Education Transformation
and the
Graduation Years
Context
&
Background
The Educated Citizen
• thoughtful, able to learn and to think critically, and who
can communicate information from a broad knowledge
base;
• creative, flexible, self-motivated and who have a positive
self image;
• capable of making independent decisions;
• skilled and who can contribute to society generally,
including the world of work;
• productive, who gain satisfaction through achievement
and who strive for physical well-being;
• cooperative, principled and respectful of others
regardless of differences;
• aware of the rights and prepared to exercise the
responsibilities of an individual within the family,
the community, Canada, and the world.
Equal Value
Transforming the
Graduation Years
Highlights: More of…
Core
Competencies
Visible component of learning
Flexibility
Learning demonstrated in non-traditional
ways
Planning
Community connections
Balanced with content
Further education and careers
Personalization
Discover and develop passion
Relevance
First Nations
Support
Curriculum
Aboriginal Principles of Learning
Highlights: Do Something About…
Grade 10
Too much required, not enough options
Provincial exams
Planning 10
Provincial
Assessment
Reduce number of exams
Focus on numeracy and literacy
Consider uncoupling from course marks
Success defined by proficiency, not 50%
Local Assessment
Increase support
Communicating
Student
Performance
Consider options to letter grades
Possible Model, Based
on Feedback...
Education Program
Graduation
Learning Plan
(GLP)
Development
Personalized Competencies
Personalized Content
Common Competencies
Common Content
Implement and Refine GLP
Local and Provincial Assessment
• Meaningful assessment to support student learning
• Ongoing local assessments with provincial supports
• Provincial assessments of literacy and numeracy
Capstone
Project
Graduation Learning
Plan (GLP)
Graduation Learning Plan (GLP)
Graduation and
transition map
Components
Processes
Unique
Personalization of
required learning in
disciplines
Student-developed
Interests &
aptitudes
Planning for life, future
learning, work
Input from school,
family, community
Living
document
Personalized learning
standards and
competencies
Ongoing review and
updating
Community-based
learning
Capstone project
Curriculum
Common Competencies and Content
• Reduced in scope
• Maximize
personalized
content
What We Think We Know
(from prototype, consultation, and dialogue)
• Keep the same disciplines and competencies
as draft K-9
• Keep the same curriculum design as draft K-9
• We can work with teachers and other
partners now to identify the required
learning standards.
• Encourage multi-disciplinary approaches
• Not necessarily courses
What We are Working On: Curriculum
Applied Skills
Careers
Common
Learning in
Grad Years
Refine K-9
Provincial Assessment
AGPA
What We are Working On:
Provincial Assessment
Graduation
Assessment
Framework
Numeracy and
Literacy
Your thoughts:
1. Uncoupling provincial assessment from course
marks
2. Moving away from subject-based exams
3. Take-when-ready provincial assessments
Communicating
Student Learning
DRAFT
COMPETENCIES
LEARNER
OBJECTIVES
COMMUNICATION
THINKING
PERSONAL + SOCIAL
RESPONSIBILITY
NATURAL
SCIENCES
THEORETICAL FEEDBACKBASED ACHIEVEMENT
PROFILE
NUMERACY
The intent of this theoretical interactive
model is to have examples of authentic
demonstrations of learning in behind each
clickable square. This model is also meant to
easily show the strengths and passions of a
student at a glance.
•
What are your thoughts regarding this
prototype in general? Define the strengths
and challenges.
•
What about the proficiency levels?
•
What do you see as some of the
implications of moving in this direction?
•
Is there another way to break down the
competencies instead of three sections
that you feel would better fit this kind of
learning achievement?
•
Do you feel that this theoretical model is
deep enough with detail that it aptly
delineates a students’ success?
………………………………….………………..
Provincial
Assessment
Literacy
Numeracy
………………………………….………………..
Capstone
See the Project
Project
………………………………….………………..
LIFE
SKILLS
LITERACY
ARTS
SOCIAL
SCIENCE
Solving
Problems
Earth
Sciences
Making
Things
App
Building
Scientific
Process
Personal
Finance
Personalised
Objectives
Exploring
Meeting
Name: Jane Roberts
School
Exceeding
PEN: 256341679
Distinction
Web samples
School: Northwest High
Name: Jane Roberts
PEN: 256341679
School: Northwest High School
Category: History and Events /
Reading, Writing, Speaking and
Listening
Jane’s Comments
My grandfather was in the war and he
used to tell me stories how people got
hurt. My history teacher told me
hundreds of people get hurt in war and
some even die. War is not a good
thing.
Back to
Grid
Submitted: Grade 10
School: Northwest High School
Title: Why War is Bad
DRAFT
COMPETENCIES
LEARNER
OBJECTIVES
COMMUNICATION
THINKING
PERSONAL + SOCIAL
RESPONSIBILITY
NATURAL
SCIENCES
THEORETICAL FEEDBACKBASED ACHIEVEMENT
PROFILE
NUMERACY
The intent of this theoretical interactive
model is to have examples of authentic
demonstrations of learning in behind each
clickable square. This model is also meant to
easily show the strengths and passions of a
student at a glance.
•
What are your thoughts regarding this
prototype in general? Define the strengths
and challenges.
•
What about the proficiency levels?
•
What do you see as some of the
implications of moving in this direction?
•
Is there another way to break down the
competencies instead of three sections
that you feel would better fit this kind of
learning achievement?
•
Do you feel that this theoretical model is
deep enough with detail that it aptly
delineates a students’ success?
………………………………….………………..
Provincial
Assessment
Literacy
Numerac
y
………………………………….………………..
Capstone
Project
See the Project
………………………………….………………..
LIFE
SKILLS
LITERACY
ARTS
SOCIAL
SCIENCE
Solving
Problems
Earth
Sciences
Making
Things
App
Building
Scientific
Process
Personal
Finance
Personalised
Objectives
Exploring
Meeting
Name: Jane Roberts
School
Exceeding
PEN: 256341679
Distinction
Web samples
School: Northwest High
Name: Jane Roberts
PEN: 256341679
School: Northwest High School
Category: History and Events / Cultural
Awareness
Jane’s Comments
I like The Group of Seven and Tom
Thompson paintings. Tom Thompson
did a painting called West Wind that is
just beautiful. I wanted to do
something that pays homage to it.
Submitted: Grade 10
School: Northwest High School
Back to
Grid
Title: The Blue River
DRAFT
COMPETENCIES
LEARNER
OBJECTIVES
COMMUNICATION
THINKING
PERSONAL + SOCIAL
RESPONSIBILITY
NATURAL
SCIENCES
THEORETICAL FEEDBACKBASED ACHIEVEMENT
PROFILE
NUMERACY
The intent of this theoretical interactive
model is to have examples of authentic
demonstrations of learning in behind each
clickable square. This model is also meant to
easily show the strengths and passions of a
student at a glance.
•
What are your thoughts regarding this
prototype in general? Define the strengths
and challenges.
•
What about the proficiency levels?
•
What do you see as some of the
implications of moving in this direction?
•
Is there another way to break down the
competencies instead of three sections
that you feel would better fit this kind of
learning achievement?
•
Do you feel that this theoretical model is
deep enough with detail that it aptly
delineates a students’ success?
………………………………….………………..
Provincial
Assessment
Literacy
Numerac
y
………………………………….………………..
Capstone
See the Project
Project
………………………………….………………..
LIFE
SKILLS
LITERACY
ARTS
SOCIAL
SCIENCE
Solving
Problems
Earth
Sciences
Making
Things
App
Building
Scientific
Process
Personal
Finance
Personalised
Objectives
Exploring
Meeting
Name: Jane Roberts
School
Exceeding
PEN: 256341679
Distinction
Web samples
School: Northwest High
Name: Jane Roberts
PEN: 256341679
School: Northwest High School
Category: Physical Universe / Cultural
Awareness
Jane’s Comments
I didn’t know about residential schools
before. I felt bad for the families of
some of my friends. The forum helped
me to learn more about their
experiences and it was my contribution
in helping them heal.
Submitted: Grade 12
School: Northwest High School
Back to
Grid
Title: Student Led Aboriginal Student Forum
DRAFT
COMPETENCIES
LEARNER
OBJECTIVES
THEORETICAL FEEDBACKBASED ACHIEVEMENT
PROFILE
COMMUNICATION
THINKING
PERSONAL + SOCIAL
RESPONSIBILITY
NATURAL
SCIENCES
NUMERACY
The intent of this theoretical interactive
model is to have examples of authentic
demonstrations of learning in behind each
clickable square. This model is also meant to
easily show the strengths and passions of a
student at a glance.
• What are your thoughts regarding
this prototype in general? Define the
strengths and challenges.
• What about the proficiency levels?
• What do you see as some of the
implications of moving in this
direction?
………………………………….………………..
Provincial
Assessment
Literacy
Numerac
y
………………………………….………………..
Capstone
See the Project
Project
………………………………….………………..
LITERACY
ARTS
SOCIAL
SCIENCE
Solving
Problems
• Is there another way to break down
the competencies instead of three
sections that you feel would better fit
this kind of learning achievement?
• Do you feel that this theoretical
model is deep enough with detail
that it aptly delineates a students’
success?
LIFE
SKILLS
Earth
Sciences
Making
Things
App
Building
Scientific
Process
Personal
Finance
Personalised
Objectives
Exploring
Meeting
Name: Jane Roberts
School
Exceeding
PEN: 256341679
Distinction
Web samples
School: Northwest High
DRAFT
COMPETENCIES
LEARNER
OBJECTIVES
COMMUNICATION
PERSONAL + SOCIAL
RESPONSIBILITY
THINKING
NATURAL
SCIENCES
NUMERACY
LIFE
SKILLS
LITERACY
The Value of This Grid
This grid is a graphically-based visual
framework for assessment that does not
suggest or require comparative metrics, and
one that supports learning depth as opposed
to a “checklist” of learning outcomes that may
or may not
encourage depth.
ARTS
SOCIAL
SCIENCE
Solving
Problems
Employers can use this data in their hiring
process to confirm candidates with appropriate
foundational studies.
Earth
Sciences
Capstone Project
The Capstone project culminates in a deeper
learning project which can be an inquiry-based
question, an ACE-IT story, an apprenticeship
story, a fine arts production etc. The Keystone
is created specifically to show who you are,
where your interests lie, and who you have
become. It should be something that students
take proudly to their post-secondary
educational experience, or to
………………………………….…………………
their
employer.
Provincial
Assessment
Literacy
Making
Things
Problem
Solving
Scientific
Process
Personal
Finance
Numeracy
Personalized
Objectives
………………………………….………………..
Capstone
See the
………………………………….……………….
Project
Project
Exploring
Meeting
Name: Jane Roberts
School
Exceeding
Honours
PEN: 256341679
Distinction Web samples
School: Northwest High
Name: Jane Roberts
PEN: 256341679
School: Northwest High School
Capstone Project
Science Fair – A ThermalSpectroscopic Study
of Lysozyme Unfolding (Time code:
5:09)
Jane’s Comments
For my keystone project, I worked with a
fellow student to investigate the thermal
effects lysozyme generates when it
interacts with bacterial cell walls. We
showed test results of what happens
when you lower the temperature of
bacteria as lysozyme interacts with it.
We came in second place.
Teacher’s Comments
Jane has an excellent grasp of scientific
exploration, determination, hypothesis
and evaluation in order to come to a
reasonable conclusion. She is remarkably
resourceful and determined in her hunt
Submitted: Grade 12
for an answer. She has a strong interest
School: Northwest High School
in geology and biology and should
consider a career in the earth sciences.
Back to
Grid
Title: A Thermal-Spectroscopic Study of Lysozyme Unfolding
(Time code: 5:09)
DRAFT
COMPETENCIES
LEARNER
OBJECTIVES
COMMUNICATION
PERSONAL + SOCIAL
RESPONSIBILITY
THINKING
NATURAL
SCIENCES
NUMERACY
LIFE
SKILLS
LITERACY
The Value of This Grid
This grid is a graphically-based visual
framework for assessment that does not
suggest or require comparative metrics, and
one that supports learning depth as opposed
to a “checklist” of learning outcomes that may
or may not
encourage depth.
ARTS
SOCIAL
SCIENCE
Solving
Problems
Employers can use this data in their hiring
process to confirm candidates with appropriate
foundational studies.
Earth
Sciences
Capstone Project
The Capstone project culminates in a deeper
learning project which can be an inquiry-based
question, an ACE-IT story, an apprenticeship
story, a fine arts production etc. The Keystone
is created specifically to show who you are,
where your interests lie, and who you have
become. It should be something that students
take proudly to their post-secondary
educational experience, or to
………………………………….…………………
their
employer.
Provincial
Assessment
Literacy
Making
Things
Problem
Solving
Scientific
Process
Personal
Finance
Numeracy
Personalized
Objectives
………………………………….………………..
Capstone
See the
………………………………….……………….
Project
Project
Exploring
Meeting
Name: Jane Roberts
School
Exceeding
Honours
PEN: 256341679
Distinction Web samples
School: Northwest High
Table Talk
• Discuss the possibilities that this model of demonstrating
learning could create for kids
• When we get this right, what would we see in a capstone
project?
• Discuss some of the possible uses for this type of “dogwood”
• Give us some ideas on what we might not have thought of in
this draft prototype that is built on the big ideas from the
feedback we have received
A Word About…
Requirements
Two Approaches (of several)
Credit model
Plan-driven model
• 32 credits required (40%)
• 12 credits planning and
capstone (~15%)
• 36 credits personalized
(~45%)
• GLP
• Capstone project
• Provincial numeracy and
literacy assessments
• GLP
• All common standards met
• Personalized outcomes
focus on transition goals
(university preparation and
skills training, eg) and
personal interests
• Community engagement
• Capstone project
• Provincial numeracy and
literacy assessments
Next Steps
What’s Next?
Working collaboratively to
“get it right”