Some Guiding Thoughts: Curriculum and Evaluation

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Some Guiding ThoughtsCurriculum and Evaluation

• A presentation for understanding the big picture.
• Deans Presentation
• Christie Brown, MELS-SSCA Christie.brown_at_mels.go
  uv.qc.ca
• September 2008

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MELS, QEP, 2007. p.11
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Connections to the QEP
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What is a Competency?

• A competency is defined as the ability to act
  effectively by mobilizing (using) a range of
  resources.
• MELS, p. 17, 2006

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MELS, QEP, 2007. p.25
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Description of what a student should be able to
do
Key Features
Competency
Manifestations Observable Stuff
Source MELS, QEP, 2007
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Targeted Goals
Source MELS, Scales of Competency, p. 35
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Complexity
End Year 2
Bilan R8
LES/ES
Observations
Peer Eval
Tests
Feedback
Self-Eval
Rubrics
Strengths Weaknesses
S
Beginning Year 1
Autonomy
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Complexity
End Year 2
Bilan R4
R3
R2
R1
Beginning Year 1
Autonomy
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Complexity
End Year 2
Bilan R8
R7
R6
R5
R4
R3
R2
R1
Beginning Year 1
Autonomy
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Scales from MELS.
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Weightings of the Competencies
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Sample Report
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Science Programs
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General Education Path and Applied Education Path
Cycle One
Secondary III
Secondary IV
Secondary V
Minimum to Graduate
Required to enter Pre-U SCIENCES in CEGEP
SCIENCE TECHNOLOGY (ST)
OPTION
555-306 6 credits (150 hours)
555-404 4 credits (100 hrs)
558-404 4 credits (100 hrs) OPTION
Same for all students
OPTION 2
OPTION 1
Physics 4 credits (100 hrs)
Chemistry 4 credits (100 hrs)
557-306 6 credits (150 hours)
558-402 2 cr (50 hrs) OPT
557-406 6 credits (150 hrs)
Approved documents are expected in Winter 2009.
BRIDGE
APPLIED SCIENCE AND TECHNOLOGY (AST)
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Competency 1
Seeks answers or solutions to scientific or
technological problems

• This competency is identical in both paths.
• This competency is developed through activities
  which force students to use either the scientific
  method or the design method.

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Competency 2
Makes the most of his/her knowledge of science
and technology

• Applied Path Grade 10
• Focuses on the analysis of technical
  applications.
• Examples of Technologies
• Medical
• Transportation
• Agricultural
• Information and Communication
• MELS. Applied QEP, 2007. p. 24

• General Path Grade 10
• Focuses on ISSUES analysis
• Issues
• Climate Change
• Deforestation
• Energy Challenge
• Drinking Water
• MELS. General QEP, 2007. p. 46-53

Note The forms of analysis are the same 10
ways seen in Cycle 1.
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Technology Oriented
GENERAL PATH
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Technology Oriented
APPLIED PATH
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Competency 3
Communicates in the languages used in science
and technology

• This competency is identical in both paths.
• In order to know whether the student has
  understood something - be it a concept, a skill,
  or a method they must communicate this to us in
  an observable way

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Year 2 General Path
Concentration (ppm) Electrolytes pH scale
Electrolytic dissociation Ions Electrical
conductivity
Carbon cycle Nitrogen Cycle
Factors that influence the distribution of
biomes Marine Biomes Terrestrial biomes
Combustion, photosynthesis and respiration Acid-ba
se neutralization reaction Balancing simple
chemical equations Law of conservation of mass
Minerals Soil profile Permafrost Energy resources
Catchment area Oceanic Circulation Glacier and
ice floe Salinity Energy resources
Rutherford-Bohr Model Lewis Notation
Physical Properties of solutions
Biogeochemical cycles
Chemical Changes
Climate Zone
Electricity (Electrical charge static
electricity Ohms law Electrical
circuits Relation ship between power and
electrical energy) Electromagnetism (forces of
attraction and Repulsion Magnetic field of a
live wire)
Greenhouse Effect Atmospheric circulation Air
mass Cyclone and anticyclone Energy resources
Lithosphere
Earth Material Space World Living
Technological World World (Ecology)
Hydrosphere
Organization of Matter
Electricity and Electromagnetism
Atmosphere
Law of conservation of energy Energy
efficiency Distinction between heat and energy
Solar energy flow Earth-Moon system (Gravitational
effect)
Transformation of Energy
Space
Climate Change Deforestation Drinking Water
Energy Challenge
Density, biological cycles
Study of Populations
Electrical Engineering
Power supply Conduction, insulation, and
protection. Control Transformation of
energy (electricity and light, heat, vibration,
magnetism)
Dynamics of Communities
Mechanical Engineering
Biodiversity Disturbances
Dynamics of Ecosystems
Materials
Characteristics of linking of mechanical
parts Guiding controls Construction and
characteristics of motion Transmission systems
(friction gears pulleys And belt gear
assembly sprocket wheels and chain wheel and
Worm gear) Speed Changes Construction and
characteristics of transformation systems (screw
gear system, connecting rods, cranks, slides,
rotating Slider crank mechanism, rack and pinion
drive, cams
Trophic relationships Primary
productivity Material and Energy flow Chemical
recycling
Constraints (deflection, shearing)
Characteristics of mechanical Properties Types
of properties (plastics, Thermoplastics,
thermosetting plastics Ceramics,
composites Modification of properties Degradation,
protection
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Year 2 Applied Path
Force Types of forces Equilibrium of two
forces Relationship between constant speed,
distance and time Mass and Weight
Archimedes Principle Pascals Law Bernoullis
Principle
Air mass Cyclone and anticyclone Energy resources
Minerals Energy resources
Catchment area Energy resources
Solar energy flow Earth-Moon system (Gravitational
effect)
Combustion, oxidation
Electricity (Electrical charge static
electricity Ohms law Electrical
circuits Relation ship between power and
electrical energy)
Force and motion
Disturbances Trophic Relationships Primary
Productivity Material and energy flow Chemical
Recycling Factors that influence the
Distribution of biomes Ecosystems
Lithosphere
Hydrosphere
Fluids
Atmosphere
Electromagnetism (forces of attraction and
Repulsion Magnetic field of a live
wire) Magnetic field of a solenoid Electromagnetic
induction
Chemical Changes
Space
Earth Material Space World
Technological
World
Electricity
Electromagnetism
Law of conservation of energy Energy
efficiency Distinction between heat and energy
Dynamics of Ecosystems
Transformation of Energy
Living World
Multiview orthogonal projection (general
drawing) Functional dimensioning Developments
(prism, cylinder, pyramid, cone) Standards and
representations (diagrams and symbols)
Technologies Medical, Information,
Agricultural, Automotive
Electrical Engineering
Graphical Language
Power supply Conduction, insulation, and
protection (resistance and coding, Printed
circuit). Typical Controls (unipolar, bipolar,
unidirectional Bidirectional) Transformation of
energy (electricity and light, heat, vibration,
magnetism) Other functions (condenser, diode,
transistor, Solid state relay
Materials
Manufacturing
Manufacturing Characteristics of drilling,
tapping, threading, And bending Measurement and
Inspection Direct measurement (vernier
calliper) Control, shape, and position
(plane Section, angle)
Mechanical Engineering
Constraints (deflection, shearing) Characteristics
of mechanical properties Heat treatments Types
and properties Plastics (thermoplastics,
thermosetting, plastics) Ceramics Composites Modif
ication of properties (degradation, protection)
Adhesion and friction of parts Linking of
mechanical parts (freedom of movement) Guiding
controls Construction and characteristics of
motion, Transmission systems (friction gears,
pulleys and belt, Gear assembly, sprocket wheels
and chain, wheel and worm gear) Speed changes,
resisting torque, engine torque Construction and
characteristics of motion Transformation systems
(screw gear system, connecting rods Cranks,
slides, rotating slider crank mechanism, Rack
and pinion drive, cams, eccentrics)
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Simplified atomic model Neutron Rules of
nomenclature and notation Polyatomic Ions
Concept of mole Avogadro'd number
Cycle 2, Year 2 Science and Technology of the
environment General Option
Nuclear Stability Radioactivity Fission
and fusion
Relationship between work, force and
displacement Relationship between mass and
weight Effectve force Relationship between
work and energy
Relative atomic mass Atomic number
Periodicity of properties Isotopes
Relationship between potential energy, mass,
aceleration and displacement Relationship
between kinetic energy, mass and speed.
Relationship between thermal energy, soecific
heat capacity, mass and temperature variations
Kirchhoff's laws Electrical field
Coulomb's law magnetic field of a solenoid
Ecological Footprint Ecotoxicology contamina
nts bioconcentration bioaccumulation Lethal dose
Approved Version
Organization of Matter
Nuclear Transformations
Transformation of energy
Periodic Table
Oxidation Salts Stoichiometry Types
of bonds (covalent ou ionic) Endothermic and
exothermic reactions
Electricity and Magnetism
Ecology
Genetics Heredity Genes Alleles Character
Trait Genotype et phenotype Homozygote et
heterozygote Dominance et recessivity Protein
synthesis Cross-Breeding
Food Production Residual Materials
Material World
Chemical Changes
Living World
Genetics
Physical properties of solutions
Concentration (mole/L) Strength of
electrolytes
Technological World
Atmosphere
Axonometric Projection exploded view
(reading) Multiview Orthogonal Projection
(assembly drawing) Dinmensional tolerances
Graphical Language
Atmospheric Circulation prevailing winds
Contamination
Earth and Space
Hydrosphere
Mechanical Engineering
Contamination Eutrophication
Lithosphere
Adhesion and friction between parts Degrees
of freedom of a part Construction and
characteristics of motion transformation
systems. (eccentric)
Manufacturing
Biogeochemical Cycle
Materials
Biotechnology
Forming machines and tools
Manufacturing Characteristics of laying
out drilling, tapping, threading and bending
Measurements Direct measurement (vernier
callipers)
Soil depletion Buffering the capacity of
the soil Contamination
Electrical Engineering
Phosphorous Cycle
Types of control (lever, pushbutton, toggle,
unipolar, bipolar, unidirectional,
bidirectional) Other functions (condenser,
diode)
Heat treatments
Cloning Wastewater treatment
Biodegradation of polluants
Conduction, insulation and protection
(resistance et coding, printed circuit)
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Cycle 2, Year 2 Science and the
Environment (Applied Option, 2 cr)
Relationship between potential energy,
mass, acceleration and displacement
Relationship between kinetic energy, mass and
speed.
Relationship between work, force and
displacement Efficient force Relationship
between work and energy
Lewis notation Particles (proton, electron,
neutron) Simplified atomic model Relative
Atomic Mass and Isotopes
Relationship between thermal energy, specific
heat capacity, mass and changes in temperature
Approved Version
Ecotoxicology contaminant bioconcentration bioa
ccumulation Toxicity level
Nomenclature and Notation Rules Polyatomic
ions Concept of mole
Transformations of Energy
Organiaation of matter
Material World
Ecology
Food Production Residual Materials
Living World
Precipitation Decomposition and synthesis
Photosynthesis and respiration
Acid-baseneutralization Salts Balancing
chemical equations
Greenhouse Effect Atmospheric circulation
Prevailing winds Contamination
Atmosphere
Earth and Space
Chemical Changes
Hydrosphere
Law on the conservation of mass
Stoichiometry Types of bonds (covalent ou
ionic) Endothermique and exothermic reactions
Contamination Eutrophication
Lithosphere
Physical Changes
Physical properties of solutions
Soil profile (Horizons) Buffering capacity
of the soil Contamination
Solubility Concentration (g/L, ppm, ,
mole/L) Electrolytes pH Scale
Dissolution Dilution
Ions Electrical Conductivity
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Math Programs
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Mathematics at the Secondary LevelGeneral and
Applied paths
Cycle One
Cycle Two
Cultural, Social and Technical
Second Year 063 404
Third Year 063 504
100 h
100 h
Technical and Scientific
Second Year 064 406
Third Year 064 506
First Year 063 100
Second Year 063 212
First Year 063 306
150 h
150 h
Science
150 h
150 h
150 h
Second Year 065 406
Third Year 065 506
150 h
150 h
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Cycle 2 Mathematics Paths
Secondary 3
Secondary 4
Secondary 5
Cultural (CST) (100 hours 4 credits) Technical
(150 hours 6 credits) Scientific (150 hours
6 credits)
Cultural (CST) (100 hours 4 credits) Technical
(150 hours 6 credits) Scientific (150 hours
6 credits)
Common Program 150 Hours
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Competency-based Program

• Three Competencies in Mathematics
• Solves a Situational Problem
• Uses Mathematical Reasoning
• Communicates using Mathematical Language
• Each Competency contains
• Evaluation Criteria
• Developmental Profile
• End-of-Cycle Competency scale
• (not available yet for Year 2)

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Mathematics Competency One
Plan Model
Decode
Solves a Situational Problem
Share Reflect
Solve
Validate
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Mathematics Competency Two
Uses Mathematical Reasoning
Construct Proofs
Use Knowledge
Make Conjectures
TEXT
Identifies and analyzes the situation using a
variety of strategies
Uses learned concepts and algorithms to solve
situation
Presents the solution using a formal procedure
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Mathematics Competency Three
Communicates Using Mathematical Language
Using Precision Rigor
Using Multiple Models
Producing Messages
Interpreting Messages
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Elements of a Learning and Evaluation Situation

• A situation is made up of the following elements
  
• A context linked to a problem
• A complex task or set of tasks
• Learning activities linked to knowledge
• BUT ALSOit should
• Be consistent with the aims of the QEP
• Be based on students interests and offers
  challenges within their reach
• Demonstrate the usefulness of knowledge

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Characteristics of COMPLEX TASKS

• Called SITUATIONAL PROBLEMS in Math.
• All Situational Problems have the following
  characteristics
• Calls for all elements of a competency
• Key Features, Evaluation Criteria, Pedagogical
  Context, etc
• Presents a problem that students have not
  previously solved
• Requires an elaborate production
• Students may use different strategies and create
  different production (solutions)
• Evaluated along the criteria outlined for that
  competency
• Evaluation is transparent and is adapted to the
  time of year and to students prior learning

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Characteristics of LEARNING ACTIVITIES

• In order to solve learning activities students
  need to mobilize a series of resources. This
  calls for them to develop and use
• Factual Knowledge Facts, concepts, rules
• Procedural Knowledge Methods, steps, procedures
• Conditional Knowledge Strategies, transferred
  knowledge
• Learning Activities are used to develop and
  evaluate for Competency 2 3
• C2 Uses Mathematical Reasoning ? Application
  Questions
• C3 Communicates Mathematically ? Communication
  Questions
• Knowledge-based activities in Mathematics can
  include
• Activities to assimilate a concept, process,
  rule, formula, theorem, etc
• These focus on a specific algorithm or procedure
  to be assimilated.
• Training activities that may vary in difficulty.
• These are the more traditional textbook
  exercises that all Math teachers are familiar
  with.
• Activities used to structure knowledge by
  creating links
• Summaries, concept maps, charts, diagrams, etc

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C2 Application Questions

• Situations involving APPLICATION
• Students are asked to choose and apply the
  appropriate mathematical concepts and to present
  a procedure that clearly demonstrates their
  reasoning.
• Here the focus is not necessarily a
  problem-solving process but more one in which the
  student can demonstrate certain skills or
  understandings related to the situation.
• Situations involving VALIDATION
• Students are asked to justify a statement, check
  a result or procedure, take a position, provide a
  critical assessment or convince, using
  mathematical arguments.
• Usually this requires clear and organized
  thinking from the student.
• Situations involving CONJECTURE
• Students use inductive reasoning, based on
  observation, manipulation, simulation or a series
  of examples, to make a proposition or a
  conjecture.
• The goal in this case is generalization.

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C3 Communication Questions

• Situations involving communication focus
  specifically on
• The interpretation of a message, or
• The production of a message
• It is also possible to develop and evaluate this
  competency by using Situational Problems or
  Application Questions designed to assess the
  first two competencies.

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Evaluation as an ongoing Process not just an
accumulation of grades.
Teacher feedback must be internalized and used in
future activities, projects or tests.
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.

• EVERYTHING COUNTS
• EVERYTHING DONE IN AND OUT OF CLASS HAS A
  PURPOSE.
• THIS DOES NOT MEAN THAT IT HAS TO BE COUNTED.

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Want to know more?Consult the MELS website.
MELS. http//www.mels.gouv.qc.ca/DGFJ/de/cadresec
.htm June 2006