This document provides an overview of a professional learning session on curriculum design and instructional strategies. It discusses connecting the big ideas of the redesigned BC curriculum to Surrey's priority practices. It focuses on developing core competencies and planning to try new structures or strategies. Some key topics covered include backwards design, universal design for learning, visible learning, and authentic inclusion of Aboriginal perspectives. Specific examples are provided of curriculum planning in kindergarten and grade 8 science.
6. What is understanding?
• How do you define it?
• Think of someone who really understands an
idea, a topic, a concept. What are the
indicators of understanding?
• Think of someone who knows or has
informaIon but doesn’t really understand the
same idea, topic, concept. What does that
look like?
8. Core Competencies
• CommunicaIon
• Thinking
– CreaIve
– CriIcal
• Personal
– PosiIve personal & cultural idenIty
– Personal awareness & responsibility
– Social responsibility
9. • Embedded
• All kids, all subjects, all grades
• Are NOT a checklist or a series of separate
lessons
• All students develop to become engage, life-
long learners
• Are included in the June report card as a
student self-assessment/reflecIon
17. Core Competencies
• CommunicaIon
• Thinking
– CreaIve
– CriIcal
• Personal
– PosiIve personal & cultural idenIty
– Personal awareness & responsibility
– Social responsibility
18. First Peoples
• Content and perspecIve explicitly taught
• Aboriginal scholars and knowledge keepers
advised on the core competencies
• Text and stories woven throughout
• First People’s Understandings
– Respect
– Raising your paddle/li`ing up
– Inclusion
– …
25. Frameworks
It’s All about Thinking (English, Humanities, Social Studies) –
Brownlie & Schnellert, 2009
It’s All about Thinking (Math, Science)– Brownlie, Fullerton,
Schnellert, 2011
26. Universal Design for Learning
MulIple means:
-to tap into background knowledge, to acIvate
prior knowledge, to increase engagement and
moIvaIon
-to acquire the informaIon and knowledge to
process new ideas and informaIon
-to express what they know.
Rose & Meyer, 2002
32. Concept
Understand
KnowDo Self
Who am I?
What’s my
role/job? How do I
affect the
environment?
What are my gifts?
SCI:: Daily and seasonal changes affect
all living things.
SS: Rights, roles, and responsibilities
shape our identity and help build healthy
relationships with others; stories tell about
who we are.
SCI: observe, ask questions,
experience and interpret local
environment
SS: Explain the significance of
personal or local events, objects,
people or places; acknowledge
different perspectives on people,
places, or issues, or events in their
lives.
SCI: FP’s knowledge of weather
and seasonal changes; living
things change to accommodate
seasonal cycles
SS: Personal and family history
and traditions; people, places,
and events in the local
community, and in local First
Peoples communities.
LA: stories help us learn about ourselves and
our family; everyone has a story; we connect
with others through listening and speaking;
curiosity & wonder lead us to new
discoveries about ourselves and our world.
Math:
1-1 correspondence & sense of 5 and 10 are
essential for numeracy fluency; objects have
attributes that can be described, measured,
and compared; elements in patterns can be
identified.
Creative thinking:
I get ideas when I play.
Critical thinking:
I can show if I like
something or not.
Communication:
I recognize different
points of view and can
disagree respectfully.
Social/Personal
Development:
I can describe my family
and community.
Documenting students’
comprehension of
big ideas
Soft Start and
Morning Meetings,
Outdoor
Explorations,
Story Workshop
Sharing Circle,
Mid-Point Check-in,
Closing Circles
(Knowledge Building
Circles)
Lauren MacLean & April Pikkarainen
Kindergarten Sept 2016
34. Big Idea: Life Processes are performed at the cellular level
D M
I can identify if something is living.
I know how to properly use a compound microscope.
I can observe living things under a microscope.
I can draw a scientific drawing of a cell under a microscope.
I can tell the difference between a prokaryotic cell and a eukaryotic cell.
I can describe the cell theory.
I can work collaboratively to model cell structures and discuss their functions.
I can discuss the relationship between photosynthesis and cell respiration.
I can communicate my understanding of how particles move through the cell membrane.
I can describe how organ systems work together to provide each and every cell with the
materials necessary for them to stay alive.
Students are expected to understand that:
! Living things must grow, reproduce,
require energy, get rid of wastes, and
respond to their environment
! According to the cell theory, living
organisms are composed of cells.
! Eukaryotes are much more complex than
prokaryotes.
! Organisms must use energy and matter
from the environment or other organisms
in order to grow, reproduce and maintain
balance.
! Human body systems work
independently and together.
! The immune system protects our bodies
against disease-causing invaders.
I can discuss the relationship between microorganisms and living things.
I can identify the basic functions of the immune system.
I can explain that the level of immunity can be greater or less in different populations
globally.
I can explain how the immune system functions, including roles of the primary and
secondary defense system.
I can describe the effect of antibiotics on living organisms such as bacteria (and how its
not effective on viruses)
I can explain how overuse or misuse of antibiotics can lead to “superbugs”.
I can communicate the importance of vaccinations in our society.
Created by L. Benabo & J. Dhaliwal
I can discuss the impact of epidemics and pandemics on human populations. (eg.
Measles, small pox, Zika, the SARS or Spanish Flu global outbreaks)
D = Developing M = Mastered
36. Grade 9 Science – Starleigh Grass &
Mindy Casselman
Big Idea: Electric current is the flow
of electric charge
• The Challenge:
Many of the students are disengaged and dislike
‘book learning’. They acquire more
knowledge, concept and skill when they are
acIve, collaboraIve and reading in chunks.
• Starleigh and Mindy in It’s All about Thinking (Math and Science), 2011.
40. What is the relationship between
humans and energy?
• BIG IDEA: Energy can be transformed.
• A culminaIng acIvity in a grade 3/4 class
• Lisa Schwartz, Richmond
41. Learning Intentions: gr. 3/4
• I can use different materials (loose parts) to
show my thinking (criIcal competency)
• Using the materials helped me get my ideas
(creaIve competency)
• I was able to make a connecIon to humans
and energy and represent my ideas
(communicaIon competency)
51. Marco Cianfanelli, of
Johannesburg, sculptor
50 ten metre high laser cut steel plates set into
the landscape, represen5ng the 50 year
anniversary of when and where Mandela was
captured and arrested in 1962 (prior to his 27
years of incarcera5on). Standing at a
par5cular point (presumably the spot where
the people are standing in Photo #2), the
columns come into focus and the image of
Mandela can be seen. At Natal Midlands
