The New BC Curriculum by Nicole Moxey https://padlet.com/nmoxey/d1swtvifmv4z After selecting a subject and grade, describe how you would teach that learning outcome in a traditional classroom vs in a constructivist online class. en-us 2018-06-26 18:02:25 UTC 2018-08-09 18:18:46 UTC hello@padlet.com Foundations of Math and Pre-Calculus 10 https://padlet.com/nmoxey/d1swtvifmv4z/wish/270583084 Learning Outcome
-         primary trigonometric ratios
 
Traditional Approach 
-        board lesson with homework questions from the textbook
 
Constructivist Online Class
-        Part A: recorded video introducing SOHCAHTOA accompanied with different examples and drawings
-        Few practice questions – students must show all their work and can collaborate with their peers
-        Application: Play “Exploring Trig Ratios” 
https://www.learnalberta.ca/content/mejhm/index.html?l=0&ID1=AB.MATH.JR.SHAP&ID2=AB.MATH.JR.SHAP.TRIG&lesson=html/object_interactives/trigonometry/use_it.html 
 
- Zarah
]]> 2018-07-19 03:34:42 UTC https://padlet.com/nmoxey/d1swtvifmv4z/wish/270583084 "Arts" Grade 6 https://padlet.com/nmoxey/d1swtvifmv4z/wish/270736985 While I am alarmed at any curriculum that lumps all fine arts subjects into one "arts" category (and what happened to the 'fine' in fine arts?), it is interesting to see what different jurisdictions focus on. I am hopeful that BC schools continue to offer the (very) different arts disciplines as standalone courses, rather than a watered-down general course that tries to touch on all areas without really touching on any of them. Anyway, onto the post:

Outcome
"Develop and refine ideas, processes, and technical skills in a variety of art forms to improve the quality of artistic creations"

In music, a traditional approach would involve rehearsing student musicians in an on-going dialogue. Music tends to be constructivist in many regards, even in the traditional model. Orff Schulwerk is worth a quick google, for an example of this.

With regards to incorporating more of the elements of constructivism, one deficiency I've observed is the lack of focus on documenting the learning process. In the past, teachers could assist students with video/audio recordings, but this was a cumbersome process. Today, with personal devices, recording is much more accessible, although the quality of built-in microphones often limits the quality. However, for the sake of documenting the process in a digital portfolio, for example, such tools are quite valuable. Portfolio work has often been a part of constructivist teaching in other subjects, but E-portfolios open the door to performing arts. While this is not really an 'online class', it is an example of how technology can facilitate constructivist pedagogy.

-Neil


]]> 2018-07-21 04:09:29 UTC https://padlet.com/nmoxey/d1swtvifmv4z/wish/270736985 Social Studies 12 https://padlet.com/nmoxey/d1swtvifmv4z/wish/270748366 Outcome - " Use geographic inquiry processes and geographic literacy skills to ask questions; gather, interpret, and analyze data and ideas from a variety of sources and spatial/temporal scales; and communicate findings and decisions (evidence and interpretation)"
Traditional Methods: This probably would have been supplemented with a textbook and written tests.
Constructivist methods: Have the students engage with such resources as Google Tours and Google Earth to explore an area of their interest, and with Google Tours, to create a 'guided' 2 or 3D 360 degree virtual tour of the area in groups of 2-3, using multiple, accredited sources to gather their tour information. Have a gala showcase where each group presents their area of interest and guides the class through the tour, with students joining in and interacting with the tours on their own workstations, asking questions, and immersing themselves in each journey.
-Reg]]> 2018-07-21 12:52:24 UTC https://padlet.com/nmoxey/d1swtvifmv4z/wish/270748366 Career Education Gr. 9 https://padlet.com/nmoxey/d1swtvifmv4z/wish/270916386 Learning Outcome:  
Students are expected to…. explore volunteer and other new learning experiences that stimulate entrepreneurial and innovative thinking

Students previously completed two other outcomes to inform this one:

- Use self-assessment and reflection to develop awareness of their strengths, preferences, and skills
- Question self and others about how individual purposes and passions can support the needs of the local and global community when considering career choices

Traditional Face-to-Face 
1.  In a face-to-face classroom, I would start with solo reflection time for students to review their previously determined strengths, preferences, skills, purpose, and passions in the context of identifying volunteer experience that would reflect or enhance those qualities and characteristics. 
2.  I would bring in a speaker from Volunteer Victoria to provide an overview of the organization’s purpose, benefits of volunteering for the community and volunteer, processes for matching volunteers to positions, and share current available volunteer positions. 
3.  I would assign student groups based on common interests/passions as previously identified. Each group would use an in-class computer or laptop/iPad to search for potential community organizations, including Volunteer Victoria, which might offer a volunteer experience to match their interests and encourage creative thinking. 
4.  Each group would report to the entire class on the interests they were looking to enhance and the organizations with potential positions to match.
5.  I would ask the entire group what themes and insights they had from the activity and sharing.

Constructivist Online
1.  Students would write and share a summary reflection that identifies previously determined strengths, preferences, skills, purpose, and passions in the context of identifying volunteer experience that would reflect or enhance those qualities and characteristics.
Students would add to two other student post (someone with none or only one “reply”) by offering a different strength/quality they saw in that student.

2. Students watch this clip on benefits of volunteering: https://youtu.be/adgTRvUJ_XI
 
3.  Students would be directed to explore Volunteer Victoria’s website: https://victoria.volunteerattract.com/ 
-    Read everything under the tab About VolVic
-    Find the Programs & Services tab and read everything under the sub-heading Youth Volunteer Program
-    Sign-up for Newsflash (using school email address) to learn about new volunteer positions and activities for youth
-    Go to the Volunteer Opportunities tab
o  select the Interests button
o  check at least two Areas of Interest and click Submit
o  answer all the questions as if you are an “individual” with “My Age 17-18 years” and for positions “more than 1 year”  (these parameters will search multiple matches)
o  select “all locations” 
o  choose one potential position that is a good fit for your interests and passions 
-   Write a post that identifies the organization, position title, and how it could be a good fit for you.

 4.  Students would be directed to read and comment on at least three other student posts by asking a question or acknowledging how the student is a good fit for the position.
Students would be guided to respond to comments and questions posted by their peers.

Kristin

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