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EDU238 - Teaching and Learning at the Elementary Level: Practice and…

- - - - "...includes attributes that are not always on display but rather human attributes that make up the traits of the teacher..."
    - - developing autonomy
      - teaching with intention
      - teaching the whole person
      - personalizing the educational exp
      - authenticity
      - caring
      - heightened sense of awareness
      - open-mindedness
    - - "...includes qualities that direct behaviour and interactions with and for students"
- - - - Teachers act as cultural facilitators, guiding students through a dynamic relationship with cultural heritage & current societal contexts. They interpret, critique, & connect diverse cultural objects - such as literature, media, & historical artifacts - while encouraging students to reflect critically & engage with these objects. By fostering links b/t classroom learning & broader cultural & societal phenomena, teachers help students develop critical thinking & perspective on their own cultural environments
      - :key: roles
        
        Cultural Interpreter: teachers decode, contextualize, & clarify cultural objects
        
        a bridge or lens to show the teacher linking the cultural object to student understanding
        
        Cultural Facilitator: teachers make cultural references accessible & relevant to students
        
        a conductor directing an orchestra, symbolizing the coordination of various cultural elements
        
        Critical Thinker: teachers help students develop reflexivity on their cultural & social surroundings
        
        mirrors & windows, representing reflection & insight into both personal & external cultural views
    - - Inclusive Cultural Space: a mosaic of diverse cultural pieces coming together to form a vibrant learning environment
      - Critical Dialogue: 2 hands shaking or conversation bubbles symbolizing open dialogue b/t student culture & school culture
    - - Competency 15, developed through collaboration with Indigenous organizations in Quebec, calls for the integration of Indigenous cultures, histories, and knowledge systems into teacher training and education. It emphasizes that Indigenous realities should not be reduced to optional courses but placed at the heart of teacher preparation and ongoing professional development.
        Two key Calls to Action from the Truth and Reconciliation Commission underline the need for mandatory K-12 education on Indigenous contributions and training for teachers to incorporate Indigenous methods. (62 and 64)
      - :key: roles
        
        Creating inclusive, respectful environments connected to holistic learning
        
        Valuing Indigenous cultures, languages, and knowledge.
        
        Using authentic materials from Indigenous communities.
        
        Building relationships with Indigenous learners, families, and communities.
        
        Integrating Indigenous and Western approaches in a balanced, respectful way.
    - - Planning teaching & learning activities is a critical process where teachers design sequences that align with educational objectives & student needs. Effective planning considers student diversity, curriculum content, & prepares for flexibility in response to the unpredictable nature of classroom dynamics. Teachers ensure coherence b/t the learning goals, instructional methods, & assessments to foster meaningful learning
      - :key: roles
        
        Designer: teachers organize learning sequences that reflect curriculum logic & student knowledge
        
        Differentiator: teachers anticipate diverse student needs & adapt their methods & materials accordingly
        
        Evaluator: teachers incorporate feedback & assessment into planning to ensure progress & competency development
    - - Teachers' commitment to their own professional development & the teaching profession is vital for educational success. Continuous reflection, collaboration, & participation in professional learning help teachers adapt to evolving societal & educational needs. Teachers contribute to the collective life of the profession by supporting peers, engaging in research, & promoting the teaching profession's status
      - :key: roles
        
        Reflective Practitioner: teachers continually evaluate & improve their practices through reflection & professional learning
        
        Collaborator: teachers foster a supportive professional culture by engaging with peers & participating in collective activities
        
        Advocate: teachers contribute to the profession's recognition by sharing achievements & engaging in educational research
    - - Acting ethically as a teacher involves demonstrating professionalism, responsibility, & sound judgement, while fostering respectful & inclusive relationships. Teachers must adopt equitable, transparent practices, ensuring all students feel valued & supported. Ethical teaching also requires navigating the complexities of diverse classrooms & making decisions that promote respect, inclusion, & social equity
      - :key: roles
        
        Professional Responsibility: teachers uphold ethical standards in their actions & decisions
        
        Inclusive Leader: teachers create a respectful, equitable, & inclusive learning environment for all students
        
        Advocate for Equity: teachers challenge & dismantle exclusionary practices in education
- - - - holds & organizes knowledge, skills, & values we aim to pass onto students
      - inside the jar: content that educators intentionally design to help students learn & grow + things you can't always see @ 1st glance
      - Curriculum: a dynamic container
        
        shaped by what the teacher does with it - understanding both the formal & hidden aspects of curriculum helps to see the full picture of what students are really learning
    - - tells exactly what's inside - is clear, structure, & laid out for all to see
      - is the official content - standards, objectives, & lesson plans
        
        includes
        
        the subjects we teach (math, science, history, etc.)
        
        the skills students need to learn (problem-solving or critical thinking)
        
        assessments used to measure understanding
        
        argued - John Franklin Bobbitt (1918)
        
        curriculum is "that series of experiences which children & youth must have by way of attaining those objectives"
    - - includes
        
        the values, norms, & expectations that students learn unintentionally
      - teaches
        
        how to behave in the school setting
        
        e.g. through seating arrangements, classroom routines
        
        what is valued in society
        
        e.g. how much emphasis is placed on test scores vs creativity
        
        how power & privilege work
        
        e.g. students learn lessons about authority, competition, & social norms
      - argued - Michael Apple (1979)
        
        hidden curriculum can often reproduce social inequalities b/c it teaches students "to accept the status quo & their place within it" - not always written down, but very powerful in shaping students' experiences
  - - - :key: concept
        
        Constructivism emphasizes that learners actively construct their own knowledge through experience, rather than passively receiving information. This process is influenced by prior knowledge, personal experiences, and interactions with the world.
      - Major Figures
        
        Jerome Bruner: Introduced the idea of "scaffolding," where teachers support learning by building on students' current knowledge.
        
        John Dewey: Advocated for experiential learning, where students engage in problem solving & real world tasks.
        
        Lev Vygotsky: Emphasized the role of social interaction & cultural context in learning, particularly through the "Zone of Proximal Development" (ZPD).
        
        Jean Piaget: Highlighted cognitive development through stages, where learners build knowledge through experiences & maturation.
      - Principles
        
        learning is active & constructive - students engage in hands on activities, problem-solving, & inquiry
        
        knowledge is contextual - understanding develops through interaction with the environment & others
        
        social collaboration is crucial - peers & teachers co-construct meaning in shared learning experiences
        
        prior knowledge guides new learning - learners' experiences shape how they interpret new info
      - Critiques
        
        Teacher guidance: some suggest constructivist classrooms may lack structure, as it leans heavily on students' self direction, which can hinder learners who need more explicit guidance
        
        Assessment challenges: measuring learning in constructivist environments can be difficult, as it often focuses on qualitative rather than quantitative outcomes
      - EELDRC
        
        begins with whole-group instruction to introduce new content, moves to small-group activities to reduce learning risks & encourage collaboration, concludes with individual work to demonstrate understanding
        
        Experience
        
        provide hands-on explanatory learning to engage students' curiosity
        
        Label
        
        teacher names & explains the concepts explored in the experience phase
        
        Demonstrate
        
        students apply knowledge through small-group activities (projects, discussions)
        
        Celebrate
        
        acknowledge successes & close with encouragement (praise, high-fives)
        
        Review
        
        reinforce learning with multimodal reviews & formative assessments
        
        Enroll
        
        hook students with engaging, multimodal activities (storytelling, multimedia, etc.) to show relevance
        
        :key: benefit: reduces student risk by providing structured support throughout the learning process
      - Implications for assessment
        
        Multiple Means of Representation: aligns with Eisner's (1994) view on multiple forms of representation & UDL's emphasis on various ways students can show understanding
        
        Assessment Options: students may choose from diverse ways to represent learning - e.g. diagrams, multimedia presentations, songs, essays - allowing them to demonstrate knowledge in the mode that suits their learning style best
        
        Philosophical Core: students construct knowledge by connecting new info to existing schemes
      - Learning Modalities & Multiple Intelligences
        
        lesson incorporates visual, auditory, kinesthetic, & spatial intelligence trhough activities like drawing, journaling, group work, outdoor activities, & measuring
        
        the teacher provides multimodal instruction to accommodate diverse learners & continuously assesses their progress throughout the lesson
      - Student-Centered Learning
        
        Active Participation: students are @ the center of the learning experience, engaging in activities that encourage inquiry & collaboration
        
        Role of Teacher: shifts from "sage on the stage" to "guide on the side", providing support through questioning, conferring, & formative assessment
        
        Learning Through Doing: the approach emphasizes that those actively engaged in reading, writing, talking, & doing are the ones constructing knowledge
- - - - Teacher driven: teachers start with clear, specific objectives or standards, designing lessons to meet these goals
      - Observable Outcomes: success is measured by observable changes in student behaviour, aligning with defined objectives
      - Structure & Methodology: lessons often include direct instruction, guided & independent practice, with focus on drills & reinforcement activities
      - Efficiency Focus: Effective for teaching foundational skills & introductory content required for more complex tasks
      - Theoretical Roots: grounded in conditioning theory, with :key: contributions from Pavlov, Watson, & Skinner, emphasizing behaviour change via environmental stimuli
      - Operant Conditioning: reinforcement shapes behaviour (e.g. praise for correct answers reinforces desired actions)
      - Direct Instruction: modern variations like the "I do We do You" model emphasizes step-by-step guidance with opportunities for monitoring & correction
      - Popular Framework: Madeline Hunter's "7 Step Lesson" (anticipatory set, objective, input, modeling, understanding checks, guided & independent practice) provides a clear, structured approach
    - - Emphasizes creating "wow" experiences by engaging students' senses; unlike traditional models focused on outcomes, this method prioritizes deep, meaningful experiences to stimulate both students & teachers. The term "aesthetic" refers to being fully awake, alive, & engaged - much like the opposite of being under an anesthetic
      - :key: concepts
        
        Wide Awake Learning: inspired by philosopher Maxine Greene, aesthetic learning means being fully engaged & reflective. Greater awareness through sensory experiences enhances students' understanding of content
        
        Sensory Engagement: drawing from scholars like Arnheim, Eisner, & Dewey, the aesthetic approach utilizes the senses to create knowledge. The more students perceive through sensory interactions, the more they can understand & remember
      - rationale
        
        Teacher & Student Growth: aesthetic approach energizes teachers & creates joy in learning, allows for creative lesson planning & helps make dull subjects more engaging
        
        Memory Retention: combining experiences with declarative knowledge enhances long term memory
      - CRISPA Framework (encompasses 6 dimensions)
        
        Connections: intellectual, sensory, personal, & social links to the content
        
        Risk Taking: encouraging students to try new things in a supportive environment
        
        Imagination: inward creative processes leading to outward expressions
        
        Sensory Experience: direct engagement with objects or environments through the senses
        
        Perceptivity: deep examination of sensory experiences to uncover subtle qualities
        
        Active Engagement physical activity, choicemaking, & personal meaning creation in learning
      - theoretical background
        
        the aesthetic approach to lesson planning falls into the transformational category, rooted in John Dewey's ideas on sensory perception. Dewey emphasized that any life experience could become an aesthetic one, contributing to an enriching educational environment
      - critiques & considerations
        
        :key: features
        
        Focuses on creating engaging, joy filled learning experiences for students.
        
        Prioritizes the aesthetic experience over predetermined outcomes.
        
        Can be occasionally incorporated into standard lesson plans using CRISPA elements (Connections, Risk taking, Imagination, Sensory experience, Perceptivity, Active engagement).
        
        Lessons can be adorned with inspirational quotes, images, and colors for future inspiration.
        
        critiques
        
        Essentialists argue that education should focus on predetermined objectives and measurable outcomes.
        
        Critics believe that the lack of specific, outcomes aligned objectives can hinder optimal learning.
        
        practical application
        
        Create expressive objectives centered on exploration.
        
        Sequence activities to build intellectual, social, sensorial, and personal connections.
        
        Use metaphors to deepen understanding of academic content.
      - considerations for teachers
        
        engage students in "wow" experiences, fostering creativity & memory retention
        
        adorn lessons with aesthetic elements to draw teachers into the planning process
        
        embrace risk-taking & active student engagement for meaningful learning
    - - The ecological approach to lesson planning extends beyond environmental science to include connections to people, places, and both local and global communities. This method breaks down barriers between school content & real life experiences, creating an integrated learning environment.
      - :key: components
        
        Place Based Curriculum Design (PB): Focuses on using the local context & community to inform what, how, & where teaching occurs. It involves students in local investigations by asking questions like “Where are we?” & “Who lives here?” This method includes an action component, where students respond to their findings through practical means, enhancing community engagement.
        
        Eco Mindedness: Emphasizes themes of care, interconnectedness, & integrity in learning. These themes are woven into any lesson to enhance relevance & guide exploration of the human environment relationship. Eco Mindedness supports student engagement & aligns with educational standards
      - rationale
        
        Enhances relevance for students by linking content to their lives, increasing engagement, & supporting character education
        
        Encourages students to become researchers & problem solvers in their communities, fostering active citizenship
      - application
        
        Experience Based Objectives (EBO): Focus on planning student experiences rather than outcomes. Involve students in creating objectives & connect learning to their lives & communities
        
        Teachers can incorporate ecological themes into any subject area & lesson plan, integrating place based curriculum design & eco mindedness to transform education & foster sustainable ways of living.
      - assessment & evaluation
        
        emphasize student experiences & actions rather than solely relying on traditional methods like tests & quizzes; approach encourages assessments that capture student growth, shifts in beliefs, & calls to action (e.g. an exploration of a local park may not only teach students the names of plants & animals but also inspire actions to protect the park or educate others) - assessments should be both knowledge & experience based
      - :key: elements
        
        Investigative Questions: Collaboratively design experiences that honor students' past & present. Questions such as “Where are we?” & “Who lives here?” guide exploration & learning.
        
        Experience Based Objectives: Focus on the experience, not just the outcome. Encourage students to explore concepts & skills relevant to their personal, cultural, & social contexts. Involve students in creating objectives that connect learning to their lives.
        
        Direct Exploration & Sense of Place: Provide opportunities for students to explore their local surroundings, fostering a sense of place and connection.
        
        Multiple Pathways to Eco Mindedness: Include experiences characterized by care, interconnectedness, & integrity. (e.g. caring for a park, mapping local resources, or volunteering @ a shelter)
        
        Positive Action: Encourage students to act on their learning to improve their environment, such as writing letters to officials or organizing community events.
        
        Interdisciplinary Learning: Integrate multiple disciplines (science, social studies, language arts, art, etc.) to explore topics like park ecology or schoolyard, connecting learning across subjects.
        
        Classroom Interactions
        
        The ecological approach centers on exploration & active engagement. Objectives are collaboratively established, adaptable, and often multidisciplinary. Assessments focus on student self-evaluation & teacher feedback, emphasizing experiences, learning goals, & actionable outcomes.
      - critiques
        
        Any study of place or ecology cannot be placeless. Places have signifiers & associations & most importantly they are grounded in timeless traditions of land from Indigenous peoples. Oftentimes these approaches erase or appropriate indigenous worldviews.
    - - Social Emotional learning (SEL) is increasingly vital due to rising mental health issues among children with high rates of anxiety, depression, & trauma impacting students' academic performance & wellbeing (CDC, 2019; CAHMI, 2017). SEL aims to address these challenges by embedding social & emotional skills within academic curricula.
      - approach
        
        the Integrated Social Emotional Learning (ISEL) approach merges academic & SEL goals within a single lesson plan
      - focus
        
        Relationship Building & Holistic Development: creating a supportive learning environment that promotes emotional & social growth alongside academic achievement
      - theoretical background
        
        The concept of SEL aligns with holistic education philosophies from pioneers like Dewey, Montessori, & Steiner, & is rooted in the understanding that multiple intelligences—including social & emotional—are crucial for student success (Gardner, 1983; Salovey & Mayer, 1990).
      - lesson structure
        
        Each lesson includes an inclusion activity, engaging practices, & a reflective closure. This ensures students not only learn academic content but also develop social emotional skills.
      - objectives
        
        Lessons have dual objectives—academic & social emotional. Students also set personal SEL goals, enhancing their engagement & growth.
      - implementation
        
        According to the Collaborative for Academic, Social, & Emotional Learning (CASE), SEL can be implemented through: freestanding lessons, general teaching practices, integration within academic content, schoolwide initiatives
      - assessment & evaluation
        
        Integrate SEL & academic assessments. Use various tools, including surveys, performance based assessments, & SEL specific evaluations. Ensure assessments are equitable & inclusive.
      - classroom interactions
        
        Emphasize knowing students holistically, interactive learning, & empowering students in setting SEL objectives. Success is marked by student self reflection, collaboration, & active engagement.
      - critiques & considerations
        
        Relevance: SEL curricula often lack relevance to students’ real-life challenges & may oversimplify their experiences.
        
        Time Constraints: Competing academic priorities can limit the time available for SEL.
        
        Professional Development: Insufficient training & support hinder effective SEL implementation & personal growth for educators.
        
        Flexibility: Rigid lesson plans may prevent teachers from adapting to students' evolving needs.
        
        Cultural Sensitivity: SEL programs sometimes reinforce normative behaviors. Teachers should practice culturally responsive & perceptive teaching to address this.
        
        Program Limitations: Traditional SEL programs can be expensive, scripted, & inflexible, often led by specialists rather than integrating into daily classroom practices. These programs may also overlook the expertise of teachers. (Zones of regulation)
        
        Need for Flexibility: There is a demand for adaptable SEL approaches that are feasible for diverse needs & contexts while achieving meaningful outcomes.
        
        Teacher Readiness: Teachers may feel unprepared to address SEL needs & might question its impact on academic learning. Experimenting with various ISEL models can provide valuable insights into classroom dynamics, student relationships, & overall climate.
- - - - 94 Calls to Action - 62 & 63 specifically target curriculum & education (provisions for treaty ed, IRS, contributions)
        
        one imperative in calls is that all teachers of all students have the necessary knowledge to integrate Indigenous epist's, with traditional knowledge @ the forefront
      - TRC almost 10 years ago addressing legacy
        
        140 federally-run, Church-backed IRS schools recognized in settlement
        
        last one closed in 1996
        
        housed 150,000 children aged 5-15 of FNMI descent, subjective to violence & cultural erasure
        
        there're countless remaining survivors from which testimonial is drawn
        
        6000 recorded deaths of children & babies
        
        7000 testimonies
      - disparity in health & educational outcomes & over-representation in systems (prison & child services)
  - - - in a model that sees reconciliation as an individual event rather than a continuous set of actions & processes in relationship with Indigenous peoples, there is little hope for sincere & truthful conversations that may lead to a shared future
- - - - i. Make age-appropriate curriculum on residential schools, Treaties, and Aboriginal peoples’ historical and contemporary contributions to Canada a mandatory education requirement for Kindergarten to Grade Twelve students
      - ii. Provide the necessary funding to post-secondary institutions to educate teachers on how to integrate Indigenous knowledge and teaching methods into classrooms.
      - iii. Provide the necessary funding to Aboriginal schools to utilize Indigenous knowledge and teaching methods in classrooms
      - iv. Establish senior-level positions in government at the assistant deputy minister level or higher dedicated to Aboriginal content in education.
  - - - i. Developing and implementing Kindergarten to Grade Twelve curriculum and learning resources on Aboriginal peoples in Canadian history, and the history and legacy of residential schools.
      - ii. Sharing information and best practices on teaching curriculum related to residential schools & Aboriginal history.
      - iii. Building student capacity for intercultural understanding, empathy, & mutual respect.
      - iv. Identifying teacher-training needs relating to the above.
- - - - teacher moves from a "sage on the stage" (traditional classroom) to a "guide on the side" (flipped classroom)
      - constructivist tenets: views learning as an active process where students build their own knowledge & understanding, moving beyond traditional methods of simply transferring info from teacher to student
    - - explores how power is addressed within the learning sciences, contrasting dominant individual cognitive theories with sociocultural perspectives; while cognitive theories focus on internal knowledge processes, sociocultural theories emphasize the inseparability of context & cognition, making them more suitable for examining power as a relational phenomenon
      - 6 :key: themes highlight how learning is shaped by social, cultural, & historical contexts
        
        cultural artifacts (tools & signs) mediate human cognition
        
        learning should be studied in real-world contexts, not just labs
        
        learning evolves as ppl move across contexts, blending individual & environmental factors
        
        historical timescales impact learning, which unfolds & endures over time
        
        learning should be analyzed by focusing on processes, not just outcomes
        
        power operates as ppl exert agency within the constraints of joint activities
    - - centers "race", racism, & power to challenge societal hierarchies & examine inequity; emerged from critical legal studies in the 1980s but diverged due to its focus on race, activism, & the voices of ppl of colour.
      - CRT critiques the liberal foundations of equality, questioning neutrality, meritocracy, & colour blindness in education
      - :key: themes
        
        racism is endemic in society, woven into north American systems
        
        liberal concepts like neutrality & meritocracy mask power & uphold racial hierarchies
        
        social phenomena require historical & contextual analysis
        
        the experiential knowledge of marginalized groups is vital for understanding & challenging dominant narratives
        
        the fight against racism is connected to a broader mission to dismantle all forms of oppression
        
        CRT's application in education highlights the limitations of multicultural reforms & advocates for a deeper analysis of systemic inequities, offering a lens through which sociocultural perspectives on learning & development can be re-examined.
    - - Queer theory, while emerging later in the learning sciences, offers valuable insights into human learning, identity, & methodology. It challenges dominant norms of gender & sexuality, proposing that learning environments should consider how these norms are co-constructed through lived experiences, societal expectations, & institutional structures like education. By centering gender & sexuality, queer theory pushes the boundaries of traditional sociocultural theories, offering new ways to understand human action & learning that are inclusive of diverse identities.
      - In particular, queer theory questions the "heterosexual matrix" (Butler, 1999) — the societal structure that strictly categorizes gender & sexual identities. It aims to disrupt what is considered 'normal,' emphasizing the presence of non-normative desires, relationships, & practices that are often marginalized in learning environments. Integrating queer theory into the learning sciences creates opportunities for more equitable & inclusive educational spaces.
    - - Reimagining Human-Nature Relations: The construction of human-nature relationships is central to the socio-ecological challenges of the 21st century. This chapter calls for a reimagining of these relationships, moving away from domination & towards collective continuance, particularly in Indigenous contexts.
      - Impact of Colonial Histories on Learning Theories: Colonial & settler-colonial histories have deeply influenced how we understand learning and development. These historical constructions shape how we relate to the natural world, perpetuating inequalities that challenge collective revitalization for Indigenous & other marginalized communities.
      - Decolonial Trans-Ontologies: The chapter explores "decolonial trans-ontologies," emphasizing the need to move beyond Western intellectual traditions. It challenges sociocultural theories to integrate multiple ways of knowing & to include more expansive understandings of human-nature relations.
      - Critique of Vygotsky's Legacy: While Vygotskian sociocultural theories have advanced understanding of social learning, they often overlook human-nature interactions & continue to perpetuate colonial concepts like human exceptionalism. The author argues for the inclusion of more pluralistic, decolonial perspectives in learning theory.
    - - Critical Pedagogy: A movement and theory that examines the relationship between education and oppression, aiming to foster social transformation. Central figures include Paulo Freire, W.E.B. Du Bois, Frantz Fanon, Gloria Anzaldúa, and others.
      - Banking Education vs. Problem-Posing Education: Freire critiqued traditional, authoritarian teaching methods where students passively receive knowledge (“banking education”). Instead, he advocated for problem-posing education, which views students as active participants in transforming their social realities.
      - Liberatory Teaching: education should not merely change the content but also transform social relations & teaching methods, encouraging critical consciousness & action for social justice
      - Praxis and Dialectics: Critical pedagogy emphasizes praxis—the interplay of reflection & action—& dialectical thinking, constantly critiquing & evolving theories in response to changing social conditions.
    - - Development of Expertise: Expertise develops through deep understanding of subject matter, organized around core concepts, rather than isolated facts. Experts structure their knowledge in ways that enable efficient problem-solving.
      - Metacognition: Learners benefit from being taught metacognitive strategies—the ability to monitor & regulate their own learning processes—leading to more effective problem-solving & adaptability
      - Active Learning: Learners actively construct knowledge by integrating new info with prior experiences & knowledge, emphasizing the importance of meaning-making rather than passive absorption.
      - Social Context: Learning is enhanced by social interaction, where collaboration & discourse with others help clarify & reinforce concepts, & learners benefit from shared knowledge.
  - - - this method ensures foundational understanding, reinforced with more advanced ideas as students progress through grades
      - introduces basic concepts @ early grade levels which are revisited & expanded in complexity over time
      - a spiral curriculum organizes content from simple to complex, helping students move from concrete concepts to deeper, abstract understanding over time (Tirol, 2022)
      - :key: points
        
        concepts are revisited @ increasing levels of complexity
        
        builds a strong foundation for deeper learning in later stages (Tirol, 2022)
        
        moves learning from tangible to abstract or from basic to advanced ideas
      - In Quebec's Progression of Learning, Bruner's spiral curriculum has been reflected in how competencies are developed across grade levels,. The progression of learning in the Quebec curriculum is organized so that competencies are revisited and refined over time:
        
        critique
        
        “In the Brunerian spiral, curriculum & content build upon one another, supposedly in skill growth as well as content complexity & depth. The problem is…that the spiral doesn't happen fast enough or with the intention needed. The assumption that teachers @ least 1 year apart will engage the curriculum with the same intent or plan or begin where students left off is incorrect. It's not that with a vertical strategic plan it couldn't happen, but it would need to be a site or small learning community decision….Bruner was correct in concept but wrong in scope. The spiral curriculum works well if narrowed. Rather than aligning the curriculum to be sequentially built upon itself for the entire K-(12) education of children, the curriculum should be built around the growth of intellectual & academic skills & processes & ever-increasing content complexity in each semester & year of each subject.” (Gibbs, 2014)
      - building from simple to complex
        
        :key: skills & knowledge are introduced early & are revisited across multiple years. (e.g. in the subject of mathematics or language arts, foundational concepts are taught in elementary school & revisited in greater depth in secondary school, allowing for increasing complexity & student autonomy)
- - - - Mastery Over Seat Time: students advance based on demonstrated mastery
      - Personalized Learning: tailored to individual needs & interests
      - Flexible Pacing: progression based on skills acquisition, not a fixed timeline
      - Transparent Learning Goals: clear, shared goals between students & teachers
      - Real-World Application: connects competencies to practical, real-world tasks
    - - both QC's competency framework & Aurora's CBE share a commitment to: #
        
        student-centered learning
        
        skill mastery over content memorization
        
        real-world applications in learning
        
        the future of education involves a blend of these principles to address diverse learner needs
    - - emphasizes personalization & flexibility in pacing
      - strong focus on student agency & transparency in learning goals
      - competency mastery is directly linked to real-world relevance
    - - adapting teaching practices to the competency-based framework
      - assessing competencies in a meaningful way across different disciplines
      - challenges of scalability & ensuring consistent competency mastery
      - potential resistance
- - - - general overview
        
        established in the early 2000s as part of curriculum reform
        
        focuses on competency development rather than content memorization
        
        shift from subject-based teaching to fostering :key: life skills
      - Broad Areas of Learning #
      - Cross-Curricular Competencies #
        
        understanding cross-curricular competencies
        
        in QC's education system, competencies go beyond subject-specific knowledge, emphasizing skills that help students apply learning in real-world situations
        
        cross-curricular competencies are essential as they focus on developing a student's ability to think critically, solve problems, communicate effectively, & work collaboratively across all subjects
        
        purpose
        
        aim: to foster lifelong learners who can navigate complex, changing environments
        
        competencies are foundational in helping students:
        
        adapt to diverse contexts
        
        connect knowledge from different disciplines
        
        develop social & emotional skills that prepare them for civic, professional, & personal life
        
        4 categories
        
        Intellectual: to use info, to solve problems, to exercise critical judgement, to use creativity
        
        Methodological: to adopt effective work methods, to use ICT
        
        Personal & Social: to construct his/her identity, to cooperate with others
        
        Communication-related: to communicate appropriately
      - Subject Areas #
      - Transversal Competencies
        
        problem-solving, critical thinking, & communication
        
        encourages collaboration, creativity, & lifelong learning
      - Disciplinary Competencies
        
        core subjects like math, languages, sciences are framed as "competency domains"
        
        each subject focuses on the application of knowledge in real-life contexts
      - how competencies shape learning
        
        teachers are encouraged to integrate these competencies into their lessons, encouraging students to make links b/t subjects & real-life applications
        
        this approach shifts the focus from rote memorization to building adaptable, well-rounded individuals who can tackle future challenges
      - pedagogical implications in QC's model
        
        competency evaluation
        
        formative assessments play a significant role
        
        emphasizes process over product
        
        learning contexts
        
        student-centered learning strategies
        
        teachers as facilitators guiding students through experiential learning tasks
      - QC's competencies framework
        
        curriculum structured around broad competencies applied within subjects
        
        focus on student-centered, context-based learning
        
        formative assessments are integral to evaluating student growth
- - - - overarching themes that guide education in QC
      - aim to develop well-rounded students by focusing on real-world, cross-disciplinary issues
      - 5 areas
        
        Health & Wellbeing: promotes physical, mental, & emotional health
        
        Personal & Career Planning: encourages students to reflect on personal goals & future careers
        
        Environmental Awareness & Consumer Rights/Responsibilities: teaches sustainable development & informed consumerism
        
        Media Literacy: develops critical thinking regarding media, info, & digital literacy
        
        Citizenship & Community Life: focuses on social responsibility, democracy, & community engagement
      - importance of BAL in elementary education
        
        encourages interdisciplinary learning
        
        focuses on student engagement with societal issues
        
        prepares students for life beyond the classroom
      - role of BALs in developing cross-curricular competencies
        
        BAL integrates with cross-curricular competencies like problem-solving, critical thinking, & communication skills
        
        provides a contextual framework for applying academic skills in real-world situations
      - pedagogical integration
        
        teachers incorporate BAL through varied subjects & classroom activities
        
        encourages project-based, experiential learning that addresses multiple areas simultaneously
    - - interconnection of BAL & cross-curricular competencies
        
        cross-curricular competencies (CCC) such as personal autonomy, cooperation & using info effectively are applied within the context of the BAL
        
        each BAL encourages students to apply CCCs in real-world settings, reinforcing their relevance
        
        e.g. media literacy BAL ties into CCCs like critical thinking & communication
      - progression of learning
        
        BAL guides the progression of learning by providing real-world contexts for skill development @ each grade level
        
        the curriculum is structured to introduce & revisit BAL themes progressively, allowing students to deepen their understanding over time
        
        progression charts ensure that competencies are scaffolded, with increasing complexity in both BAL & CCCs as students move through the curriculum
      - holistic development
        
        the integration of BAL & CCCs ensures that learning isn't just about academic achievement but about developing holistic individuals who can navigate societal challenges
        
        by progressively building competencies within the framework of BAL, students develop both academically & socially, preparing them for lifelong learning & civic engagement
      - e.g.s
        
        group projects addressing environmental issues (environmental awareness BAL + CCCs)
        
        debates on current events in media (media literacy BAL + CCCs)
        
        community service activities (citizenship BAL + CCCs)
      - role of teachers
        
        teachers play a crucial role in bridging the BAL with CCCs & ensuring smooth progression
        
        they design learning activities that interweave the competencies with relevant societal themes
- - - - The QEP defines the Progression of Learning as a structured sequence of learning expectations across grade levels.
      - Provides clear guidelines on what students should achieve by the end of each cycle (typically a 2-year span).
      - gradual progression by cycle
        
        shows a sample progression for a skill across Cycles 1 to 3
        
        explains how each cycle deepens or extends prior knowledge & skills
      - the structure of the progression of learning
        
        explains the organization by subject, cycle, & specific learning outcomes
        
        describes how each subject area (e.g. math, science, language arts) has detailed learning expectations organized into cycles (e.g. Cycles 1, 2, & 3)
      - :key: components
        
        lists :key: components: knowledge, skills, & attitudes
        
        identifies essential skills to be acquired & also emphasizes attitudes & values that underpin learning