Ethics and Religious Culture Session II

Agenda ERC - Review  Competencies  Themes by cycle Outcomes – What does the learning look like? Specific Resources  Starter Kit  LES Translated by MELS – ESD site English – LEARN  Religious Culture Material - LEARN Learning and Evaluation Situations  Putting one together

Your Questions What about resources, textbooks? Do parents know about this new course? Wouldn’t a one day religion/ethics be a better model? How is this new program different from the current morals program? Can there not be very specific content for each grade level to avoid repetition? Can a teacher opt out of this course? Can schools still decorate hallways for Christmas and Easter? How can we teach about other religions if we don’t have the expertise? How do we evaluate in the form of a percentage?

Competency 1: Reflects on ethical questions Key Features Identifies (Analyzes) a situation from an ethical point of view Examines several (a variety of) cultural, moral, religious, scientific or social references Evaluates possible options or actions

Competency 1 (ethical questions) Elementary themes Cycle 1 Cycle 2 Cycle 3 The needs of humans and other living beings Demands associated with interdependence: humans and other living beings Interpersonal relations in groups Demands of belonging to a group Individuals as members of society Demands of life in society

Competency 1 (ethical questions) Secondary themes Cycle 1 Cycle 2 Freedom Autonomy Social Order Tolerance The future of humanity Justice The ambivalence of human beings

Outcomes (Evaluation) Reflects on ethical questions Cycle 1 -tackle a situation dealing with the needs of humans and other living beings -tackle a situation dealing with the demands of interdependence -describe a situation by naming some essential elements -indicate the responsibilities that human beings have toward other living beings -express some elements of their reflection on the ethical question -find similarities and differences between their perception and that of their classmates -identify a value named by the teacher and recognize a norm that guides the way human beings act in a given situation

Outcomes (Evaluation) Reflects on ethical questions Cycle 2 -tackle a situation dealing with interpersonal relationships and demands associated with group life -describe a situation by naming some essential elements -identify the tensions and conflicting values present in different points of view -attribute points of view to the individuals concerned -formulate certain ethical questions raised by the situation and recognize some of the references in different points of view (with the teachers help) -name behaviors or attitudes that contribute to or detract from group life -recognize their needs and name their responsibilities with regard to others -give special weight to actions that favour group life in terms of contributing to community life

Outcomes (Evaluation) Reflects on ethical questions Cycle 3 -reflect on topics that deal with the demands of living in society, as well as with the individuals who make up society -describe the overall situation and draw out different points of view -identify the tensions or conflicting values that exist between different points of view -compare different points of view expressed in a situation -identify ethical questions -grasp the causes and effects of prejudices and stereotypes -can examine the impact on themselves, others and the situation -able to justify the options or actions that contribute to community life

Outcomes (Evaluation) Reflects on ethical questions Cycle 1 Secondary -carry out ethical reflection on topics dealing with freedom, autonomy and social order -describe a situation and identify some of the ethical questions -find and compare different points of view -identify which values and norms may be a source of tensions or conflicting values -compare the meaning of certain references -justify different options or possible actions based on pertinent references and examine the impact on themselves, others and the situation in terms of community life Cycle 2 Secondary -carry out ethical reflection on topics dealing with tolerance, the future of humanity, justice and human ambivalence -describe a situation and in greater detail some of the ethical questions it raises -compare a range of points of view to draw out different ways of thinking -demonstrate knowledge of the references present in points of view -to further their reflection, they can consider other references, prioritize the most meaningful ones and show their contribution

Competency 2: Demonstrates an understanding of the phenomenon of religion Key Features Explores (Analyzes) forms of religious expression Makes connections between forms of religious expression and the social and cultural environment Considers (Examines) various ways of thinking, being and acting

Competency 2 (phenomenon of religion) Elementary themes Cycle 1 Cycle 2 Cycle 3 Family celebrations Stories that have touched people Religious practices in the community Forms of religious expression in the young persons environment Religions in society and the world Religious values and norms

Competency 2 (phenomenon of religion) Secondary themes Cycle 1 Cycle 2 Quebec’s religious heritage Key elements of religious traditions Representations of the divine and of mythical and supernatural beings Religions down through time Existential questions Religious experience Religious references in art and culture

Outcomes (Evaluation) Demonstrates an understanding of the phenomenon of religion Cycle 1 -name different celebrations or rituals associated with birth -recognize some forms of religious expression related to a celebration -understand there are different ways of celebrating -associate forms of religious expression with elements in immediate environment -relate the celebration to certain short stories and key figures -name behaviours that are appropriate with regard to diversity -name what they have learned regarding forms of religious expression

Outcomes (Evaluation) Demonstrates an understanding of the phenomenon of religion Cycle 2 -deal with a situation involving forms of religious expression -give brief description of community celebrations, objects, symbols, places of worship, rights. -understand the meaning of certain forms of religious expression -identify forms of expression in their environment and recognize similarities and differences -make connections between sacred writings, spiritual guides and their traditions -make some connections between various forms of religious expression and elements in social and cultural environment from here and from elsewhere

Outcomes (Evaluation) Demonstrates an understanding of the phenomenon of religion Cycle 3 -describe forms of expression of the main religious traditions by emphasizing their places of origin, founding figures, and demographic impact in world -illustrate norms and values that guide community life that are promoted by these traditions -describe the significance of food-and clothing related practices that belong to various traditions -associate exemplary individuals and their work -recognize cultural contributions made by religious traditions

Outcomes (Evaluation) Demonstrates an understanding of the phenomenon of religion Cycle 1 Secondary -understand forms of religious expression related to Quebec’s religious heritage -understand fundamental elements of religious traditions -understand representations of the divine, as well as mythical and supernatural beings -draw out shared and specific aspects of several forms of expressions studied -demonstrate knowledge of certain behaviours that are suitable with respect to diversity, as well as the impact of various ways of thinking, being or acting on society Cycle 2 Secondary - understand forms of religious expression related to religions over the course of time to existential questions, religious experience, and religious references in the arts -can describe forms of expression and demonstrate overall knowledge of their meaning and role, as well as their connections to the religions -make connections between forms of religious expression and elements of the social and cultural environment both here and elsewhere in the world -draw out shared and specific aspects of several forms of expression studied

Competency 3: Engages in dialogue Key Features Organizes his/her thinking Interacts with others Develops a (substantial) point of view

Competency 3 (dialogue) Cycle 1 Cycle 2 Cycle 3 Conversation Discussion Narration Deliberation Conversation Discussion Narration Deliberation Interview Conversation Discussion Narration Deliberation Interview Debate

Dialogue - Secondary Cycle 1 Cycle 2 Conversation Discussion Narration Deliberation Interview Debate Panel Conversation Discussion Narration Deliberation Interview Debate Panel

Elementary Cycle 1 Elementary Cycle 2 Elementary Cycle 3 Secondary Cycle 1 Secondary Cycle 2 Description Comparison Description Comparison Synthesis Explanation Description Comparison Synthesis Explanation Justification Description Comparison Synthesis Explanation Justification Description Comparison Synthesis Explanation Justification Means for developing a point of view

Means for examining a point of view Elementary Cycle 1 Elementary Cycle 2 Elementary Cycle 3 Secondary Cycle 1 Secondary Cycle 2 Judgment of: preference prescription Judgment of: preference prescription reality Judgment of: preference prescription reality value Judgment of: preference prescription reality value Judgment of: preference prescription reality value

Types of Reasoning – Secondary Cycle 2 Induction Deduction Analogy Hypothesis

Hindrances to dialogue Hasty generalization Personal attack Appeal to the crowd – bandwagon Appeal to the people Appeal to prejudice Appeal to stereotype Argument from authority

Outcomes (Evaluation) Engages in dialogue Cycle 1 -able to follow a process and express their ideas in the context of a narration, conversation, discussion and deliberation -express their preferences, feelings or ideas about concrete and simple subjects -recognize the judgments of preference and prescription in a point of view -respect some of the proposed rules of dialogue -listen to others' points of view and are able to express whether their own view has been modified or consolidated

Outcomes (Evaluation) Engages in dialogue Cycle 2 -able to follow a process and organize their ideas in the context of a narration, conversation, discussion, deliberation and interview -examine their preferences, perceptions, feelings or ideas about concrete and simple subjects -recognize the judgments of preference, prescription and reality in a point of view -respect the rules of dialogue that have been proposed to them. -use some resources and vocabulary that are specific to the subject of the dialogue in order to develop a point of view that includes relevant elements

Outcomes (Evaluation) Engages in dialogue Cycle 3 -provide themselves with a process and organize their ideas in the context of a narration, conversation, discussion, deliberation, interview and debate -examine their perceptions, feelings, attitudes, ideas or values about concrete and often new subjects -recognize certain stated judgments or processes that hinder the dialogue or that create an obstacle to developing a substantiated point of view -examine points of view using relevant questions by taking into account the type of judgment in question -respect the rules of dialogue and contribute to overcoming obstacles -use some resources and vocabulary that are appropriate to the subject of the dialogue in order to develop a point of view that includes several relevant and coherent elements

Outcomes (Evaluation) Engages in dialogue Cycle 1 Secondary -provide themselves with a process and structure their thinking or arguments on topics dealing with concrete realities -recognize the relevance and coherence of elements that make up a point of view -examine their perceptions, attitudes and ideas -understand that certain stated judgments or processes hinder dialogue or create an obstacle to developing a substantiated point of view. -examine points of view using questions that are generally adapted to the type of judgment in question Cycle 2 Secondary -plan a process and structure their thinking or arguments on topics dealing with concrete or abstract realities -evaluate the relevance and coherence of judgments and reasoning that make up a point of view -call into question their perceptions, attitudes and ideas -explain why certain stated judgments or processes hinder dialogue or create an obstacle to developing a substantiated point of view -examine points of view using questions that are adapted to the type of judgment in question

Evaluation of dialogue - Elementary Students must be aware of definitions! What is the chosen form of dialogue?  observation How well has the student chosen to express his/her point of view?  observation  were there any hindrances used? Define how you will have students express their means of judgment  self-reflection

Evaluation of dialogue - Secondary Students must be aware of definitions! What is the chosen form of dialogue?  observation How has the student chosen to express his/her point of view?  self-reflection  observation Were there any hindrances used?  observation Define how you will have students express their means of judgment  self-reflection

Evaluation In support of learningFor judgment Development of competency On-going Formal and informal In recognition of competency End-of-cycle scales Formal

Evaluation tools Rubrics Observation Peer Self Tests, quizzes and exams Learning and Evaluation Situations

A situation that allows the student to exercise competencies in a meaningful context Involves a set of complex tasks & knowledge-based learning activities Not a traditional assessment tool!  Opportunities for differentiation Formative in nature – both learning and evaluation take place

Characteristics of Learning and Evaluation Situations Realistic  Requires that students solve problems related to everyday life, civic life or the world of science  Involves a production that is intended for a public and whose use is specified for the student  Promotes the use of a variety of materials to perform the task  Takes into account the time and resources available Meaningful and stimulating  Offers stimulating challenges, adapted to students' needs and interests  Fosters cooperation  Promotes reflection on the processes used  Requires that students construct a response  Takes into account student diversity (learning rates and styles, etc.) Flexible and adaptable  Allows for observation of the process and the outcome  Allows for adult support  Shifts according to students' reactions and results  Allows students to explore a problem further  Allows for the possibility of adjusting to time constraints Coherent  Is consistent with the Québec Education Program (cross-curricular and subject specific competencies, broad areas of learning)  Makes it possible to evaluate competencies according to the criteria and outcomes of the Québec Education Program Rigorous  Requires students to produce quality work  Clearly presents expectations and instructions to students  Informs students of evaluation criteria and encourages them to take these criteria into account (self- evaluation)

Problem to solveQuestion to answerCreate a productIssue to ponder Learning & Evaluation Situation LA CTLACT OR

Learning Activities and Complex Tasks Learning Activities  Target the acquisition and structuring of the knowledge What is an ethical question Research on religious practice  Help enrich students’ store of knowledge (factual, procedural and conditional knowledge)  Call on specific aspects of a competency Complex Tasks  Target the mobilization of resources  Call on competencies as a whole (key features)  Lead to the acquisition of new knowledge

LES Template and guidelines - Elementary Themes, Teaching Guidelines and Related Content  Ethics – pp7-14  Religious Culture – pp20-25  Dialogue – pp27-34 Desired Results – Outcomes and Evaluation Criteria  Ethics – pp5-6  Religious Culture – pp18-19  Dialogue – pp35-36 Competencies and Key Features  Ethics – p2  Religious Culture – p15  Dialogue – p26 Understandings – (Teaching Guidelines) a detailed list of objectives based on material Essential Questions – an interesting hook Students Will Know – key knowledge and skills

LES Template and guidelines - Elementary (cont.) Performance Tasks – how can I see the competency enacted? Consider some of the forms of dialogue (p27) Other Evidence – what else might they do that will demonstrate their understanding…but you may not rely on for assessment? Assessment Tools – rubrics, tests, observation, etc… Assessment Criteria – define the levels of understanding Learning Activities – list of how you will present the content and what the students will do

LES Template and guidelines - Secondary Themes, Teaching Guidelines and Related Content  Ethics – pp7-10  Religious Culture – pp16-20  Dialogue – pp22-31 Desired Results – Outcomes and Evaluation Criteria  Ethics – pp5-6  Religious Culture – pp14-15  Dialogue – pp32-33 Competencies and Key Features  Ethics – p2  Religious Culture – p11  Dialogue – p21 Understandings – a detailed list of objectives based on material Essential Questions – an interesting hook Students Will Know – key knowledge and skills

LES Template and guidelines - Secondary (cont.) Performance Tasks – how can I see the competency enacted? Consider some of the forms of dialogue (p22) Other Evidence – what else might they do that will demonstrate their understanding…but you may not rely on for assessment? Assessment Tools – rubrics, tests, observation, etc… Assessment Criteria – define the levels of understanding Learning Activities – list of how you will present the content and what the students will do

Resources Spiritual Animators ESD Website:  Book Lists  Web Sites  LES  LES Template MELS - ERC site  or  Username: ecrenseignant Password: ecr0809 LEARN  VoD The Gazette Digital Choose Your Voice – Secondary Moot Court - Secondary

Spiritual Community Animators Develop and implement programs and activities that have a community, humanitarian or spiritual nature. Mobilize students to engage in community service projects. Facilitates assemblies or classroom visits that address the character development of students. Response to crisis situations in times of grief. Links students to local centres of worship and culture. Provides resources and speakers on relevant topics.