planning for a range of success: taking action · core competencies: a quick review ¤ competencies...

Planning for a Range of Success: Taking ActionShelley Moore

Thinking back…Since last time we were together!¤What have you tried?¤What have you noticed?¤What questions do you

have?

¤ Place Based¤ Where will we implement our plan?

¤ What is your curricular place/ community/location/land?¤ Teach skills in the context and transfer out vs. teach out of

the context and transfer in

¤ Start with Strength ¤ What can we already do and what do we need to do next?

vs. Where should we be and why aren’t we there?

¤ Responsive¤ What competencies do we need to target?

¤ As an individual¤ As a group as a whole

¤ Continuums of Success¤ What is our range?

¤ Who needs the most support?¤ Who needs the most challenge?

BCs Renewed Curriculum: Big Ideas

Last session…

RTI TriangleGrade/Course/Subject (place)

_____________________________

Curricular Lens:

_____________________________

Competency Lens:

_____________________________

Tier 1

Tier 2

Tier 3

Students who need the most support

Students who need the most challenge

Curricular Competency

¤Backwards Design¤Big Idea¤What do we need to understand?

¤Content¤What do we need to know?

¤Curricular Competencies¤What do we need to do?

¤Core Competencies¤Who do we need to become?

Planning Using the Renewed Curriculum

Course/Subject/Grade(s): Planning Team:

Unit Big Idea: Unit Guiding Question:

Goals Access All Most Few

Content:

Cur

ricul

ar

Com

pete

ncie

sBuilding a Learning Map!

Today!Embedding the core competencies

SocialCommunication

Social Responsibility

Intellectual

Creative thinking

Critical thinking

PersonalPersonal Awareness

& Responsibility

Personal Identity & Culture

The Physical Place

Planning Using BCs Renewed Curriculum

Cross-curricular competenciesPersonal Awareness & Responsibility

Positive Personal & Cultural Awareness


Communication

Cross-curricular competencies

Critical Thinking

Creative Thinking

Cross-curricular competencies

How are you already using the core competencies in your context?

Core Competencies: A quick review

¤ Competencies are responsive (based on need) not standardized (based on should)

¤ Although we can assess the competencies, we do not evaluate them - the students do that!

¤ We are always working on ALL of the competencies, but need to explicitly target and teach specific competencies in a unit or over a period of time

¤ Student need a role in deciding which competencies are chosen and/or setting goals within them

Example

¤Grade 8 Math¤ Big Idea (understand): How does Pythagorean Theory

connect, relate, describe and measure, lines and shapes in our world?

¤ Content (know): What is Pythagorean Theory?

¤ Curricular Competencies (do): How can I use a portfolio to keep track of my learning and justify what I have learned?

¤ Core Competency (be): How can we become personally aware and responsible in math?

Course/Subject/Grade(s): Math 8

Planning Team: Graeme & Shelley

Unit Big Idea: The relationship between surface area and volume of 3D objects can be used to describe, measure, and compare spatial relationships.

Unit Guiding Question: What is Pythagorean Theory and how does Pythagorean Theory connect, relate, describe and measure, lines and shapes in our world?

Goals Access All Most Few

Content:Pythagorean Theorem

I know square root, square, area, right triangle, rectangle, Squares vs rectangle, square compared to other shapes, area of square, all sides are equal, square root, right triangle

I know Pythagorean theorem and where to find it useful in the world

I know how to derive the formula for Pythagorean theorem

I know how to find a missing side of a right triangle

Cur

ricul

ar C

ompe

tenc

ies

Reasoning and Analysis

Estimating by comparing to something familiar

Using concrete materials to understand above concepts

Using perfect square numbersBuilding a model using concrete materials

Non perfect squares numbers

Drawing pictures/ diagrams

Using non whole numbers

Using/ applying an abstract formula

Understanding and Solving

Explore environment to find a right triangle OR find a rectangle and make it into a right triangle

Use an example connected to personal/ familiar experience

Use an example from a context unfamiliar (e.g. word problem)

Use an example connected to first the first nations constellations

Communicating and representing

Using math vocabulary (square, square root, rectangle, triangle, equal)Explain and justify your thinking in one way (abstract/concrete/pictorial)

Using math vocabulary (right triangle) Explain and justify your thinking in one way (abstract/concrete/pictorial)

Using math vocabulary (Pythagorean theory, formula, non-perfect squareExplain and justify your thinking in two ways (abstract/concrete/pictorial)

Using math vocabulary

Explain and justify your thinking in all ways (abstract/concrete/pictorial)

Connecting and reflecting

What does this problem this remind you of in the world?

Find another solution to a problem

Pose a new problem or question

Describe how Pythagorean connects to our self and world around us (connect to First Nations)

The Learning Map

Selecting the goals/ strategies

Personal Awareness & Responsibility

Course/Subject/Grade(s): Math 8

Planning Team: Graeme & Shelley

Competency Lens: PersonalTarget Competency: Personal Awareness & Responsibly

Self AssessmentPre

PostTargeted Skill Access All Most Few

How can I self-regulate to support my learning and wellbeing?

I can identify choices, supports, strategies, that help manage my learning and emotions

I can choose activities in math class that support feeling comfortable learning and trying new things, I know how these choices help me

I can accept responsibility for my physical and emotional actions in math class

I can manage my feeling my in math class and emotions

I take ownership of my learning, goals, and behavior in math class

What is a new skill I learned? What is a skill I was reminded of that is useful?

How do I know I have learned this skill?

Howdidtheseskillshelpmebemoresuccessfulduringthisclass?

How can I use the skills that I have learned in other contexts?

Example

¤Grade 6/7 language arts¤ Big Idea (understand): How do stories (and other text)

help me better understand myself and the world?

¤ Content (know): What do I need to know about characters in a story? What do I need to know about paragraph writing?

¤ Curricular Competencies (do): How can I use a portfolio to show what I know?

¤ Core Competency (be): How can we become critical thinkers?

The Learning Map

Selecting the goals/ strategiesCritical Thinking

Critical thinkers question & investigate!Critical thinkersquestion and investigate by …

… being curious and exploring something interesting

…asking questions to find out new information

…figuring out more than one way to answer a question

… keeping track of where I find my information

Setting my critical thinking goalsWeek 1 Week 3 Week 6

One strategy I am already doing well is…



One strategy I want to work on is…



What is my plan to make it happen?



How can I become a critical thinker?

Example

¤Grade 3/4 Science¤ Big Idea (understand): How do living things interact

with and respond to each other in our local environment?

¤ Content (know): What is the bio diversity in our local environment?

¤ Curricular Competencies (do): How can I use a field guide to help me observe and to show what I know and am learning?

¤ Core Competency (be): How can we become creative thinkers?

The Learning Map


Creative Thinking

Creative thinkers generate new ideas!Creative thinkers generate new ideas by…

…using their senses

… building on other people’s ideas

…learning on my own about something that is interesting to me

… knowing whatI need to focus, learn and observe

Setting my creative thinking goalsWeek 1 Week 3 Week 6










How can I become a creative thinker?

Creative thinkers generate new ideas!Creative thinkers generate new ideas by…

…using their senses

… building on other people’s ideas

…learning on my own about something that is interesting to me

… knowing whatI need to focus, learn and observe

Keeping track of my progressWeek 3 Week 6 Week 9

This is an example when I used my strategy!



This is an example of when I used my strategy outside of school !



This is where I think I can use my strategy next!



How can I become a creative thinker?

Using books to get information. I read the books

“my own more”I want to be more independent

I am going to look at the hummingbird feeder more. It will show me what they look like, I will look at it in the morning and afternoon. I will look by myself.

“useing my senses. P.S. because I have not tride them”

“no tasting!”

“when I got a nose print of my grammas dog. It helped me”

“I had some help meshuring my grammas dog with a roler. I knew how to ask.”

“on my cats!”

I need to work on senses because I have no senses in my field guide. I am going to try to fit three of each senses and hopefully in three weeks I will have it on every field guide so that is my goal

My plan is to go outside for 5 to 10 minutes and do what I smell what I hear and what I see what I touch and probly not taste so that is my plan

I think I am good at focusing when I get home I get strate to my homework befor watching. When I’m doing my homework my grandma gets me snack ready. And my brother is watching tv I go upstairs and do my fieldguide so I don’t get bothered by him.

I made sure I was in an appropriate place for learning and focusing. I made sure the area around me was best for me to focus and learn

I can use that strategy before a hockey game. The best area for me to mentally prepare for my game so I can have my best game possible!

When we were doing a gallery walk, I was making mental notes about other people’s field guides because this is a good time to build on other people’s ideas

Other examplesCreative Thinking & Critical Thinking

Other examples

Other Examples


Other examples

Social Responsibility: I can work and play cooperatively

Other examples

Social Responsibility: I can work and play cooperatively with others

Selecting the goals/ strategiesCritical Thinking

Other examples


Creative Thinking

Other examples

¤ Place Based¤ Where will we implement our plan?

¤ What is your curricular place/ community/location/land?¤ Teach skills in the context and transfer out vs. teach out of

the context and transfer in

¤ Start with Strength ¤ What can we already do and what do we need to do next?

vs. Where should we be and why aren’t we there?

¤ Responsive¤ What competencies do we need to target?

¤ As an individual¤ As a group as a whole

¤ Continuums of Success¤ What is our range?

¤ Who needs the most support?¤ Who needs the most challenge?

BCs Renewed Curriculum: Big Ideas

Let’s make a plan!

¤What do you want to try?

¤What can you let go of?

¤What is your first step?

¤Who can help you?

¤What supports do you need?¤From the staff at your school? ¤From the district?

Group share out

planning for a range of success: taking action · core competencies: a quick review ¤ competencies...

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