presentation for Nov 9 2018 VSB

1. Agenda for
this session
Please make a nametag and pick a coin
Welcome and Introductions
Overview of Re-designed Curriculum
Overview of the Core Competencies and Posters
Breakouts (Coin)– Book Creator and Databases
Learning Break after second station (Book Creator and Databases)
Create a learning or challenge activity to take back to your class/school
Questions and Wrap-up

2. Making Learning Visible
Using Book Creator and
World Book Online
By Laura McClenahan
And
Kam Purewal
District Resource Teachers –
Curriculum and Assessment

3. Redesigned Curriculum and How it Fits
Together
Courtesy of North Vancouver
Curricular Competencies (Do)
Content (Know)
Core
Competencies
Big Ideas
(Understand)

4. Core Competency Posters - Editable

5. Creative Thinking
I try a new
idea when
something
doesn’t work.
I get ideas
when I play
and explore.Personal Awareness
& Responsibility
PS
Social Responsibility
PS
Personal & Cultural
PS
Communication
C
Creative
T
Critical
T

6. My strengths
will help me
meet new
challenges.
I understand
that I will
continue to
develop new
skills.
Positive Personal &
Cultural Identity
Personal Awareness
& Responsibility
Social
Responsibility
Creative
Critical
PS PSPersonal
& Cultural
PS
Communication
C
T
T

7. Critical Thinking
I can ask open-
ended
questions and
gather
information.
I can analyze
evidence from
different
perspectives.
Communication
C
Personal Awareness
& Responsibility
Personal & Cultural Social
Responsibility
Creative
Critical
PS PSPS
T
T

8. Communication
I can share
information
about a topic
that is
important to
me.
I can present
my ideas and
questions.Personal Awareness
& Responsibility
Personal & Cultural Social
Responsibility
Creative
Critical
PS PSPS
Communication
C T
T

9. Breakouts – Book Creator, Databases
HEADS TO BOOK CREATOR
STATION – 15 MINS
THEN SWITCH TAILS TO DATABASES
STATION – 15 MINS

10. Which resources and supports do I need?
What explicit teaching is needed?
Which content will be the focus?
What are the mathematical understandings
embedded in the big idea?
How the curricular competencies be activated?
What modelling will be demonstrated?
Which questions will prompt thinking?
What are the key elements of my lessons?
What learning experiences can be provided?
Which rich problems can be posed?
How the lessons be differentiated for all
learners?
How will student thinking be purposefully
consolidated?
Which curricular competencies will be the foci?
How will the core competencies be activated?
What is the Big Idea?
How are the students engaged?
How are the students actively learning?
What math materials are being used?
How will the students demonstrate their
understanding?
Which formative assessments will be used?
What do I wonder about?
What are the essential questions?
What do I want to find out and assess?
What learning occurs in previous grades?
What learning has occurred already this year?
Professional Development
Which supports are available?
Which professional resources will provide
information and guide instruction?
What do my students wonder about? What do my students know?
Resources
What teaching resources are available?
What student resources are available?
Which website links/apps are available?
How will students share what they wonder about?
How will all students be able to show what they know?
Which type of formative assessment or activity can be used?
How will I assess and communicate student learning?
Which formative assessment tools will be used?
Which questions will be posed to deepen understanding?
How will descriptive feedback be provided?
What tasks will be provided as summative assessment?
How will student learning be communicated through the competencies?
Adapted from the BCAMT Curriculum Learning Team 2014

14. Book is on all
Ipads
can be shared
Book Creator
Basics
By Laura
McClenahan

15. Choose a Big Idea or
Core Competency
First then Choose an
App or Activity
Technology is there to
support the learning
We want to Maximize
the Success of each
and every student.

16. Planning
Template
Courtesy
of SD 34
Grade/Subject Area: Area of Focus: Big Idea:
Curricular Competencies: (What students will do)
Content Learning Standards: (What students will know
and understand)
Core Competencies:
Communica on
Crea ve Thinking
Cri cal Thinking
Posi ve Personal/Cultural Iden ty
Personal Awareness & Responsibility
Social Responsibility
Learning Targets/Success Criteria:
(I can statements)
Assessment: (What evidence you will collect):
Tasks To Support Inquiry:
Resources: (What you currently have that can be reused, tweaked, or
repurposed and what you will need gather)
Inquiry Ques on:

17. STUDENT COMPETENCY SCALE
BEGINNING DEVELOPING APPLYING EXTENDING
I LEARN BEST
WITH HELP.
I AM JUST
GETTING
STARTED.
I AM BEGINNING
TO DO MORE AND
MORE ON MY
OWN.
I AM GETTING
THERE.
I CAN DO IT ON
MY OWN. I GET
IT.
I’M ABLE TO
TALK ABOUT IT.
I CAN TEACH IT
TO A FRIEND. I
GET IT AND GO
BEYOND WHAT
IS EXPECTED
OF ME.

19. CSL Communication
Areas for Growth
Learning Strengths
Ways to Support Learning
Communicating
Student
Learning
N a m e o f
S t u d e n t
D a t e
Remember to always state:
Student strengths
Areas for growth and
Ways to support learning

20. Big Ideas per
Grade K-GR 9
from Surrey
• http://www.piman.ca/SD3
6/Curriculum/Home_files/Big
%20Ideas%20K-
9%20Colour%20Coded.pdf

21. K to gr 7
SS and SC
BC Curriculum (Big Ideas) List of Social Studies and Science Topics Organized by Grade Level (2018)
GRADE Social Studies Topics Science Topics
Kindergarten
Our communities are diverse.
Stories and traditions about
ourselves and our families.
Rights, roles and
responsibilities shape our
identity and help us build
healthy relationships.
People, places and events in
the local community and in
First Peoples community.
Plants and animals have
observable features.
Humans interact with matter
every day through familiar
materials.
The motion of objects
depends on their properties.
Daily and seasonal changes
affect all living things.
Grade One
We shape the local
environment & it shapes us.
Our rights roles and
responsibilities are important
for building strong
communities.
Healthy communities
recognize and respect the
diversity of individuals and
the environment and care for
it.
Living things have features
that allow them to survive.
Matter is useful because of
its properties.
Light and sound can be
produced and properties can
be changed.
Observable patterns and
changes occur in the local sky
and landscape.
Grade Two
Local actions have global
consequences and global
actions have local
consequences. Canada is
made up of many diverse
regions and communities.
Individuals have rights and
responsibilities as global
citizens.
Living things have life cycles
adapted to their
environment.
Materials can be changed
through chemical and
physical processes. Forces
influence motion.
Water is essential to all living
things and it cycles through
the environment.
Grade Three
Learning about indigenous
people nurtures multicultural
awareness and respect for
diversity. People from
diverse cultures share
commonalities. Indigenous
knowledge is passed down
through oral traditions and
collective memory.
Indigenous societies value
the self, land, spirit and
ancestors.
Living things are diverse, can
be grouped and interact in
their ecosystems.
All matter is made up of
particles.
Thermal energy can be
produced and transferred.
Wind, water and ice change
the shape of the land.
GRADE Social Studies Science
Grade Four
The pursuit of natural resources has
played a role in changing land, people
and communities. Interactions
between First Peoples and Europeans
led to conflict and cooperation and
continues to shape Canada’s identity.
Demographic changes in North
America created shifts in economic
and political power. BC followed a
unique path in becoming part of
Canada.
All living things sense and respond to
their environment. Matter has mass,
can take up space and change phase.
Energy can be transferred.
The motions of Earth and Moon cause
observable patterns and affect living
and non-living systems.
Grade Five
Canada’s policies and treatment of
minorities have negative and positive
legacies. Natural resources continue
to shape the economy and regions of
Canada. Immigration and
multiculturalism shape Canada’s
society and identity. Our institutions
and govt. reflect the challenge of our
regional diversity.
Multicellular organisms have organ
systems that enable them to survive
and interact within their
environment. Solutions are
homogeneous. Machines are devices
that transfer energy and force. Earth
materials change as they move
around the rock cycle and can be
used as resources.
Grade Six
Economic self-interest can cause
conflict. Complex global problems
require international cooperation.
Systems of govt vary in respect of
human rights and freedoms. Media
sources can affect positively and
negatively our understanding of
events/causes.
Multicellular organisms rely on
internal systems to survive,
reproduce and interact. Every day
materials are often mixtures.
Newton’s three laws of motion
describe the relationship between
force and motion. Solar system is part
of the Milky Way and part of billions
of galaxies.
Grade Seven
Geographic conditions shaped the
emergence of civilizations. Religious
and cultural practices have endured
and continue to influence people.
Complex societies require new
systems of laws and government.
Economic specialization and trade
networks can lead to conflict and
cooperation between societies.
Evolution by natural selection
explains the diversity and survival of
living things. Elements consist of one
type of atom and compounds consist
of atoms of different elements.
Electromagnetic forces produces
electricity and magnetism. Earth and
its climate has changed over
geological times.

22. Use Book Creator to build a
learning or challenge activity
Your turn to write down …
• What are your student's strengths?
• What are their areas for growth?
• What do you think you can do to help
them get there? (ways to support
learning)

23. Learning Break-
10 minutes

24. Book Creator
Resources
• App Smashing with Book Creator and Showbie
• https://www.showbie.com/app-smashing-the-
storytelling-process-book-creator-ibook-showbie/
• Book Creator Search for ideas
• https://bookcreator.com/resources-for-teachers/
• Learning Shared Ideas
• http://www.learningshared.com.au/book-creator/
• Tech Infused Ideas
• http://www.hollyclark.org/2017/12/26/fun-ways-to-
use-book-creator-in-the-classroom/
• Top 11 Apps to App Smash with
• https://bookcreator.com/2016/05/top-11-apps-use-
with-book-creator/

25. Re-Designed Curriculum Helpful Links
Editable posters on the Core Competencies
http://go.vsb.bc.ca/schools/ltm/Pages/default.aspx
Big Ideas poster (click and download)
Which resources and supports do I need?
What explicit teaching is needed?
Which content will be the focus?
What are the mathematical understandings
embedded in the big idea?
How the curricular competencies be activated?
What modelling will be demonstrated?
Which questions will prompt thinking?
What are the key elements of my lessons?
What learning experiences can be provided?
Which rich problems can be posed?
How the lessons be differentiated for all
learners?
How will student thinking be purposefully
consolidated?
Which curricular competencies will be the
focus?
How will the core competencies be activated?
What is the Big Idea?
How are the students engaged?
How are the students actively learning?
What math materials are being used?
How will the students demonstrate their
understanding?
Which formative assessments will be used?
What do I wonder about?
What are the essential questions?
What do I want to find out and assess?
What learning occurs in previous grades?
What learning has occurred already this year?
Professional Development
Which supports are available?
Which professional resources will provide
information and guide instruction?
What do my students wonder about? What do my students know?
Resources
What teaching resources are available?
What student resources are available?
Which website links/apps are available?
How will students share what they wonder about?
How will all students be able to show what they know?
Which type of formative assessment or activity can be used?
How will I assess and communicate student learning?
Which formative assessment tools will be used?
Which questions will be posed to deepen understanding?
How will descriptive feedback be provided?
What tasks will be provided as summative assessment?
How will student learning be communicated through the competencies?
Adapted from the BCAMT Curriculum Learning Team 2014
Databases Help Sheet

26. Final Questions and
How to Reach Us
District Resource Teachers -
Curriculum and Assessment K-Grade 7
Sandra Fox, Kam Purewal,
Laura McClenahan
cam@vsb.bc.ca
lmcclenaha@vsb.bc.ca
kpurewal@vsb.bc.ca
cam@vsb.bc.ca