# data[].attributes.body
A Teacher's P.O.V. on Starting Inquiry-based Learning in the Classroom. http://vimeo.com/85470752

Active learning. Digital image. Retrieved from http://wiredcosmos.com/2013/02/01/5-active-learning-strategies-for-the-science-classroom/

Bleiman, B. (2015, March 24). Should You Be Worried About Rote Learning And Poetry In The New GCSEs? Retrieved from https://www.englishandmedia.co.uk/blog/should-you-be-worried-about-rote-learning-and-poetry-in-the-new-gcses

Borja, Y. (2012, July 10). The Importance of Culture in Curriculum. Retrieved from https://www.huffingtonpost.com/yvette-borja/the-importance-of-culture_b_1508315.html

Brain. Digital image. Retrieved from http://born-leaders.com/en/whyus

Bombicino, E. (2012, Oct. 23). Why are Finnish Kids So Smart? Retrieved from https://tvo.org/blog/current-affairs/inside-agenda/why-are-finnish-kids-so-smart

Classroom Management Strategies: Building on a Strong Foundation. Retrieved from https://study.com/blog/classroom-management-strategies-building-on-a-strong-foundation.html

Hayes, D. (2003) Making learning an effect of schooling: aligning curriculum, assessment and pedagogy, Discourse: studies in the cultural politics of education, 24(2), 225-245

Hill, A. M. (1994). Perspectives on philosophical shifts in vocational education: From realism to pragmatism and reconstructionism. Journal of Vocational and Technical Education, 10(2), 37-45.

Imagine Student Success Ursula Franklin Academy. Retrieved from http://www.youtube.com/watch?v=DKp0TElK1O0

Iowa Test of Basic Skill. Digital image. Retrieved from https://tallyaspiedad.files.wordpress.com/2012/05/test.jpg

John Ralston Saul: Where is the Standardized Testing Trend Taking Us? Retrieved from http://vimeo.com/28412154

Kitts, D. (2014, Jan 8). Some Heretical Questions on Math Education. Retrieved from https://tvo.org/blog/current-affairs/inside-agenda/why-are-finnish-kids-so-smart

Lesson plan. Digital image. Retrieved from https://www.scribd.com/document/111972955/Peer-Evaluation-Documents

Math journal. Digital image. Retrieved from http://funkyfirstgradefun.blogspot.ca/2013/01/winter-math-journals-and-common-core.html

McMillan, J. H. (2014).  Classroom assessment: Principles and practice for effective standards-based instruction (6th ed., pp. 1-20,  57-64,74-88). Boston, MA: Pearson.

Ornstein, A. C. (1990/1991). Philosophy as a basis for curriculum decisions. The High School Journal, 74, 102-109.

Ornstein, A. C., & Hunkins, F. P. (2013). Curriculum: Foundations, principles, and issues (6th ed.). Boston, MA: Pearson.  Read Chapter 6, pp. 149-173.

Portfolio. Digital image. Retrieved from https://portfoliosrock.wordpress.com/what-is-portfolio-assessment/

Reid Traditional School. What is tradition education? Retrieved from http://reidtraditional.com/about/reid-traditional-schools/what-is-traditional-education/

Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 4-14.

Sir Ken Robinson: How to Escape Education’s Death Valley. Retrieved from http://www.youtube.com/watch?v=wX78iKhInsc

Sowell, E. J. (2005). Curriculum: An integrative introduction (3rd ed., pp. 52-54, 55-61, 81-85,103-106). Upper Saddle River, NJ: Pearson.

Summerhill School. Retrieved from http://www.summerhillschool.co.uk/trust.php

The Power of Student Voice to Enhance Teacher Practice. Retrieved from https://vimeo.com/61528845

Think Global School. Retrieved from https://thinkglobalschool.org/

Textbooks. Digital image. Retrieved from https://www.indiamart.com/milan-book/

Ursula Frankiln Academy.Retrieved from  http://schoolweb.tdsb.on.ca/ufa/

Ursula Franklin interview with The Current on CBC Radio (Part 1 of 2). Retrieved from http://www.youtube.com/watch?v=AzJyDxI_S30

Ursula Franklin interview with The Current on CBC Radio (Part 2 of 2). Retrieved from http://www.youtube.com/watch?v=7UJkrZ396VI

Wiggins, G. & McTighe, J. (2006). Understanding by design (2nd ed.). Upper Saddle River, New Jersey: Pearson.

# data[].attributes.attachment_link.readable_text
Do you believe in a basic and limited curriculum?
Do you believe that children should be held accountable for their actions at school, even though it means establishing "tough" consequences?

Do you want a safe environment that features a warm, congenial atmosphere that is also firm and fair?

If you answered "yes" to these questions, you probably believe in traditional education. However, there is more to it than this.

Reid Traditional Schools' is established as a traditional style school. It gives parents an alternative to the regular neighborhood school. We have a "back to the basics" format in which much emphasis is placed on reading, writing (penmanship and creative writing), and mathematics.

Some of Our Guiding Principles:

Following are some of the principles guiding Reid Traditional Schools' as a traditional school:

We will create an atmosphere conducive to the pursuit of academic excellence.

We will teach students to read, write, speak, spell, and compute accurately and effectively.

Our teachers will train students in the logical application of the scientific method.

Our teachers will challenge students to do their best by requiring that all work be done properly and on time.

Our students will learn the fundamental principles of citizenship, discipline, respect, and personal responsibility.

Our students will know and understand our history, heritage, and government.

We will help students develop strong morals and excellent character.

We will help students develop a spirit of individual achievement and appropriate competition.

Our Methods Include:

In order to accomplish these guiding principles listed above, we use methods that set us apart from other schools and from the heart of traditional education.

We offer an advanced curriculum.

Our early reading and language arts program is based on an intense phonics system, which has proven to be highly successful.

The curriculum is standardized throughout the grade levels.

Emphasis is placed on dictation, memorization, recitation, and whole-group teaching techniques.

Creative writing is encouraged. Teachers grade the mechanics as well as the content.

We encourage traditional methods of teaching.

Drill and practice are a regular part of the educational program.

Meaningful homework is a regular part of the school day for all students. Homework reinforces work that has been practiced in the classroom so that students will be able to experience success along with challenge.

Sufficient practice is given to each concept to ensure that it is mastered.

Parents are involved in the learning process.

Classroom arrangement highlights individual achievement and accomplishment.

The entire school is structured to support academic achievement.

Classroom interruptions are kept to a minimum. Pull-out programs are avoided. Announcements are scheduled.

Structured classrooms emphasize appropriate student behavior. Each classroom provides a quiet, orderly atmosphere in which learning can occur.

Parents are involved in the development and implementation of school programs. A strong parent organization is key to the success of a traditional school.

We provide a safe, wholesome environment.

All teachers strictly enforce discipline as a team.

A strong dress code is established and is strictly enforced.

There is no tolerance for all forms of violence and substance abuse.

# data[].attributes.attachment_link.description
Do you believe in a basic and limited curriculum? Do you believe that children should be held accountable for their actions at school, even though it means establishing "tough" consequences? Do you want a safe environment that features a warm, congenial atmosphere that is also firm and fair?

# data[].attributes.attachment_link.provider_name
THINK Global School - The World's First Traveling High School

# data[].attributes.attachment_link.readable_text
An Education Unlike Any Other

Imagine reading Homer as you trace Odysseus' journey through Greece or learning data modeling by cataloging the sea life you observe SCUBA diving off the Great Barrier Reef. Our rigorous Changemaker Curriculum combines worldwide travel with project-based learning, putting you in charge of your education while making the most of our travels.

# data[].attributes.attachment_link.title
THINK Global School - The World's First Traveling High School

# data[].attributes.attachment_link.description
Imagine reading Homer as you trace Odysseus' journey through Greece or learning data modeling by cataloging the sea life you observe SCUBA diving off the Great Barrier Reef. Our rigorous Changemaker Curriculum combines worldwide travel with project-based learning, putting you in charge of your education while making the most of our travels.

# data[].attributes.body
Example of  a school based on Learner Centred curriculum design.

# data[].attributes.body
Example of a school based on Society & Culture curriculum design.

# data[].attributes.body
Assessment for and as learning

Dynamic assessment

Learners are engaged in the assessment.

Assessment maximises participation

Authentic assessments that deal with life and its problems.

Collaborative assessments can be used.

Fosters student self-monitoring.

Self-assessment & peer-assessment

Portfolios and journals can be used.

Diagnostic

# data[].attributes.body
Direct participation of teacher and students in real life contexts.

Lessons are guided by students' interests.

Learning is active.

Teacher acts as a project director.

Teacher scaffolds next steps.

When possible, outside activities are incorporated.

Needs of the community are considered.

Students are encouraged to explain their reasoning.

# data[].attributes.body
Problem-based learning activities are designed to develop transferable skills and attributes along with the appropriate discipline specific knowledge.

Students identify the problems and issues they want to work on.

Adjust the time, environment and be open to various end products by students.

# data[].attributes.body
Assessment for learning

Ongoing formative assessment

Assessment is used to enhance learning.

Students' reflection is encouraged.

Self- assessment & peer-assessment

Constant feedback to students is important.

Effort is valued.

Portfolios may be used.

Feedback helps students "close the gap between current and desired performance." (Wiggins & McTighe, 2006)

Feedback is used to shape teaching.

Diagnostic

# data[].attributes.body
Teacher regularly invites students to participate in discussions andto give their opinions. There can be multiple right answers.

Lessons are built on students' prior knowledge.

Pupils are given many opportunities to interact with one another and the teacher.

Classroom instructions should meet the needs of the students.

Teacher's observations are used to guide the flow of each lesson - what need to be retaught?

Students are responsible for their learning. Time for reflection and creation of goals is part of the implementation process.

# data[].attributes.body
Planning is done in advance based on a rigid curriculum.

Textbooks are preselected.

Teachers select materials and plan each lesson, activity and assessment.

# data[].attributes.body
Assessment of learning.

Evidence based assessments are used.

Objective and standardized testing is preferred.

Retention of knowledge is tested.

Little or no feedback is provided.

# data[].attributes.body
Specific unit goals and lessons outlined for the compartmentalized subject material.

Teaching to the test

Rote-learning

Lessons are teacher led and students have no input.

Seat-work for students

Direct instruction and listening

Little connection between subjects

# data[].attributes.body
Learner centred lesson plans move away from the teacher and towards the student.

Focus on individual differences.

Developmental, social, and motivational factors are considered.

Encourages student collaboration.

Teachers plan with the knowledge of their learners as individuals and as a collective group.

# data[].attributes.body
Subject Centred/Subject Matter

Learner Centred/Learner Based

Problem Centred/Society & Culture

# data[].attributes.body
In this presentation, we will take a closer look at the three main curricular designs and determine what types of planning, implementation, and assessment methods are aligned with each design.

# data[].attributes.headline
Planning, Instruction, and Assessment Approaches

# data[].attributes.subject
Planning, Instruction, and Assessment Approaches

# data[].attributes.body
Magda Brzoska & Agnes Kucharska