Curriculum for Educators Implementing BC's Newly-Revised Curriculum

January 2016 DRAFT CURRICULUM (for EDUCATORS) www.continuumconsulting.ca © Clay McLeod • 1 Area of Learning: NEWLY-REVISED CURRICULUM BIG IDEAS Learning Standards Curricular Competencies Content It would be helpful for educators to be able to do the following: Reflect on how one's approach to teaching and learning resonates with the newly-revised curriculum Articulate the principles underlying one's theory of education and approach to teaching and learning Identify connections and relationships between one's own theory and approach and principles of recognized theories and approaches (e.g., critical pedagogy) Identify plans and materials that can be used in ways that resonate with one's ideas about education and teaching and learning Modify plans and materials so that they can be used in ways that resonate with one's ideas about education and teaching and learning Design plans and materials which can be used in ways that resonate with one's ideas about education and teaching and learning Reflect on one's teaching practice to evaluate whether it resonates with one's ideas about education and teaching and learning It would be helpful for educators to know the following: how the newly-revised curriculum is organized what core competencies are what the relevant curricular competencies are how subject-related content can be addressed with core and curricular competencies in mind some of the principles that animate o Social Emotional Learning (SEL), o mindful learning, o TC 2 , o Project-Based Learning (PBL), o Global Education (Pike & Selby), o Critical Pedagogy (Paulo Friere), o Engaged Pedagogy (bell hooks), o The Growth Mindset approach (Carol S. Dweck), and/or o other progressive approaches to teaching and learning While implementing the newly-revised curriculum, the focus should be strength- based rather than deficit- based; implementation is a process, not an "event." It will be helpful for educators to cultivate a growth mindset about implementing the newly-revised curriculum; intelligence and abilities can be developed. The process of implementing the newly-revised curriculum can and should be personalized to match the identity and integrity of the teacher implementing it.

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As BC implements newly-revised curricula across subject areas and grade levels, educators are learning how to best implement that new curriculum in their classrooms. This document is an attempt to scaffold that process, reflecting the format of the newly-revised curriculum itself.

Transcript of Curriculum for Educators Implementing BC's Newly-Revised Curriculum

Page 1: Curriculum for Educators Implementing BC's Newly-Revised Curriculum

January 2016 DRAFT CURRICULUM (for EDUCATORS) www.continuumconsulting.ca © Clay McLeod • 1

Area of Learning: NEWLY-REVISED CURRICULUM

BIG IDEAS

Learning Standards

Curricular Competencies Content

It would be helpful for educators to be able to do the following:

Reflect on how one's approach to teaching and learning resonates with the newly-revised curriculum

Articulate the principles underlying one's theory of education and approach to teaching and learning

Identify connections and relationships between one's own theory and approach and principles of recognized theories and approaches (e.g., critical pedagogy)

Identify plans and materials that can be used in ways that resonate with one's ideas about education and teaching and learning

Modify plans and materials so that they can be used in ways that resonate with one's ideas about education and teaching and learning

Design plans and materials which can be used in ways that resonate with one's ideas about education and teaching and learning

Reflect on one's teaching practice to evaluate whether it resonates with one's ideas about education and teaching and learning

It would be helpful for educators to know the following:

how the newly-revised curriculum is organized what core competencies are what the relevant curricular competencies are how subject-related content can be addressed with

core and curricular competencies in mind some of the principles that animate

o Social Emotional Learning (SEL), o mindful learning, o TC2, o Project-Based Learning (PBL), o Global Education (Pike & Selby), o Critical Pedagogy (Paulo Friere), o Engaged Pedagogy (bell hooks), o The Growth Mindset approach (Carol S.

Dweck), and/or o other progressive approaches to teaching

and learning

While implementing the newly-revised curriculum, the

focus should be strength-based rather than deficit-

based; implementation is a process, not an "event."

It will be helpful for educators to cultivate a growth mindset

about implementing the newly-revised curriculum;

intelligence and abilities can be developed.

The process of implementing the newly-revised curriculum

can and should be personalized to match the identity and integrity of the teacher implementing it.