Implementation Training

The Revised Ontario Curriculum for First Nations, Métis, and Inuit Studies

Grades 9 - 12

Day 1

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Introductions

Curriculum Review Process Components of the Curriculum Review

Key Elements of the Revised Curriculum Connecting the Pieces

• GOALS • VISION • ESSENTIAL

UNDERSTANDINGS

Applying the Disciplinary Thinking Concepts: Big Ideas and Framing Questions Overall Expectations Specific Expectations

Using the Inquiry Process

What Do I Need to Know? What Do I Need to Understand?

What do I Need to Honour? What do I Need to Do?

Break Time

Inquiry Activity

Cultural Inquiry What is it?

Why is it Important?

Inquiry Based Learning-A Natural Fit

LUNCH TIME

Learning to Listen and Listening to Learn………..

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and the First Nations, Métis, and Inuit Studies Curriculum

Assessment and Evaluation

Fundamental Principles of Assessment

• co-plan instruction and assessment tasks (based on student readiness)

• make assessment transparent • provide students with ongoing

feedback to improve learning • provide multiple opportunities for

students to demonstrate their learning

Improved assessment

Improved student

outcomes

Assessment – evidence about learning – should be used to adjust instruction to better meet student

needs.

Big Idea

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Self-reflection and personal growth

Ideal Learning & Assessment contexts in First Nations, Métis,

and Inuit Studies

Approaches to Assessment

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Western View • subject-specific • time-bound • competitive • based on

written documentation

• quantifiable

Indigenous View • integrated • mastery

focussed • cooperative • holistic: reflect

a number of domains

• qualitative

Learning for All

Current Assessment Thinking

(Growing Success: Assessment, Evaluation and Reporting in ON Schools, 2010)

Determining a Report Card Grade

(Growing Success: Assessment, Evaluation and Reporting in ON Schools, 2010)

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Learning from One School Community

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Some Key Learnings

Question

How would a culturally responsive assessment approach along with culturally

appropriate assessment tools address essential understandings through the

course?

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Good Assessment Practices for All students

• student self-assessment of progress • demonstration of knowledge and skills in a

variety of ways (e.g., narrative text, journaling)

• explicit review of content before each test/exam

• ample time for reading and writing tests/exams

Improved assessment

Improved student

outcomes

Break Time 2

Walking our Talk – Reflection on the Learning

Tell Me Your Learning Journey Story (from Today…)

Pre-Publication Documents

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Having had some time to look at the documents…. What are your initial WONDERINGS?

First Nations, Métis, and Inuit Studies

Criteria for an effective inquiry question:

Launching an Inquiry

Jennifer Watt and Jill Colyer (2014). IQ: A Practical Guide to Inquiry-Based Learning. Toronto: Oxford University Press

Application of Inquiry 1. Choose two or three questions from yesterdays

artefact exploration

2. Select one or two of the questions youassessed and bump them up

3. Select one of your revised questions and jotdown some additional questions

Inquiry Questions from Artefact Exploration

Break Time 3

Designing the Learning

Curriculum and Essential Understandings

Designing Learning Goals

What they are…

brief, concise statements, in student-friendlylanguage, that describe what students areto know or be able to do at the end of aperiod of instruction.

Writing Learning Goals

1. Identify what students must know (nouns) andbe able to do (verbs) to achieve thisexpectation.

2. Organise these ideas into lists in the relatedboxes - know, understand, honour and do.

Writing Learning Goals 3. Write a learning goal (or goals) based on this expectation. Use the phrase,

“We are learning to … so that …”

Designing Success Criteria

What they are… statements that describe what successful

achievement of a learning goal “looks like”. use language that students understand.

Writing Success Criteria 1. Break down the Learning Goal into its components.

2. Look at the skills and content listed.

3. Ask questions about each aspect of the LG:

What does it mean to…? What does it look like to…?

Writing Success Criteria

4. Write success criteria to address these questions.

Developing the Learning

How will students demonstrate their achievement of the learning goal and success criteria?

Lunch Time 2

Local Capacity Building

Consistent Infusion:

Embedding First Nations, Métis, and Inuit Perspectives across grades, courses, and disciplines from K – 12

http://www.edu.gov.on.ca/eng/curriculum/secondary/SecondaryFNMI.pdf http://www.edu.gov.on.ca/eng/curriculum/elementary/elementaryFNMI.pdf

Additional Supports

4 – 3 – 2 – 1EXIT CARD

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