of the skills
o Continua for scientific inquiry/ experimentation skills, scientific inquiry /research skills, and technological problem solving skills
40
What You Asked For
o Clear articulation of the nature of science and technology.
o Clear articulation of what scientific and technological literacy look like.
Add or enhance sections to improve knowledge and understanding of teachers
41
What You Asked For
Enhance topic chart
o Two topics charts now show how topics are developed through elementary and into secondary in science and technological education.
o Change in order of strands
o Change in names of strands
42
What You Asked For
o Sections on developing critical thinking, critical literacy, literacy and numeracy through science and technology
Add or enhance sections to improve knowledge and understanding of teachers
43
What You Asked For
o Addressed more prominently in the Introduction.
o Addressed in overviews for topics.
o Specific expectation in each topic.
o Safety addressed in the achievement chart
Safety
44
What You Asked For
o Enhanced sections on Role of Parents/Guardians, Students, Teachers, Principals, Community Members
Add or enhance sections to improve knowledge and understanding of teachers
45
What You Asked For
o Expanded glossary, more terms, clearer explanations.
Add or enhance sections to improve knowledge and understanding of teachers
48
What You Asked ForRename “Thinking” category to “Thinking and Investigation”
o“Thinking and Investigation” to more closely reflect the unique skills in science and technology