Day 123 (of 185) unpacking redesigned curriculum & assessment w thanks to @terrytaylorsd10

Day 123 (of 185) unpacking redesigned curriculum & assessment w thanks to @terrytaylorsd10

Today we had SD 10 (Arrow Lakes) superintendent Terri Taylor visit our district to give us some updating and inspiration around our journey with the topics of Reporting & Assessing Learning.

Discussion included how important it is to be mindful and self aware about what the conditions are in order to learn – both at home and within the school/classroom

Good Qs: what would it look like if…… (there were no report cards) future may be/can be….different(iated)

Focus on Learning vs doing what a teacher wants. 

WHY would we want to change/alter the way we report/communicate (to students, parents, universities)

Why Redesign?
Present curriculum 20+ years old

Learners today not the learners of 20+ years ago; the world has changed

We know a LOT more about teaching and learning (not a criticism of what was done in past….growth mindsets and ongoing research and tech improvements)

Feedback and review from teachers, educators, and parents suggested curriculum that allowed for…..

What hasn’t changed: it’s about relationships

OECD principles of effective learning environments underpins our curriculum
1. Learner-centered and promote self-regulation of learning

2. Social, and foster opportunities for interpersonal interaction, collaboration and connection to community

3. Responsive to learners motivations and emotions (SEL)

4. Respectful of diverse learning needs, differences and prior knowledge

5. Challenging for each learner, yet not overloaded (that sweet spot: zone of proximal development)

6. Focussed on formative assessment with clear expectations criteria for success, opportunities to demonstrate learning in different ways many use descriptive feedback and incorporate self-assessment of learning

7. Rich in horizontal connectedness across activities and subjects, in and out of school, with community and other schools 

If we know what works (ie AFL) but don’t use it – it’s an option – is it malpractice? If doctors weren’t using what research said works…..
Formative feedback not judgemental, but can be more about questions to point in a right direction. 
Self assessment not about “I’m an A/F” but showing who they are as learners because of _______ (rubrics, exemplars, etc) know what next goal(s) is

Part 1: The Redesigned Curriculum
– Big Ideas and concepts: uncovering the curriculum; not covering the curriculum (Landyism: Quality over Quantity)

– Personalized learning; learning focused on diverse student needs; UDL (not everyone needs same task)

– an iterative curriculum, created by teachers and educators, with widespread input and feedback over two years and a year to explore before implementation

– Foundational skills in numeracy and literacy (even I appreciate this – you need a good (great) understanding of words and numbers in order to play with them later!)

– Cross-disciplinary focus and opportunities

– Inquiry and project-based learning’ service learning; place-conscious learning; engagement with community

– No more mandatory hours of instruction; learning everywhere

Our curriculum lends itself to learning design that focuses on:
– inquiry

– Different groupings and varied classroom structures

– Less teacher directed lessons, more hands on and minds-on exploration

– Backwards design projects based and problem based Approaches and Empathic design

Ministry Redesigned Assessment
– grade 10 & 11 provincial exams discontinued – replaced by classroom assessments

– Interim reporting order for two years – a) old rules b) local policy

– Redesigned provincial assessments – voice and choice, flexible timing, collaborative sections; numeracy assessment drafts to be shared soon; Eng 12 going to continue as literacy assessment for 2017/18

– Core competencies woven through all curricula

Shifting Provincial assessments

6 core competencies (reminder)
1. Communication

2. Critical thinking

3. Creative thinking

4. Personal and cultural identity

5. Personal awareness and responsibility

6. Social responsibility 

And…if we are teaching differently, we must assess differently!

Video share n the power of connected classrooms:
Video reminder of John Hatties 8 mindframes for teachers

And a reminder about the Black and William report (aka malpractice if not doing these at all times to improve student learning – and admittedly many of these are done, but being mindful of these being more explicit does matter)
1. Clear goals and expectations should be established and clearly understood by students (success criteria shared)

2. Students have the opportunity to demonstrate their learning through an active learning process

3. Descriptive feedback provides the learner with important information to move their learning forward

4. Questions are open ended and uncover misconceptions, clarify and extend thinking

5. Self-assessment and peer assessment are important in developing our students ability to assess themselves 

New BC Assessment Principles (soon to be published on ministry website)
– fair, transparent, responsive to the learner

– focuses on curriculum – knowing doing, understanding

– incorporates clear goals, success criteria, descriptive feedback, questioning

– is ongoing, timely, specific and embedded in day to day instruction

– provides varied and multiple opportunities for students to demonstrate learning

– ensures student is fully involved in the process

– uses a collection of student work, gathered over time, as a profile of the learner

– incorporates self assessment, goal setting and identifies next steps in learning

– communicates to the learner where they are, what they are working towards and ways that they will be supported

The process may have started by wanting “‘the’ report card” but the journey continues – finding best ways to communicate student learning! And the challenge I had a few years ago for my kids to graduate without traditional transcripts/reports is getting closer – maybe not for my oldest (graduates next year) but maybe….!

About technolandy

Principaling on the Pacific in Powell River BC Pushing 'technologization' in education: blending technology and curriculum seamlessly. Advocate for better understanding of Anxiety in Education (and use of self-regulation) Utilizing ePortfolios & Descriptive Feedback to personalize learning!
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2 Responses to Day 123 (of 185) unpacking redesigned curriculum & assessment w thanks to @terrytaylorsd10

  1. Quinn says:

    no big deal.

  2. Pingback: Day 128 (of 185) assessment day reflections & ongoing questions | technolandy: site of Ian Landy

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