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The%20Curriculum

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Sustaining Quality Curriculum Supporting students and teachers by keeping Ontario s K - 12 curriculum current and relevant – PowerPoint PPT presentation

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Title: The%20Curriculum


1
Sustaining Quality Curriculum
Supporting students and teachers by keeping
Ontarios K - 12 curriculum current and relevant
2
US
WELCOME
YOU
3
Are You?
  • A Classroom Teacher
  • A consultant, co-ordinator,
  • resource teacher
  • An Administrator
  • A Parent of a child in grade 7 - 10

4
Introduce your MATH-self to the others at your
table
My name is. As a result of this training I
hope. Teaching is my chosen profession
because. Home for me is.
5
WHY?
6
GOALS OF THE TRAINING
  • become familiar with important changes in the
    2005 revised mathematics curriculum document
  • clarify the purpose of the Achievement Chart and
    establish common assessment and evaluation
    terms, definitions and messages
  • share resources, and presentation ideas to
    conduct your school board training sessions

7
Throughout the training..
- E NING
8
PARKING LOT
9
WHAT IS SUSTAINING QUALITY CURRICULUM?
  • A staged process to review Kindergarten to Grade
    12 curriculum documents by discipline area that
  • builds on the quality curriculum foundation
    already in place, and
  • ensures that the curriculum remains current and
    relevant

10
RATIONALE FOR SUSTAINING QUALITY CURRICULUM
  • ensures ongoing high quality education
    and continuous improvement in student achievement
  • assures curriculum coherence and age-
    appropriateness from Kindergarten through Grade
    12 in all disciplines
  • sustains the effectiveness of Ontarios
    curriculum for students in a knowledge-based
    society

11
RATIONALE FOR SUSTAINING QUALITY CURRICULUM
  • supports students, teachers, schools and boards
    by identifying targeted areas in need of support
  • allows lead time for development or updating of
    related support materials as required
    (e.g., textbooks, exemplars)
  • supports continual improvement to the curriculum

12
WHAT REMAINS THE SAME ?
  • high standards for all students
  • the framework of grade-by-grade and
    course-by-course overall and specific curriculum
    expectations
  • destination-related secondary school course
    types

13
WHAT REMAINS THE SAME ?
  • criterion-referenced assessment based on four
    levels of achievement as described in
    the achievement charts
  • standardized provincial report cards
  • diploma requirements under Ontario Secondary
    Schools (OSS) Grades 9 to 12

14
Review Process
Analysis included
  • Technical analysis of the English- and
    French-language curriculum policy documents
    completed by educators
  • Content Analysis of information from over 500
    educators through province-wide Focus Group
    sessions
  • Consultations held with the Ministers Advisory
    Council on Special Education, Faculties of
    Education, parents, students, colleges, and
    workplace organizations

15
Review Process
Analysis included
  • A joint report by English- and French-language
    teams of educators recommended a draft common
    framework for achievement charts to promote
    consistency in assessment
  • Focused benchmarking of the Ontario curriculum
    against other provinces
  • A literature search of recent curriculum reviews
    was done

16
Focus Groups Strengths
Elements of a Developmental Continuum
4
Prominent Role of Mathematical Processes like
Problem Solving and Communication
1
Overall and Specific Expectations
5
Broad Range of Mathematical Topics
2
3
6
Use of Technology and Manipulatives
Emphasis on Real Life Applications
17
Focus Groups Suggestions
Reduce Number of Expectations
4
Eliminate Gaps and Redundancies
1
Cluster Expectations More Appropriately Using Big
Ideas
5
Improve Concept Development and Grade
Appropriateness
2
3
6
Strengthen Link Between Expectations and
Achievement Chart
Improve Balance Between Expectations Related To
Facts/Procedures and Those Related To Conceptual
Understanding
18
Review Process
  • Research
  • Background research paper prepared Fall 2003
    involving a literature search related to
    curriculum development.
  • Focussed benchmarking of the Ontario curriculum
    against other provinces and countries (e.g.
    Alberta, British Columbia, Quebec, England, New
    South Wales, Japan)
  • Extensive use of well researched sources (e.g.,
    N.C.T.M.)

19
Review Process
Synthesis
  • A content analysis of information from the
    technical analysis, the focus group sessions,
    focused benchmarking of Ontarios curriculum, and
    research on the curriculum review process was
    prepared
  • Research, data and consultation input were
    summarized and used as a basis for
    recommendations for revision to the Mathematics
    curriculum policy documents

20
Review Process
Revision and Feedback Consultation
  • Parallel English/French writing teams of
    educators from across Ontario, with curriculum
    expertise, drafted revised documents based on the
    recommendations
  • Early feedback from educators informed
    preparations for broader feedback process
  • Feedback Consultation on proposed revisions in
    fall 2004

21
Review Process
Post Feedback Activities
  • Analysis of feedback surveys
  • Two post-feedback consultations
  • Extensive consultation and feedback with Early
    Math/Junior Math team
  • French alignment meetings
  • Subject/Division Meetings
  • Editing, Fact Check, Bias Check

22
Stages of Review Process for Mathematics
Sept.
Sept.
Sept.
Sept.
Sept.
2004
2005
2003
2007
2006
Analysis and Synthesis
Revision and Feedback Consultation
Editing, Publication and Distribution
?
Implementation
23
Opportunities and Routes for Input
Revision Teams
24
ACHIEVEMENT CHART
INTRODUCTION
PATHWAYS REVIEW
EXAMPLES
APPLIED / ACADEMIC
SAMPLE PROBLEMS
OVERALL/SPECIFIC EXPECTATIONS
PROCESS EXPECTATIONS
16
25
RESOURCES/INITIATIVES
  • Some provincially available resources or
    initiatives for mathematics education are

26
Some Recent Initiatives

Impact Math
Tinkerplots
GSP
PRISM
TABS
27
Key Messages from Revision
  • Curriculum

Expectations
  • Learning
  • Teaching
  • Assessment/Evaluation
  • Learning Tools
  • Equity

Areas adapted from N.C.T.M. Principles and
Standards for School Mathematics, 2000
28
The Curriculum
29
From The Ontario Curriculum Grades 1-8
Mathematics, 1997Page 3
Curriculum Expectations
  • The specific expectations for each grade
    should be seen in the context of the overall
    process of building mathematical knowledge and
    skills from grade to grade.

30
From The Ontario Curriculum Grades 9 and 10,
1999Page 4
Curriculum Expectations
  • A coherent and continuous program is necessary
    to help students see the big pictures or
    underlying principles of mathematics.

31
Curriculum
  • The revised curriculum is coherent, focused
    on important mathematics, and well articulated
    across the grades.

32
Learning
33
From Notable Strategies Closing the GapResearch
and Literature Review - Page 1
Learning
  • It is important that students have
    opportunities to learn in a variety of ways
    individually, cooperatively, independently, with
    teacher direction, through hands-on experience,
    through examples followed by practice

34
Learning
  • The revised curriculum supports students
    learning mathematics with understanding and
    actively building new knowledge from experience
    and prior knowledge.

35
Learning Tools
36
From Teaching and Learning Mathematics - the
Report of the Expert Panel on Mathematics in
Grades 4 to 6 in OntarioPages 25 and 28
Learning Tools
  • Manipulatives that are used well are central
    to effective instruction and have the capacity to
    greatly improve and deepen student understanding.
    Technology is not meant to replace mathematical
    thought but to expand it.

37
Learning Tools
  • The revised curriculum promotes the use of
    technology and manipulatives as tools for
    teaching and learning mathematics.

38
Assessment Evaluation
39
From Targeted Implementation and Planning
SupportsPage 21
Assessment Evaluation
  • Quality assessment includes a variety of tools
    and strategies that assess both the processes and
    products of mathematics learning and serves a
    variety of purposes diagnostic, formative, and
    summative.

40
Assessment Evaluation
  • Assessment should reflect instruction. Teachers
    need to adapt their assessment plans to ensure
    that the needs of all learners are met.

From Leading Math SuccessPage 33
41
Assessment and Evaluation
  • The revised curriculum supports assessment for
    the learning of important mathematics and to
    furnish useful information to both teachers and
    students.

42
Teaching
43
From Leading Math SuccessPage 31
Teaching
  • Effective instructional strategies in
    mathematics emphasize the ability to think, to
    solve problems, and to build ones own
    understanding

44
Teaching
  • The revised curriculum supports effective
    mathematics teaching that requires understanding
    what students know and need to learn and do.

45
Equity
46
From Building Pathways to Success, Grades 7
12Page 11
Equity
  • Ontario schools should offer an educational
    program that . provides all students with the
    learning opportunities and support they need

47
Equity
  • This curriculum supports equity by promoting
    excellence in mathematics education for all
    students

48
Working Toward Alignment
INTENDED CURRICULUM Ministry Curriculum Expectati
ons
DELIVERED CURRICULUM Instructional Program In
The Classroom
ACHIEVED CURRICULUM What Is Being Assessed
49
REVISED
MINDS ON!
A Problem To Ponder
DISTRICT TRAINING SESSION
50
RESOURCES/INITIATIVES
  • List three or four provincially available
    resources or initiatives for mathematics
    education.

51
MAKING CONNECTIONS
  • Student action should focus on solving problems.
  • The teacher helps students make connections
    within mathematics and between mathematics and
    the world and develop lifelong learning skills.
  • The more that connections are made among a
    network of ideas, the stronger will be the
    students understanding and the less pressure
    will there be on the student to memorize and to
    worry about forgetting. Leading
    Math Success - Page 46

52
A Rich Learning Task
  • On your table is a large sheet of paper. It
    holds a learning task, plus a place for
    reflecting on the six key messages.
  • We will be coming back to the six key
    messages throughout the next two days.

On with the task!!
53
A Rich Learning Task
  • You will begin by reading and representing the
    problem using the connecting cubes. That is you
    will make a physical model that represents the
    first 5 terms of the sequence.
  • Discuss your models with one another.

Work with a partner!
54
MAKING CONNECTIONS
  • One model of the first three terms of a sequence
    are modeled in the picture below.
  • Create physical models for these 3 terms and the
    next 2 terms in this sequence for a total of 5
    terms.

55
MATHEMATICAL MODELS
  • Graphical Model

Numerical Model
56
MATHEMATICAL MODELS
Algebraic Models
57
MATHEMATICAL MODELS
  • Graphical Model

Numerical Model
?
Physical Model
Algebraic Model
N 2n - 1
58
MATHEMATICAL MODELS
Algebraic Models
T 2n - 1
59
MATHEMATICAL MODELS
Numerical Model
  • Graphical Model

?
Physical Model
Algebraic Model
T 2n - 1
60
RICH LEARNING TASKS
  • An extension to this problem
  • Which model (algebraic, numerical, etc.) would
    you use to determine the total number of cubes
    needed to make the first 50 terms?
  • Discuss your choice with a neighbor.

61
MATHEMATICAL MODELS
It takes 52 or 25 cubes to make the first 5 terms
so it takes 502 or 2500 cubes to make 50 terms.
62
RICH LEARNING TASKS
  • Other extensions to this problem
  • How would this problem change if
  • The students started with a 5 donation?
  • The cost was 2 per car wash?
  • One student charged 1 and the other charged 2?
  • and so on.

63
RICH LEARNING TASKS
  • A problem solving approach encourages students to
    reason their way to a solution or a new
    understanding.
  • The communication and reflection that occurs
    during and after the process of problem solving
    helps students not only to articulate and refine
    their thinking but also to see the problem they
    are solving from different perspectives.
  • Draft Introduction Mathematics 9 and 10, 2005

64
LEARNING TASKS
  • When developing detailed courses of study from
    this document, teachers are expected to weave
    together related expectations from different
    strands
  • Problem solving is central to learning
    mathematics.
  • A balanced mathematics program at the secondary
    level includes the development of algebraic
    skills.

Draft Introduction Curriculum Document 2005
65
RICH LEARNING TASKS
66
RICH LEARNING TASKS
  • Timed Retell
  • How does this activity support rich and
    meaningful learning in mathematics?
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