Appendix A: Assessment and Planning Tools for Use in the Curriculum Inquiry Process

The following material contains tools you may need to complete each stage of the Inquiry Process.

Important Background for Use of Assessment Tool 2: Stages in the Implementation Process

Several things should be noted about Assessment Tool 2 on the following pages:

  • It is intended to be used to assess one subject area or Core Curriculum Component or Initiative at a time. Teachers will be at different stages along the implementation continuum, depending on the particular subject area, C.E.L., or Core Component or Initiative in which they are assessing their professional growth.
  • It is a tool, not a snapshot of reality. It should be noted that, like all charts, Assessment Tool 2 is a simplification of reality. It does not reflect all possibilities (e.g., that teachers' development may include aspects of several stages). As well, it is not intended to suggest that implementation is a completely linear process. In reality, effective implementation and renewal happen together and interactively, and adaptations of instruction, environment, and curriculum materials and topics to meet individual student needs can begin at most stages.
  • Non-implementation is described separately because it is not a stage of implementation but may reflect some teachers' present situations. (See p. 11 for a description of non-implementation.) The most important understanding in relation to non-implementation is that teachers are responsible to implement Core curricula as intended and should seek support to do so. If some of the descriptors in non-implementation describe your present circumstances, refer to Reference Chart VIII, p. 18 for descriptions of some forms of support you may wish to seek.
  • The Adaptive Dimension is not a stage of implementation. The Adaptive Dimension involves adaptations to instruction, environment, and curriculum materials and topics that can be made at the later stages of a teacher's involvement with implementation. The purpose of such adaptations is to meet students' needs better. Such adaptations can best be made after a teacher has some familiarity with a curriculum, that is, after completion of the Awareness Stage
  • Renewal Activities. While renewal activities are described separately, in reality these activities take place at the same time as, and interactively with, many of those in the Synthesis and Refinement stages. See pp. 11-12 for a description of renewal activities and guidelines for renewing curricula.
  • Foundations and Renewal Stages, and actions that make up the Adaptive Dimension can happen interactively with other stages. Dotted lines for Foundations, Adaptive Dimension, and Renewal indicate the points at which these stages or activities might happen at the same time as, or interactively with, other implementation stages.
  • The actions and activities within each stage describe things that teachers in that stage would typically be doing. Teachers can use these as a type of checklist to assess the extent to which they have fulfilled the main tasks of that stage and to plan next steps to take.

Assessment Tool 2: Stages within the Implementation Process
Note: Stages within the Implementation Process (Assessment Tool 2) are presented as a continuum that flows across pages 80-81. This continuum is not intended to reflect a linear process, but rather a recursive one. For example, as teachers explore (Exploration Stage) particular aspects within an area of study, new aspects may be noticed (Awareness Stage).

Planning Tool A: Suggestions for Professional Targets

Kindergarten and Elementary Level (Grades 1-5)
Arts Education
English Language Arts
Health Education
*In each strand, use a creative/productive activity with which you are familiar and comfortable and expand it to incorporate more opportunities for student choices and decisions -- use the creating process as your guide. (See the following sections of the arts education curriculum guide, 1991, for guidance: Creative Dance [Dance], Planning from the Drama Curriculum Guide [Drama], Creating Sound Compositions in the Classroom [Music], and Guiding Students in their Creations [Visual Art].)


**Introduce students to Saskatchewan arts and artists and use these as the focal points for activities involving all three Components:

  • creative/productive,
  • critical/responsive, and
  • cultural/historical.
 *Create a language-rich environment and use strategies that make regular use of classroom print and oral language. (See p.16, Early Literacy, 2000; pp. 76-77, Elementary Level guide, 1992.)


*Read to students daily from a variety of poetry, fiction, and non-fiction books including culture, race, gender, income, and abilities-sensitive perspectives. (See pp. 57-61, Early Literacy, 2000; p. 126, Elementary Level guide, 1992.)


*Employ a whole, to part, to whole approach when addressing graphophonic concepts. (See pp.18 and 144, Early Literacy, 2000; p. 48, Elementary Level guide, 1992.)


**Use a variety of strategies that move students from teacher guided and supported reading and writing to independence (See pp. 136-138, Early Literacy, 2000; pp. 80-81, Elementary Level guide, 1992.)

**Use a variety of assessment tools/techniques to determine students' strengths and needs, and to build on what students already know. (See pp. 5-11, Early Literacy, 2000; pp.153-184, Elementary Level guide, 1992.)

 *Implement the decision-making process in more than one unit.


*Try some of the suggested instructional strategies and assessment techniques within the sample units.


*Support all students in designing and carrying out an action plan within two units.


**Use a health education liaison committee effectively to support health education at your school. (See p. 29 of the curriculum guide.)


**Employ a variety of instructional and assessment techniques and make use of a variety of print and non-print resources, human resources, and web sites to support teaching and student achievement of the objectives of the curriculum.

Middle Level (Grades 6-9)
Arts Education English Language Arts Health Education

*Provide many opportunities to further critical and interpretative thinking abilities using descriptions of the responding process for each of the four strands of arts education. (See sections entitled Responding to Dance Presentations [Dance],
Looking at Plays [Drama], Listening to Music [Music], and Viewing Art Works [Visual Art].)


**Provide students with opportunities to develop collective creations and collaborate in group arts projects. (See Model Unit II, The Collective Creation [Drama].)
*Plan a thematic, interdisciplinary, or author/genre unit that includes and balances the language strands. (See pp. 211-214, Middle Level guide, 1997.)


*Incorporate a range of texts (print, aural, multimedia, multigenre) into each unit. (See pp. 29-30, 157, 212, Middle Level guide, 1997.)


*Use a variety of strategies that develop students' listening and speaking skills (See pp. 77-128, Middle Level guide, 1997.)


**Demonstrate and scaffold a variety of language skills and strategies before, during, and after students listen, speak, read, write, represent, and view. (See pp. 85-90 [Listening], pp. 80-82 [Speaking], pp.162-176 [Reading], and pp. 132-138 [Writing], Middle Level guide, 1997.)


**Use a variety of assessment strategies to determine what students already know and need to know in each language strand. (See pp. 59-66, Middle Level guide, 1997.)

 *Use the decision-making process in your units to:
· teach health education information and skills/abilities
· help students learn health education information and skills/abilities
· assess students' acquisition of knowledge and skills.


*Try some of the suggested instructional strategies and assessment techniques within the sample units and use the assessment data to evaluate student progress in each of the levels of the decision-making process.


*Support all students in designing and carrying out an action plan within two units.


**Develop and implement required and optional units that employ a variety of instructional strategies that are suited to the learning objectives, incorporate the yearly perspective, and meet the needs of students and community. Devise ways to assess and evaluate growth in understanding for self and students over an entire year/term.

 
Secondary Level (Grades 10-12)
Arts Education
English Language Arts

Health Education
(Wellness 10)
(Life Transitions 20, 30)
*Challenge students to research and explore contemporary ideas and issues in the arts.


**Provide opportunities for students to explore a range of styles, media, and works and support them in developing individual expressive styles.

 *Provide many opportunities to develop students' personal and critical responses to a range of oral, written, and visual texts. (See pp. 144-146, 158-162, Secondary Level guide, 1999.)


*Use developmental continuum of learning objectives and key language concepts for grade level to guide planning of units. (See pp. 20-44, Secondary Level guide, 1999.)


**Employ appropriate before (activating), during (acquiring), and after (applying) scaffolds for learning tasks. (See pp. 61-62, 103, 143, Secondary Level guide, 1999.)


**Use a variety of instructional and evaluation strategies with a focus upon increasing students' active participation in learning decisions. (See pp. 68-78, 83-93, 96-101, 111-116, 126-133, 163-170, Secondary Level guide, 1999.)

*Use the decision-making process in your Wellness modules and the planning process in your Life Transitions modules to:

  • teach health education information and skills/abilities
  • help students learn health education information and skills/abilities
  • assess students' acquisition of knowledge and skills.


*Divide the class into small groups and support each small group in designing and carrying out an action plan. Repeat this activity in another module.


**Explore existing resources, including human resources within your health district and community. Work with the teacher librarian, resource-based learning consultant, and health education liaison committee to select resources for required and optional units. Use the resources in your classes and incorporate student input into the evaluation of their effectiveness and particular uses.


**Support students in designing and carrying out individual and small group action plans of their choice.
Kindergarten and Elementary Level (Grades 1-5)
Mathematics
Physical Education
Science
*Provide consistent opportunities for use of manipulatives and problem solving.


*Incorporate regular use of estimation and mental math strategies along with calculator and paper-and-pencil work.


**Use a wide variety of resources (print, non-print, digital), Communication strategies (C.E.L.), group work, and class discussions to aid the students in the development of their mathematical understandings.


**Develop and implement a yearly plan that makes use of a wide variety of instructional strategies, and both traditional and authentic assessment.


**Provide students with opportunities to make connections between mathematical concepts within other subject areas and within their personal lives.

 *Provide students with regular opportunities to explore a movement pattern by using an Experiential Learning approach for initial lesson/s focusing on a Basic Movement Pattern.


*Implement Sample Lesson Plan #1 (physical education 1-5 curriculum guide, 1999, p. 371) that makes use of a number of stations and small group organization. Plan and implement lessons for several other Concepts in the Movement Perspective that make use of stations and a small group type of instruction.


*Develop a series of lessons that would achieve the Foundational Objectives of the Outdoor Pursuits Activity area.


**Ensure that all lessons promote the involvement of both genders.


**Develop and implement a yearly plan that incorporates the Active Living and Personal-Social-Cultural Perspectives into all units.

 *Provide an environment with rich multisensory stimuli/ materials related to the major topics and themes of the science curriculum and encourage students to participate in its creation, expansion, and maintenance.


**Provide/facilitate a regular forum for students to discuss their observations, questions, and explanations about natural phenomena using their own language (e.g., have a regularly scheduled sharing time for "science talks" where students share their ideas related to a science concept or "big idea" )
Middle Level (Grades 6-9)
Mathematics
Physical Education
Science
*Provide consistent opportunities for use of manipulatives and problem solving.


*Incorporate regular use of estimation and mental math strategies, along with calculator and paper-and-pencil work.


**Develop and implement a yearly plan that makes use of a wide variety of instructional strategies, and both traditional and authentic assessment.


**Use a wide variety of resources (print, non-print, digital), Communication strategies (C.E.L.), group work, and class discussions to aid the students in the development of their mathematical understandings.


**Provide students with opportunities to make connections between mathematical concepts within other subject areas and within their community.

 *Provide an environment for all physical education lessons that attends to the Personal-Cultural perspective and has an emphasis on gender equity and other equitable and respectful behaviours. Use modeling, posters, and a variety of instructional and assessment techniques that support this emphasis.


*Incorporate regular use of Interactive, Independent Study, and Experiential Instruction strategies to incorporate and support the Foundational Perspective. Value and discuss students' out-of-class/school physical fitness activities.


**Provide opportunities for Critical and Creative Thinking (C.E.L.) in lessons.

**Develop and implement a yearly/semester plan that incorporates the Foundational and Personal-Cultural Perspectives into all units or series of lessons, and makes use of all five instructional strategies.

 *Provide an environment with rich multisensory stimuli and encourage students to participate in its creation, expansion, and maintenance.


**Provide many opportunities for students to use speaking and writing to clarify their ideas related to the science curriculum's foundational and related specific learning objectives. Provide opportunities for use of multiple ways for students to represent their ideas and to view, hear, and read about the ideas of others respectfully.
Secondary Level (Grades 10-12)
Mathematics
Physical Education
(Wellness 10)
(Physical Education 20, 30)
Science
*Provide consistent opportunities for use of manipulatives, technology, and problem solving.


*Incorporate regular use of estimation and mental math strategies along with calculator and paper-and-pencil work.


**Develop and implement a yearly plan that makes use of a wide variety of instructional strategies, and both traditional and authentic assessment.


**Use a wide variety of resources (print, non-print, digital), Communication strategies (C.E.L.), group work, and class discussions to aid the students in the development of their mathematical understandings.


**Provide students with opportunities to make connections between mathematical concepts within other subject areas and within the world.

 *Provide students with regular opportunities to design and implement Independent Study projects (individual and small group) that focus on the Foundational Perspective and give value to out-of-school fitness pursuits and healthy lifestyles.


*Provide an environment for all physical education lessons that attends to the Personal-Cultural perspective and has an emphasis on gender equity and other equitable and respectful behaviours. Use the teacher and student gender-equitable assessment activities and questionnaires as a starting point for designing an equitable environment plan with students.


**Develop and implement a yearly/semester plan that incorporates the Foundational and Personal-Cultural Perspectives into all units or series of lessons and makes use of all five instructional strategies.

**Help students establish patterns of regular participation in meaningful physical activity.

 *Provide students with regular opportunities to refine their skills of scientific investigation, to pose useful/worthwhile questions, and to design effective investigations.
 
Social Studies
C.E.L.s and Core Initiatives
(examples of C.E.L.s below)
Kindergarten and Elementary Level (Grades 1-5) *Use a variety of active learning strategies to develop understanding of the major concepts.

*Implement lessons/units that incorporate "Citizen Action Objectives" and activities that support their achievement.

**Use a variety of assessment strategies to collect data about students' growth in knowledge, skills/ abilities, and values.

*Communication (C.E.L.) Provide opportunities for students to develop and express their understanding through a wide range of language and communication activities (e.g., act out the story, talk to each other about what they observe, paint a picture of their experience, draw a concept web).

**Communication (C.E.L.) Introduce the vocabulary, structures, and forms of expression that characterize the particular area of study (e.g., new concepts in social studies, responding processes in arts education, new vocabulary in stories or science resources) and continue to use these in a variety of appropriate situations throughout the year.

Middle Level (Grades 6-9) *Support students' research and problem-solving abilities through use of a variety of instructional approaches.

*Use a range of instructional strategies and/or activities that develop critical thinking abilities.

**Use a variety of assessment strategies to collect data about students' growth in knowledge, skills/ abilities, and values.


*Critical and Creative Thinking (C.E.L.) Use various strategies to develop students' metacognitive abilities (e.g., 10-15 second wait time, individual reflection time before pair or group work, revisiting a topic, journal writing).

**Critical and Creative Thinking (C.E.L.) Introduce topics/activities that focus on different points of view or alternative perceptions, and support students in developing their own perspectives and giving reasons/citing evidence for their perspectives, positions, and conclusions.

Secondary Level (Grades 10-12) *Develop students' abilities to think critically about various controversial issues and points of view using strategies such as, dialectical reasoning.

*Engage students in a problem-solving process.

**Use a variety of assessment strategies to collect data about students' growth in knowledge, skills/ abilities, and values.

*Independent Learning (C.E.L.) Provide a wide variety of activities, topics, and ways to learn so that students can determine their interests, abilities, and preferences.

**Independent Learning (C.E.L) Introduce various strategies for students to use in meeting their own learning needs (e.g., how to make and organize notes from various sources/authors; how to organize and prepare papers, reports, or talks; how to find gaps in information).

Planning Tool B: Knowledge of Needs, Supports, and Curriculum

1. Knowledge of self. Select a focus for personal-professional growth based on a sound knowledge of your own strengths and weaknesses. You might ask questions such as:

  • Are there aspects of one curriculum that I have been avoiding?
  • Is there a way for me to use some of my strengths to take on a challenging aspect of a curriculum?

2. Knowledge of students. Think about the backgrounds and needs of your students and how your focus might support their learning. In relation to your students, you might ask:

  • Are there particular instructional strategies or assessment techniques that might best reflect the cultural backgrounds of my students and offer them further opportunities for learning?
  • What new skills/abilities do my students need? Are these taught in one particular subject area curriculum or do they cut across subject areas (e.g., research skills)?
  • Am I afraid of implementing certain processes or methods because I fear my students will become disruptive when learning them? Can I develop an action plan with my students that will help to avoid this?

3. Knowledge of school and community. Think about the degree of awareness in your school and community in relation to Core Curriculum specifics. In relation to your school/community, you might ask:

  • Whose support do I need in order to implement this aspect of Core Curriculum more successfully?
  • Are supports in place or more readily available for some Core Curriculum Components or Initiatives than others? (See Chapter I, Assessment Tool 1 and Reference Chart VIII, to assess the potential barriers and supports in your context.
  • Are there areas of parental/community education that need to be undertaken? If so, do I know the reasons for the inclusion of elements of Core Curriculum that I plan to implement?

4. Knowledge of Core Curriculum. Think about the Core Curriculum framework itself and your knowledge of the directions and approaches within particular curricula. To achieve a useful and productive focus, you might ask:

  • Can I speak knowledgeably in support of the potential benefits of my targeted strategy/ technique and its importance to students' learning, if questioned by parents or administrators? (See Reference Chart II for an overview of the central directions and intentions of Core Curriculum and specific curriculum guides/materials as needed.)
  • Am I clear that the target I have selected is something I am mandated to teach? Am I prepared to show administrators and/or parents and guardians the specific pages of the curriculum documents that refer to and explain it? (See Chapter I, Reference Charts I, II, and VI, and relevant curriculum documents.)
  • Are there learning processes, teaching methods, or evaluation and assessment tools that are used in more than one subject area? (See the chart in Chapter 3, p. 46, for ideas.)

Planning Tool C: Sample Curriculum Inquiry Plan

Professional Target:_____________________________________________________________

Learning Goals for Self: __________________________________________________________

Learning Goals for Students: ______________________________________________________

Supports I will Need Actions I will Take
To Prepare
 Actions I will Take
To Implement
 Indicators of Success Assessment/ Evaluation Tools I Will Use
      a) for me

 

 

 


(b) for my students

 

 

 

 

  
Record-Keeping System
What I Will Record

How I Will Record It

 

 

 

 

1. Example of Curriculum Inquiry Plan for English Language Arts - Middle Level (Grades 6-9)

Professional Target: Focus on listening strand.

Learning Goals for Self

  • learn more about the listening process
  • find and use strategies to help students listen critically, effectively, and respectfully
  • employ before, during, and after scaffolds for listening.

Learning Goals for Students

  • set purposes for listening in a variety of situations
  • anticipate and predict the speaker's message
  • follow the sequence of ideas expressed.
Supports I will Need Actions I will Take
To Prepare
 Actions I will Take
To Implement
 Indicators of Success Assessment/ Evaluation Tools I Will Use
Professional materials on listening

Resources to use for listening activities with my students

Modeling; collegial or professional support

Student
co-operation

 Reread listening section in curriculum guide and find other professional resources listed in bibliography; ask colleagues and teacher-librarian for resource ideas.

Seek release time to attend a workshop on listening and to visit a colleague who has instructional strength in this area.

Talk with students about my goal and elicit their support in trying some new strategies, in developing a list of indicators of success and selecting areas to work on.

 Introduce two or three key listening strategies during the course of a 2-3 week unit.

Use an approach that emphasizes student's awareness of the strategy (e.g., explain strategy, model strategy, practice strategy, self-monitor use of strategy, review, and apply strategy in a new context).

Document and reflect on each approach used and record the results.

a) for me

  • knowledge of what curriculum guide and other resources say about listening
  • confidence to use several listening strategies and to adapt them to my students' needs

(b) for my students

  • understand each listening strategy and be able to use and self-monitor
  • be confident that they can use and apply each listening strategy in a variety of situations including ones outside of school
 Journal writing and notes in day planner

Peer observation of my use of one of the strategies

Observation rating scales of students' performance

Student self-assessment checklist

Pre- and post-test of students' listening abilities using an Informal Listening Inventory
Record-Keeping System
What I Will Record
  • observations and reflections on students' reactions, use, and comments on each listening strategy
  • my successes, concerns, and questions for further research
  • notes and data collected on rating scales, student self-assessments, and performance assessments
 How I Will Record It
  • anecdotal notes on unit plan and in my day planner
  • completed checklists and other student assessments

2. Example of Curriculum Inquiry Plan for Aboriginal Content and Perspectives, Resource-based Learning and Independent Learning for - Secondary Level

(May be integrated into secondary native studies and/or arts education, English language arts, history, social studies)

Professional Target: Encourage the use of multiple resources to develop a sense of perspective and support Independent Learning in relation to prairie land use in the second half of the 19th century.

Learning Goals for Self

  • develop an understanding of the interactions between government, settlers, and Aboriginal peoples as they relate to land use on the prairies
  • collect and evaluate a broad range of relevant and appropriate resources including those from my community
  • create positive and supportive instructional approaches to support students' independent learning abilities.

Learning Goals for Students

  • develop an understanding of how prairie land use changed in the second half of the 19th century
  • increase appreciation of the importance of using multiple resources to develop fair and accurate perspectives
  • gain confidence in using different types of resources
Supports I will Need
Actions I will Take To Prepare
Actions I will Take To Implement
Indicators of Success
Assessment/ Evaluation Tools I Will Use
Assistance from the teacher-librarian in selecting resources, including accessing on-line resources, teaching research skills

Key administrators' approval and support of my plan, including field trips to historic sites

Parent/guardian understanding and support, including help with off-site trips

 Seek out community resources including Elders.

Reread relevant sections of Native Studies curricula and other curricula in which this topic could be well developed.

Gather print, non-print, and web site resources from Aboriginal and non-Aboriginal sources.

Meet with parents to outline the planned research and activities.

 Sketch prairie conditions of the period without using judgemental language.

Teach lesson on identifying bias in resources.

Bring community resources into, and take students out of, classroom.

Provide opportunities for students to use different types of resources and work in groups.

(a) for me

  • feel confident in understanding other new perspective/s on this topic
  • identified new resources, including local community resources and new media

(b) for my students

  • want and are able to discuss difficult issues
  • show respect for speakers
  • talk about/ describe their new perspectives on historical issues
 Notes in day planner/journal

Observation checklists/rating scales

Peer and self-assessment tools

Products of learning including reports, notebooks, photographs, videos
Record-Keeping System
What I Will Record
  • time spent in planning and implementing
  • availability, diversity, and utility of resources
  • problems and their resolutions
  • the range and variety of students' responses,
  • students' interest/lack of interest in the subject
  • changes in students' attitudes/behaviour
  • cultural concerns and successes

 How I Will Record It
  • make notes in day planner
  • keep annotated list of resources
  • create file of all interesting/significant moments including involvement of community members

3. Example of Curriculum Inquiry Plan for Personal and Social Values and Skills (C.E.L.) Integrated into all Areas of Study in a Multigrade, Elementary Level Classroom

Professional Target: Develop students' Personal and Social Values and Skills across all areas of study in this Elementary Level multigrade classroom.

Learning Goals for Self

  • to refine my abilities in observing students
  • to develop students' abilities to learn in classroom environments that incorporate democratic processes
  • to refine my knowledge of, and ability in, developing students' Personal and Social Values and Skills

Learning Goals for Students

  • to develop self, interpersonal, and cross-cultural understandings
  • to participate in shaping classroom environments that incorporate democratic processes
  • to practise and reflect upon co-operative, respectful, and empathetic behaviours.
Supports I will Need
Actions I will Take To Prepare
Actions I will Take To Implement
Indicators of Success
Assessment/ Evaluation Tools I Will Use
School environment that supports democratic processes

Additional knowledge regarding the C.E.L. of Personal and Social Values and Skills


 Talk to principal and other staff members regarding the development of school and classroom environments that incorporate democratic processes.

Reread the chapter on Personal and Social Values and Skills in Understanding the Common Essential Learings.

Refer to the Objectives for the C.E.L.s on Saskatchewan Education's web site and download the Elementary Level objectives for Personal and Social Values and Skills.


 Allow for student participation in all aspects of school life.

Discuss with students those virtues needed for a classroom environment that will support their learning and development (e.g., kindness, honesty, patience, generosity).

Explore, with students, the consequences that individual actions have for other others.

Develop, with students, classroom rules through a discussion of rights and responsibilities.

(a) for me

  • ability to obtain observational data for each student at least once every 2 weeks
  • ability to involve students in all aspects of classroom life through democratic processes
  • ability to incorporate the C.E.L. of Personal and Social Values and Skills in all classroom activities

(b) for my students

  • ability to work collegially in many different groupings
  • ability to participate in discussing, setting, and honouring classroom rules


 Observation checklists

Weekly journal writings (by self and students)

Pre- and post-questionnaire (for students)
Record-Keeping System
What I Will Record
  • student behaviours and language
  • my reflections
  • student's thoughts and feelings
 How I Will Record It
  • observation checklists
  • journal writings
  • pre- and post-questionnaire

4. Example of Curriculum Inquiry Plan for Health Education - Middle Level (Grades 6-9)

Professional Target: Use the decision-making process of health education.

Learning Goals for Self

  • understand better the decision-making process of health education
  • use the decision-making process as the framework for planning two health education units
  • increase my abilities to teach a health education unit using a variety of instructional methods and assessment techniques that correspond to the three levels of the decision-making process.

Learning Goals for Students

  • know where and how to access expert sources of information
  • realize that some of life's problems have more than one solution and be able to generate several different ways to solve a problem or address an issue
  • establish personal goals and develop step-by-step plans to meet them.
Supports I will Need
Actions I will Take To Prepare
Actions I will Take To Implement
Indicators of Success
Assessment/ Evaluation Tools I Will Use
Additional materials/resources related to implementing the required or optional unit(s) being planned for the grade level(s) that I teach

Release time to attend workshops for the renewed Middle Level Health Education Curriculum (1998)

A colleague with experience and interest in Middle Level health education to act as a support person



 Reread pages 8-10 in the curriculum guide where an overview of the decision-making process is provided and pages 17-19 where incorporating the Common Essential Learnings within the decision-making process is described.

Gather and evaluate appropriate student and teacher resources within the school, school division, and community.

Attend an Orientation workshop and a Unit Planning workshop, preferably with at least one other teacher and the teacher librarian from my school.

Make connections with community agencies and organizations.

 Post a chart-size copy of the decision-making process in our classroom so the students and I can refer to it.

Teach the sample Decision-making Process Unit in the curriculum guide and try to include a variety of interactive, experiential, independent, direct, and indirect instructional strategies.

Have all students design and carry out an action plan in two units.

 

a) for me

  • ability to initiate each unit by having students reflect on what they already know
  • ability to use several instructional strategies in Level A of the decision-making process, allowing students to extend their knowledge in a variety of ways
  • ability to help each student focus on a personal challenge

(b) for my students

  • ability to gather and evaluate information from a variety of sources
  • ability to list a variety of ways to solve a problem, address an issue, or meet a personal challenge
  • ability to design a step-by-step plan to attain their personal goals
 Observation checklists

Weekly journal writings (by self and students)

Pre- and post-questionnaire (for students)

5. Example of Curriculum Inquiry Plan for Using Resource-based Learning In Mathematics 20

Professional Target: Use Resource-based Learning in mathematics (Mathematics 20 - Consumer Mathematics).

Learning Goals for Self

  • locate and select appropriate resources (evaluation criteria)
  • set up and use a spreadsheet.

Learning Goals for Students

  • demonstrate an understanding of credit and employ the appropriate mathematics in determining the cost to the consumer of various types of credit
  • display an awareness of the kinds of taxes encountered by the consumer and demonstrate the ability to calculate these taxes using the appropriate mathematics.
Supports I will Need
Actions I will Take To Prepare
Actions I will Take To Implement
Indicators of Success
Assessment/ Evaluation Tools I Will Use
Training in computer (spreadsheet) use

Training in locating and selecting resources

Representative/ contact with a financial institution

Representative/ contact with the municipal, provincial, and federal governments (specifically from each tax branch)




 Approach the Technology Support person for the school/division to set up a training session on use of spreadsheets.

Approach the Teacher-Librarian and/or Resource-based Learning Consultant about learning how to locate and evaluate potential resources for this unit.

Contact local financial institutions regarding pamphlets, speakers, videos, etc. dealing with credit.

Contact local municipal government regarding pamphlets, speakers, videos, etc. dealing with local taxes.

Contact taxation businesses and/or the provincial/federal government regarding resources on provincial and federal taxes.

 Collect materials for the lessons from institutions.

Arrange for speakers.

Book the computer lab and familiarize my students and me with any related procedures or rules.

Have students explore their family/personal experience and attitudes regarding credit (and taxes) for future classroom discussions.

Create fictitious information slips for use in determining credit values and taxes.


 

a) for me

  • time in computer lab was productive; I do more with students around the concept of spreadsheets and in the computer lab in general
  • confidence in contacting community and external businesses and institutions for information/support
  • confidence in locating and evaluating resource materials

(b) for my students

  • ability to communicate their understanding of credit
  • ability to utilize spreadsheets appropriately when dealing with credit
 Participation checklist for classroom discussions on the topics of credit and taxes

Students' reflective journals -- use a rubric to score

Completed project where students investigate a desired career, its wage, and predict their taxes and tax deductions for that career

Completed application form for a fictitious credit card

Completed fictitious income tax form (using computer software)
Record-Keeping System

What I Will Record and How I Will Record It

  • participation in classroom discussions -- observation checklists
  • students' interesting comments and questions -- anecdotal records
  • my plans and ways they changed - Curriculum Inquiry log
  • annotated resources list (including community contacts) -- resource folder

6. Example of Curriculum Inquiry Plan for Use in Practical and Applied Arts (PAA) Courses: Work Study Component (Secondary Level)

Professional Target: Establish community partnerships to be used as learning environments.

Learning Goals for Self

  • research the community environment and evaluate community resources
  • establish networks.

Learning Goals for Students

  • explore, develop, and refine work-based skills related to classroom learning
  • develop Conference Board of Canada (CBC Profile) Employability Skills
  • develop and apply C.E.L.s beyond classroom learning.
Supports I will Need
Actions I will Take To Prepare
Actions I will Take To Implement
Indicators of Success
Assessment/ Evaluation Tools I Will Use

Release time to:

  • research the community resources
  • contact and secure community work study placements
  • monitor students in the community

Resources to support monitoring of students in the community:

  • administrative support to timetable PAA course at an appropriate time of day to facilitate community work-based learning
  • support from other staff members to allow flexibility for work-based learning
  • awareness and approval of parents to support students involved in community work-based learning

Read work study guidelines and work study preparation and follow-up modules in PAA curriculum documents.

Attend a summer short course on work study and the principles involved in developing and instituting a work study component.

Study the curriculum and develop a training/ learning plan for students in a workplace setting.

Establish community partnerships or contacts for work placements of students.

Provide presentations to school staff and parents/guardians related to work study within a PAA course.

Develop an evaluation plan and monitoring forms for student evaluation

 Involve student, school administration, community employers/business, and parents in a discussion of the roles and responsibilities for implementing work study.

Take student on a field trip to observe workplace employees in operation.

Provide opportunity for the student to visit a workplace independently to interview an employee.

Provide an opportunity for the student to be interviewed by a potential employer for a potential work placement.

Document work-based learning challenges and solutions, and provide feedback.

a) for me

  • list of community resources
  • development of community networks
  • positive involvement of students
  • parental interest/support

(b) for my students

Development of work-based skills such as, abilities to:

  • work collegially with others
  • communicate information and needs
  • learn specific job-related knowledge and skills
  • reflect on and learn from experience
 Parent evaluation form designed to provide feedback on work study

Student evaluation and feedback on their experience listing challenges and benefits

Journal entries by students relating to work study placement

Student presentations to the class on work study placement

Observation checklists during work study that monitor learning in the workplace

Anecdotal record keeping of student in-class performance

Products of learning such as, portfolio assessments and revised training plans

7. Example of Curriculum Inquiry Plan for K-5 Science

Professional Target: Plan, organize, and use a hands-on approach to teaching inquiry in science in my classroom.

 

Learning Goals for Self

  • learn more about the when, why, and how of using a hands-on approach to inquiry
  • develop a classroom learning environment that supports this approach
  • find and try experiments/inquiry activities and while doing so, think about how to organize each activity for my students
  • learn about classroom management techniques that would support the hands-on approach.

Learning Goals for Students

  • learn about inquiry methods so that they can make meaning of the hands-on tasks
  • become more involved in science and take responsibility for their learning
  • know how and when to use the equipment for the activities
  • develop responsibility for setting up and cleaning up their work stations, and cleaning the classroom.
Actions I will Take To Prepare
Actions I will Take To Implement
Indicators of Success
Assessment/ Evaluation Tools I Will Use

Attend

  • Sciematics Conference
  • workshops (provincial and division)

Read

  • curriculum guide
  • books, journals, newspapers

Lesson planning

  • find several hands-on activities that support curriculum objectives
  • find required equipment and supplies (see curriculum guide)
  • plan instructional and classroom management strategies
  • prepare students for activities (pre-lab)

Assessment

  • develop a list of indicators of success
  • list tools I will use to determine their achievement
  • develop a rubric to assess the activity and another to assess student performance

Rules and routines

  • develop with students
  • discuss rules and routines, and consequences
  • model, review, and adapt if needed
  • use consequences if rules are not followed and develop plan with students to modify behaviours as needed

Scientific methods

  • review some of the inquiry methods used in science and adapt terms to suit age level of students
  • walk students through an experiment/activity and describe the inquiry methods that they will be using (e.g., measure more than once, repeat experiment, and compare and discuss results)
  • Students do experiments/ activities and discuss and share discoveries and inquiry approaches used

Reflection

  • document what went well and what needs improvement
  • follow-up discussion with students, colleagues, consultants
  • try again

a) for me

  • learned to use the hands-on approach effectively
  • learned about and use inquiry methods
  • refined classroom- management techniques for effective teaching using the hands-on approach
  • feel confident to use the hands-on approach in this and other subject areas (e.g., mathematics)


(b) for my students

  • students can do experiments and activities independently after directions are given
  • students demonstrate they understand inquiry methods in the way they carry out the activities and in their reports (oral and written)
  • set up and clean up is smooth and effective

For assessing the approach and my goals

  • use the rubric for activity, reflect upon and assess effective classroom management techniques during use of hands-on approach
  • use a journal to document and reflect upon productive/ supportive and non-productive behaviours for each activity
  • ask administrator and/or colleague to observe lesson and provide feedback
  • videotape lesson for observation and reflection

For assessing students

  • use a rubric for performance assessment of each activity
  • develop a rubric to assess oral and written reports (for groups and individuals)
  • observation checklists
  • self-assessments

8. Example of Curriculum Inquiry Plan for Secondary Social Studies

Professional Target: Thinking in Social Studies 30.

Learning Goals for Self

  • learn more about the dialectical thinking process
  • develop effective ways to teach students the dialectical thinking process.

Learning Goals for Students

  • develop a clear understanding of the dialectical thinking process
  • know the process to follow when engaged in dialectical thinking
  • apply the dialectical thinking process to several social studies issues
Supports I will Need
Actions I will Take To Prepare
Actions I will Take To Implement
Indicators of Success
Assessment/ Evaluation Tools I Will Use

Curriculum documents

Release time to talk with and observe colleagues

Time to prepare lesson plans and locate resources

Read the relevant sections of the Social Studies 30 Curriculum and activity guides.

Talk with colleagues who have been successful with helping students to understand and apply the dialectical thinking process, to learn about their instructional strategies.

Observe a colleague in the act of taking students through the dialectical thinking process.

Prepare lessons, including current examples, that will develop students' dialectical thinking abilities.

 Introduce students to the dialectical thinking process using examples that address relevant issues in their daily lives.

Provide several opportunities for students to learn the dialectical thinking process using simple, relevant examples before having them apply the process to social studies issues.

Encourage students to collaborate, using talk to help them learn from each other, as they develop a clear understanding of the process.

 

a) for me

  • developed a useful set of lesson plans and instructional examples to assist students in learning the dialectical thinking process
  • feel confident to use this instructional approach with students in other classes/subjects
  • enjoyed helping students learn critical thinking skills that they can apply in their daily lives inside and outside school


(b) for my students

  • gained confidence in understanding and using the dialectical thinking process
  • understand the applicability of the dialectical thinking process in daily life

a) for me

  • checklist of the steps I use in teaching students the dialectical process
  • peer observation and video of my instructional strategies when taking students through the dialectical thinking process

(b) for students

  • checklist for steps of the dialectical thinking process
  • application of the dialectical thinking process for an additional social studies issue
Record-Keeping System

What I Will Record

  • difficulties encountered and how those difficulties were overcome
  • students' experiences and responses
How I Will Record It
  • anecdotal notes related to each step of my instructional plans

Planning Tool D

(a) Developing a Range of Indicators of Success: Examples of Teacher Growth Related to Attitudes and Values

Types of Affective Learning
Indicators of Success

Growth oriented

  • values professional growth
  • believes teachers are learners
  • believes in own capacity/ ability to learn and grow

Continues to increase frequency with which s/he:

  • develops meaningful, personal-professional growth plans and is able to discuss the challenges and benefits they contain
  • speaks of self as a learner; discusses/describes things learned from students, colleagues, books/articles, television/electronic media, travel, and other personal experiences
  • shows eagerness to participate in relevant professional development activities in school, district, region, or province
  • prepares for participation in professional development and/or personal growth activities
  • is able to find something useful within almost all professional development activities, even those mandatory ones that do not appear to match own abilities, interests, and needs
  • seeks out other perspectives, ideas, practices; interested in the practices of colleagues; visits other classrooms; frequents school or division resource centre, local library
  • finds opportunities for learning within a diverse range of experiences.

Continue to increase frequency with which s/he:

  • asks questions with a need to know, as opposed to a need to confirm own opinion
  • tries out new practices
  • seeks out new personal-professional growth experiences
  • does not draw conclusions quickly; continues to question, seek more information, and other alternatives
  • tries a new practice several times and with added input/supports as needed to "make it work"
  • listens carefully and without interrupting
  • speaks positively about the varied abilities, backgrounds, and interests of all her/his students
  • invites parents/community members into classroom to share their areas of knowledge/interest/expertise
  • plans lessons/units to incorporate a variety of strategies, resources, and perspectives.

Continues to increase frequency with which s/he:

  • qualifies statements and conclusions
  • questions generalizations for their application to specific contexts, situations, and diverse student populations; suggests alternative ways to do things or think about things
  • sees and can describe the worth contained in unusual, original, controversial, or unexpected student answers, products, solutions, or procedures
  • uses and appreciates appropriate humour as a means to lessen risk factors and/or destructive forms of competitiveness within learning environments
  • willing to laugh at self, describe own past "failures" or "mistakes" in a humourous light to show others that one can survive failure, learn from it, and move on.

Open mindedness

  • questions new ideas and practices with an attitude of genuine interest and openness
  • respects the rights of others to hold opinions different from self
  • values a variety of perspectives

Flexibility and reflectivity of thought

  • values critical, creative, and moral reasoning frameworks and processes
  • believes in and supports the use of more than one means to an end
  • values appropriate uses of humour within learning processes

(b) Developing a Range of Indicators of Success: Student Examples


Types of Learning
Indicators of Success

Values/Appreciations

  • learning to value the process of learning itself
  • learning to value her/his own ideas and abilities


  • learning to appreciate the results of effort and perseverance

Shows enjoyment and improved work habits

  • eager to begin the task
  • works with concentration
  • solves problems or seeks help appropriately
  • overcomes setbacks
  • shows a positive change in work habits
  • shows excitement, full of ideas (writes a lot, contributes many ideas to discussions, takes plan further than expected, uses new/unique/additional materials)
  • appears pleased/satisfied with progress
  • sees uses for skills/abilities beyond the classroom
  • likes the end product (favourable self-assessment, wants to show results to others, interested in the products of others, sees a use for product beyond the classroom)


Demonstrates understanding and retention

  • follows a line of thought, attends to presentations/mini-lessons/videos, etc.
  • asks a (genuine) question related to idea, concept, etc.
  • selects one thing learned in a lesson/unit and can describe it, draw it, write about it
  • incorporates new vocabulary appropriately into everyday speech
  • summarizes what was learned in oral, written, or other formats
  • recognizes main ideas (e.g., underlines, draws concept maps)
  • applies learning to a new situation spontaneously or when asked
  • makes comparisons, suggests metaphors, similes


Increases positive behaviours

  • willing and able to work with all class members in the same positive manner
  • does not use/lessening use of "put downs", gender-biased jokes, etc.
  • gets to a later step/stage before seeking assistance on subsequent occasions

Knowledge

  • learning new ideas, factual information
  • deepening understanding of concepts, principles, theories, elements (e.g., of music, art, drama, or dance)

Skills/Abilities

  • developing respectful/considerate social interaction skills/abilities
  • learning the steps in a new technical skill/ stages in a process

Appendix B: Ideas for the Development of Units

  Arts Education English Language Arts Health Education
Kindergarten and Elementary Level
(Grades 1-5)
 Plan units of 4 to 5 lessons in each strand that incorporate the three components. Emerging Phase
Plan a mini-unit focused on a predictable book that uses whole, to part, to whole instruction of important skills/abilities. (See pp. 144-149, Early Literacy, 2000.)

Developing Phase
Plan a unit that employs both shared and guided reading and writing activities. (See Elementary Level guide)

 Develop resource-based units that include the incorporation of community resources to achieve curriculum objectives. (See the curriculum guide, p. 49 for suggestions and sample unit A Healthy Body,
p. 119.)
Middle Level (Grades 6-9) Plan a unit that makes use of students' ideas and experiences as its focal point/ theme. Plan a thematic, interdisciplinary, or author/genre unit that incorporates and addresses key objectives from each of the language strands. (See pp. 211-374, Middle Level guide, 1997.) Develop resource-based units that include the incorporation of community resources to achieve objectives and incorporate the yearly perspective. (See curriculum guide, p. 21 for suggestions and The Tobacco Industry, sample unit for Gr. 9, p. 365. Another example is the HIV/AIDS Education unit for Gr. 8, p. 293.)
Secondary Level (Grades 10-12) Develop units/modules that further students' understanding of the differing types and functions of art in various cultures, past and present. Plan a thematic (e.g., ELA A10, pp. 47, 181-209; ELA 20, pp. 47, 243-247; ELA A30, pp. 48, 278-314) or issue-focused (e.g., ELA B10, p. 47, 210-242; B30, p. 48, 319-361) unit that incorporates a diversity of literature (traditional and contemporary, multicultural, global, and alternative viewpoints) and addresses the language concepts for the grade level Develop unit/s that incorporate the decision-making process of Wellness 10 or the Planning Process of Life Transitions 20, 30. (See p. 16, Life Transitions curriculum guide for suggestions. Examples: (a) Health Self-Care is a required module of Life Transitions 30. (b) Conflict in Relationships is another required module of Life Transitions 30 that offers students opportunities to practise important skills/abilities related to Level A of the Planning Process.)

 

  Physical Education Mathematics Science
Kindergarten and Elementary Level
(Grades 1-5)
 Develop unit/s that incorporate all five instructional approaches (see curriculum guide, 1999, pp. 158-165).

Ensure that all class lessons promote the involvement of both genders.

 Develop integrated unit/s (theme or strands) that involve students in reading, listening, speaking, writing, drawing, and/or dramatizing their mathematical understanding. (See sample units, pp. 603-758, for examples and helpful suggestions.) Develop unit/s that provide regular opportunities for hands-on manipulation of materials to support understanding of major concepts and/or to collect data.
Middle Level
(Grades 6-9)
 Develop unit/s, modules that incorporate all five instructional approaches (see curriculum guide, 1999, pp. 158-165).

Ensure that all lessons promote the involvement of both genders.

Provide opportunities for Critical and Creative Thinking (C.E.L.).

 Develop integrated unit/s (theme or strands) that involve students in reading, listening, speaking, writing, drawing, and/or dramatizing their mathematical understanding. (See sample unit in curriculum, pp. 1007-1024 for an example and pp. 1025-1115 for other ideas.) Develop unit/s that provide regular opportunities for students to ask and answer their own questions about the natural world through self-designed scientific explorations.
Secondary Level
(Grades 10-12)
 Wellness 10; Physical Education 20, 30)

Help students establish patterns of regular participation in meaningful physical activity.

Help students understand how leisure and the other strands of Wellness (physical activity, healthy eating, stress management, and relationships) are interrelated.

Ensure that all lessons promote the involvement of both genders.

Provide opportunities for Critical and Creative Thinking (C.E.L.).

Support students in achieving their maximum potential.

 Develop a resource-based unit that encourages students to actively explore mathematical concepts in a real-world context and to discuss their understanding. (See sample unit in curriculum, pp. 98-113, for an example.) Develop unit/s that provide students with opportunities to compare critically their views of the world with the views expressed by scientists
Social Studies
Core Curriculum Components and Initiatives
Kindergarten and
Elementary Level
(Grades 1-5)
Develop unit/s that incorporate a variety of instructional strategies that develop understanding of major concepts and use authentic assessment techniques to assess growth in knowledge, skills/ abilities, and values. Develop units that incorporate opportunities for students to reflect on the benefits of co-operative, respectful, and empathetic behaviours (Personal and Social Values and Skills, C.E.L.).

In co-operation with teacher librarian, resource-based learning consultant, colleagues, and knowledgeable community members, gather and evaluate resources in all subject areas that portray human diversity in all its forms in positive, accurate, and respectful ways. Incorporate these as appropriate into units in all subject areas (Aboriginal Content and Perspectives, Gender Equity, Multicultural Education, Special Education, Resource-based Learning).

Middle Level
(Grades 6-9)
 Develop unit/s that incorporate a variety of instructional strategies that develop understanding of major concepts and use authentic assessment techniques.

Develop and implement a yearly plan that maximizes opportunities for Resource-Based Learning and incorporates Communication (CE.L.) strategies that help students learn the most from their resources.

Develop units that incorporate opportunities for students to recognize the importance of respecting evidence, truth, and the views of others when engaging in discussions (Critical and Creative Thinking, Personal and Social Values and Skills, C.E.L.s).

Develop units in various subjects that incorporate positive, accurate, and respectful portrayals of all forms of human diversity. Enlist the assistance of your teacher librarian, resource-based learning consultant, other colleagues, and/or knowledgeable community members (Aboriginal Content and Perspectives, Gender Equity, Multicultural Education, Special Education, Resource-based Learning).
Secondary Level
(Grades 10-12)
 Develop unit/s that incorporate a variety of instructional strategies that develop understanding of major concepts, use authentic assessment techniques, and develop further students' Critical and Creative Thinking (C.E.L.) abilities.

Develop and implement a yearly plan that maximizes opportunities for Resource-Based Learning and incorporates Communication (C.E.L.) and Independent Learning (C.E.L.) strategies that help students learn the most from their resources.

Incorporate into classroom lessons and instructional units opportunities for students to use moral reasoning as a basis for examining arguments, making decisions, and taking actions related to various issues and topics (Personal and Social Values and Skills, C.E.L.).

Develop units in various subjects that incorporate positive, accurate, and respectful portrayals of all forms of human diversity. Enlist the assistance of your teacher librarian, resource-based learning consultant, other colleagues, and/or knowledgeable community members (Aboriginal Content and Perspectives, Gender Equity, Multicultural Education, Special Education, Resource-based Learning).

* Ideas for those in the Awareness and Exploration Stages.
**Ideas for those in the Synthesis or Refinement Stages.