ECS210 Winter 2014 Julie Machnaik Curriculum as Written: An Olympic Event True Olympic Never Give Up...When You Believe

Last Lecture Connection: Curriculum as Online Community... In what ways was TECHNOLOGY used to share the Olympics? In what ways did YOU engage with the technology during the Olympics? Olympic Mascots 2014: Hare, Polar Bear & Leopard TOO CUTE: Check out their FACEBOOK page! FACEBOOK page

Messages from the Olympics SYNECTICS (Instructional Strategy that uses analogy, metaphor, simile; deliberately forces strange things together; forms uncommon connections; sparks new ideas) Direct Analogy: How is curriculum like the Olympics? Metaphor: Curriculum is an olympic adventure... Simile: Curriculum is like the olympics because...

YOUR next event... Curriculum Inquiry Project 3 Key Areas to Weave Together: 1. Social Justice 2. Saskatchewan Curriculum Broad Areas of Learning: Cross-Curricula Competencies Areas of Study Outcomes & Indicators Treaty Education Outcomes & Indicators 3. Technology content process product Social Justice Technology Curriculum Inquiry

Students will: Explore curriculum as written: Broad Areas of Learning; Cross-Curricula Competencies; Areas of Study outcomes & indicators;Treaty Education outcomes & indicators Explore the implications for an anti-oppressive orientation to curriculum design Explore the implications of curriculum design for teachers and learners, especially around issues of equity Explore & integrate the use of technology Understand that teachers can exercise a high degree of agency Learning Outcomes (as selected by your Curriculum Coaches)

Broad Areas of Learning Sense of Self, Community, and Place Lifelong Learners Engaged Citizens “Reflect the desired attributes for Saskatchewan’s PreK-12 students” TASK TIME HANDOUT: Appendix A: Social Studies Gr. 4 (one pager) READ & DISCUSS: Broad Areas of Learning FOCUS QUESTION: What are the central ideas in each Broad Area of Learning?

Cross-curricular Competencies: Developing Thinking Developing Identity and Interdependence Developing Literacies Developing Social Responsibility “The understandings, values, skills, & processes considered important for learning in all areas of study” TASK TIME HANDOUT: Appendix B: Social Studies Gr. 4 READ & DISCUSS each CCC FOCUS QUESTION: What are the important ideas in each Cross-curricular Competency ?

“Intended to be addressed through various subject areas” 4 Goals of Treaty Education: Treaty Relationships (TR) Spirit & Intent of Treaties (SI) Historical Context of Treaties (HC) Treaty Promises and Provisions (TPP) Treaty Education Goals TASK TIME HANDOUT: Treaty Education Outcomes & Indicators (Gr. 1, 4, 7, 8) READ KEY AT BOTTOM & CONNECT Treaty Education GOALS with Broad Areas of Learning & Cross Curricula Competencies BRAINSTORM possibilities of integrating Area of Study outcomes & indicators with Treaty Education Outcomes & Indicators

TASK TIME HANDOUT: Area of Study (Social Studies, Arts Ed, ELA) READ & MAKE CONNECTIONS…Broad Areas of Learning READ & MAKE CONNECTIONS…Cross-curricular Competencies POSSIBLE CONNECTIONS TO INQUIRY PROJECT?

Outcomes define what a student is expected to know and be able to do at the end of the grade are considered by most experts in the discipline a high priority for attaining deep understanding require creation using different types & levels of knowledge are expansive enough to encourage different ways of knowing and worldviews all outcomes are required

Indicators tell the story, or creates a picture, of outcome provides the intent (depth & breadth) of outcome is not a checklist or prioritized list of activities teachers MAY develop their own indicators that are responsive to their students’ interests, lives, and prior learning but MUST maintain the intent of the outcome. TASK TIME LOOK at your outcome & indicator in your Area of Study handouts. RETELL…the story of the outcome using student-friendly language (I Can…statements) SHARE…your ‘outcome’ story

TELS: (2006) Treaty Essential Learnings Treaty Education:(2012) Outcomes & Indicators SIX basic topics, concepts and understandings of treaties and the treaty relationship that students would be expected to learn through the provincial education system, K Treaty Essential Learnings: 1. The Treaties 2. The Treaty Relationship 3. The Historical Context of Treaties 4. Worldviews 5. Symbolism in Treaty-Making 6. Contemporary Treaty Issues FOUR goals based upon the Treaty Essential Learnings (2006) and are intended to be addressed through various subject areas. 4 Goals of Treaty Education: Treaty Relationships Spirit & Intent of Treaties Historical Context of Treaties Treaty Promises and Provisions

“ The goals for Treaty Education can only be understood when considered as parts of a whole. The outcomes and indicators at each grade level are designed to engage learners on a journey of inquiry & discovery. When meaningfully and thoughtfully incorporated into subject areas, Treaty Education moves beyond an idea to become actualized as a belief that benefits all learners.” TASK TIME Handout: Treaty Education Outcomes & Indicators (varying grade levels) BRAINSTORM possibilities of integrating Area of Study outcomes & indicators with Treaty Education Outcomes & Indicators SHARE in large group

Treaty Education

Curriculum Inquiry Project 3 Key Areas to Weave Together: 1. Social Justice 2. Saskatchewan Curriculum Broad Areas of Learning: Cross-Curricula Competencies Areas of Study Outcomes & Indicators Treaty Education Outcomes & Indicators 3. Technology content process product Social Justice Technology Curriculum Inquiry

ECS210 Winter 2014 Curriculum as Written: An Olympic Event True Olympic Never Give Up...When You Believe