1. Two Truths & A Lie ---
Can you identify the lie?
1.
The Ministry of Education is planning to begin
writing the grade 10-12 curriculum this spring.
2. The BCTF was not involved in the writing of the draft
curriculum
3. The curriculum implementation timeline is still to
be determined.

2. Exploring Engagement &Differentiation
through the Lens
of the New Draft BC Curriculum
Ben Paré
Ron Coleborn
Moscrop
November 22nd, 2013
Twitter Hashtags: #bccurric #moscrop
@Ben_Pare

3. We would like to acknowledge
and thank the Coast Salish
Nations of Musqueam,
Tsleil-Waututh, and Squamish
on whose traditional territory
we teach, learn, and live on.

4. Intentions:
Today we will ….
 Explore some of the key understandings of the draft
curriculum
 Model an inquiry–based learning environment

5. Meet Nathaniel, Naomi, & Sami

6. What do we want for our children?
 What do we want their school experience to be like?
 What skills, abilities, and understandings do we want
when they cross the stage at the end of grade 12?
 What are the life-long attributes we hope for our
children?

7. Reflective Write
Three Minute Write:
What do our curriculum & our classrooms need to look
like so that our children are walking across the stage at
graduation with the things that we value?

8. Synthesize
 Circle ONE KEY word that captures the essence of
your reflective write.

9. Charles Kettering
Shifting to concept-based curriculum

10. Concept-Based, Competency-Driven Curriculum
Founded on the core competencies and focuses on big ideas
Examples of Big Ideas:
ELA K-9: “Language and literature help us find meaning and joy”.
Science 8: “Cell theory explains the fundamental nature of life”.
Math 8:”Proportional reasoning helps us make sense of how quantities
are related in real-life contexts”.
Social Studies 8: “The increasing connectedness of global society
carries both positive and negative consequences.”

11. Concept Based: Big Ideas
• From many specific PLOS to fewer, broader
Learning Standards
• Build deeper understandings
• Use knowledge & understandings in different
contexts
• Can shape curriculum in innovative,
creative, and responsive ways

12. What are Core Competencies
Core Competencies are:
•
the intellectual, personal, and social proficiencies needed for success in
school, careers, and life
 Thinking Competency
o Critical thinking
o Creative thinking
o Reflective thinking
 Personal and Social Competency
o Positive personal and cultural identity
o Personal awareness and responsibility
o Social awareness and responsibility
 Communication Competency
o Use of language and symbols

13. Competencies
Core Competencies
Curriculum Competencies
-What it looks like in your discipline

14. “Project of Heart” Video
 http://poh.jungle.ca/filmsvideos

15. Gallery Walk & Choice
Four different readings placed in the room
Read each one & then decide which one you would
like to read in full
Pick up the full article
While reading indicate the article’s key ideas
Partner Talk

16. Extensions
 Homogenous Groupings
 Heterogeneous Groupings
 Concept Mapping
 10 Word Summary

17. What is Inquiry Based Learning?

18. Inquiry Approach
Coverage Approach
Student Voice and
Choice
Teacher selection and
direction
Student as knowledge
creator
Student as information
receiver
Teacher as model and
coach
Teacher as expert and
presenter
Caring and taking action Forgetting and moving to
next unit

19. Frayer Vocabulary Chart

20. Some Understandings …
Inquiry-based teaching is problem or question
driven; it encourages collaboration; it makes
kids into explorers and discoverers; it requires
kids to think; and it puts teachers in
nonconventional roles.
- Stephanie Harvey & Harvey Daniels from
Inquiry Circles in Action: Collaboration and
Comprehension

21. Fold the Line
All Provincial Exams (gr 1012) should be eliminated!

22. Engagement Strategies
 Connect – Process – Transform/Personalize
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Hook: 2 Truths & a Lie
Video clips
Twitter – hashtag “connected” conversations
Quick Write
Say Something / Square up *
Movement
Choice of Texts
Frayer Diagram
Fold the line *
3 R’s Reflection / Exit “Tweet”

23. Reduce, Reuse, Recycle
Reflecting on your classroom practice ….
Reduce: What’s something you could stop doing (or do
less of)?
Reuse: What’s something you could do more of?
Recycle: What’s something you could “tweak”?
Don’t forget you can also provide feedback at
www.curriculum.gov.bc.ca

24. What’s next?
 Ron’s session:
-Exploring How to Integrate the Math and Science
Curricula
 Ben’s sessions:
-Poetry Circles
-Moving From Theory to Practice
 Jacqui

25. Reflecting on the Competencies
How well did you use the core competencies in today’s
session?
What area were you strongest?
What’s an area you could strengthen for next time?

26. Personalize
Note to a colleague or a Final Tweet :
What is something you could share with a
colleague about the draft curriculum?
Don’t forget you can also provide feedback at
www.curriculum.gov.bc.ca

27. Wab Kinew Video
 http://www.youtube.com/watch?v=GlkuRCXdu5A

28. Stand & Talk
Share your thinking with a partner
Find another group of two & “Square Up”
-Share your partner’s ideas

29. Karen Hume: Tuned Out
Case Learning
Involves inquiry if used when the case study is problem based, but not if it serves
as a review of previously taught concepts presented in narrative form.
Expeditionary
Learning
Inquiry that involves exploration of the natural world and/or the community
through students going out into the world and experts coming into the school.
Group
Investigations
Inquiry that is divided among small groups, with each group conducting its own
investigation of an aspect of the question or problem. Groups work
interdependently to share results and come to conclusions.
Literature
Circles
Inquiry through small, peer-led reading discussion groups, using any text form
(Harvey and Daniels, 2009)
Problem-Based
Learning (PBL)
Inquiry based on a problem that is presented so students recognize they need to
learn new knowledge in order to solve the problem.
Project-Based
Learning
Inquiry that results in the construction of a performance or artefact. Note that not
all student-centered products are the result of an inquiry.
Simulations
Involve inquiry when they provide a way for students to discover a variety of
perspectives, such as through role-play

30. Inquiry Definitions
Inquiry inducts students into the business of all
content areas, professions, and real-world
work. In other words, inquiry is the
apprenticeship into true expertise and
understanding by doing what experts do.
Jeffery Wilhelm, Peggy Wilhelm, and Erika
Boas, from Inquiring Minds: Learn to Read
and Write