Preservice Module #1: Curriculum & Instruction- Overview of the Saskatchewan Evergreen Curriculum and Telecollaborative Projects

Introduction
| Task
| Process
| Resources
| Background
| Making Connections
| Critical Thinking

Introduction

The Evergreen Curriculum project was initiated in 1995. The primary goal of the project was to create a repository and provide online access to Saskatchewan Education's (now known as Saskatchewan Learning) curriculum documents, resources and guides in support of what is known as the Core Curriculum.

The Evergreen Curriculum site features Saskatchewan's curriculum for kindergarten through to grade 12. The entire curriculum is available in a print version, however, the online Evergreen Curriculum can be considered a convenient and efficient way to access all subject and grade level curriculum for the province of Saskatchewan, as well as many other valuable resources.

From Saskatchewan Learning's Evergreen Curriculum site, you can view Saskatchewan's curriculum, which includes aims and goals, core curriculum, objectives, assessment and evaluation, instructional approaches, planning and organizing for instruction, as well as sample units.

Task

Following the completion of this module, you should be able to answer the following questions:

What is the Evergreen curriculum?
What resources and supports does the Evergreen curriculum have for elementary education?
How do I access curriculum guides, units of study and resources?
What other online resources and supports are available for elementary teachers?
What are the benefits and limitations of access to online resources for teaching?
What are telecollaborative projects?

Your task is to begin to create a unit of study for your chosen subject area. To complete the task, you will be guided through the Evergreen curriculum to find a unit of study, copy or note the foundational objectives, one suggested activity and several resources that would support your teaching.

As an extension activity, you might want to browse the Internet in search of additional unit plans, lesson plans or online resources available to you. Refer to the Making Connections section of this module for suggested online resource sites.

Process: Scavenger Hunt

Go to Saskatchewan Learning's Evergreen Curriculum website.
One of the most convenient ways to access the curriculum is through the subject selection and/or grade selection. You will notice that you are able to access the curriculum through a specific subject, grade, or special topic. Special topics focus on content areas that are of a timely manner such as Saskatchewan's Centennial or of emerging trends/needs such as Sexual Orientation and Gender Identity.
Begin by clicking on "Select by Subject", or "Select by Grade".
Choose a subject that you would like to explore.
Once you have chosen your subject of interest, choose the level that you are currently studying in your program.
Next, click on the curriculum guide for that level. This is an on-line curriculum guide that teachers can use in order to plan units of study for their particular grade.
Go through the curriculum guide for the subject and find a sample unit or unit of study that interests you.
Browse through the unit and write down (or block copy and paste into a Word document) two (2) foundational objectives for the unit. Foundational objectives are statements of the desired outcomes which students should achieve from their involvement in a particular subject area over a specified time frame. The foundational objectives represent the knowledge, skills and attitudes that are essential to the program for all students.
You will notice that there are also suggested activities for the unit within the curriculum. Take a look at the suggested activities for your selected unit and write down (or block copy and paste into a Word document) one (1).
On the green tool bar at the top of the page, click on Bibliography and look at the various suggested resources that Saskatchewan Learning has recommended for use with your unit of study. Take a look at the suggested resources for your selected unit and write (or block copy and paste into a Word document) one (1) down. You might also want to check out the LRDC link found on the Evergreen Curriculum homepage that allows teachers to purchase resources.
Once you are on the Bibliography page, browse through the title and descriptions of the resources listed. Notice that each resource has a brief description, along with suggested uses. Take note of (or block copy and paste into a Word document) 2 or 3 resources that could be used for you chosen unit of study.
Now you are on your way to planning a unit. You have a few foundational objectives, activities and resources needed to plan a unit of study.
Pause, now, and complete the "Resources", "Background: Core Curriculum Basics", and "Making Connections" sections. Once completed, return here and continue the remainder of your planning.
So now that you have an understanding of what technology is, how we use technology in teaching and learning, and what your job is, as a teacher, in regards to using technology in your planning, review the unit plan that you are working on and develop ideas for integrating technology with your curriculum. Be sure to be cognizant of the Information & Communication Technology Skills Checkpoint. Try searching the Internet for ideas of how other teachers have integrated technology with your unit of study. You might also ask a colleague to peruse your ideas and give you feedback or suggestions.
How could you develop a telecollaborative project for your unit plan? What cross-curricular objectives would your achieve? How would student learning be improved? What resources would be necessary? What would the cost-benefit analysis be?
Now you are well on your way to planning a unit that is rich with technology integration and provides meaningful and unique learning opportunities for you and your students. Congratulations!

Resources

Background: Core Curriculum Basics

Principles of Core Curriculum

Core Curriculum is intended to provide all Saskatchewan students with an education that will serve them well regardless of their choices after leaving school. It reinforces the teaching of basic skills and introduces an expanded range of new knowledge and skills to the curriculum.

Core Curriculum is developmental in nature and based on a kindergarten to grade 12 continuum. In recognition of the stages of child growth and development, the grades are grouped into the following levels:

Kindergarten
Elementary Level (grades 1 to 5)
Middle Level (grades 6 to 9)
Secondary Level (grades 10 to 12)

The two major components of Core Curriculum are the Required Areas of Study and the Common Essential Learnings (C.E.L.s). Seven Required Areas of Study form the framework of the curriculum. Six categories of Common Essential Learnings are to be incorporated in an appropriate manner into all courses of study offered in Saskatchewan schools.

Although Core Curriculum specifies Required Areas of Study for all students, opportunities for choice or electives increase as students move through the K to 12 continuum.

To meet community and student needs at the local level, provision is made within Core Curriculum to offer Locally-determined Options. Such options can be provided through the selection of provincially-developed courses or through courses developed at the local level. In recognition of the diverse needs of students, provision is made through the Adaptive Dimension for teachers to adapt instruction.

Required Areas of Study

The seven Required Areas of Study within the Core Curriculum are:

language arts
mathematics
science
social studies
health education
arts education
physical education

Each required area has unique knowledge, skills, and values that are essential for all students at the Elementary, Middle, and Secondary Levels. Therefore, the Required Areas of Study are included throughout the school program from the Elementary to Secondary Levels.

Common Essential Learnings

The six Common Essential Learnings within the Core Curriculum are (abbreviations used within curriculum documents appear in parenthesis):

Communication (C)
Numeracy (N)
Critical and Creative Thinking (CCT)
Technological Literacy (TL)
Personal and Social Values and Skills (PSVS)
Independent Learning (IL)

The Common Essential Learnings are six interrelated areas containing knowledge, skills, attitudes, and abilities that are important for learning in all school subjects. New Core Curriculum guides include instructional objectives, materials, methods, and suggestions for incorporating the Common Essential Learnings into each area of study.

Refer to "Understanding Common Essential Learnings: A Handbook for Teachers" for further explanation of CELs. http://www.sasked.gov.sk.ca/docs/policy/cels/index.html

Technological Literacy

Technological Literacy is one of the six Common Essential Learnings. Think for a moment of what technology means...how would you define technology? What does the definition of technology encompass? How does this change when we add the concept of literacy? What are your ideas of what technological literacy is? How do we, as teachers, foster technological literacy among our students?

Locally-determined Options

The Core Curriculum makes provision in the K to 12 school program for Locally-determined Options, to gain time for local or community program priorities. Policy guidelines are as follows:

At the Elementary and Middle Levels, school divisions may gain time for Locally-determined Options by reducing the time to be spent in one or more of the required areas up to a maximum of 20%.
At the Secondary Level, time for Locally-determined Options is available through the use of courses in the elective categories.
Locally-determined Options can be provided through the selection of provincially-developed courses or through courses developed at the local level. Saskatchewan Education will continue to require that all locally-developed courses be reviewed for approval by the department.

Decisions about the priorities of locally-determined program offerings, such as religious education or second language instruction, are best made by boards of education in consideration of local community needs.

Adaptive Dimension

In order to meet the variety of students' needs, flexibility is required within the school program to enable schools and teachers to adapt instructional materials, methods, and environment to provide the most appropriate educational opportunities for students.

The Adaptive Dimension is used to:

help students achieve the objectives of the course
maximize student learning and independence
lessen discrepancies between achievement and ability
promote a positive self-image and feeling of belonging
promote a willingness to become involved in learning.

These purposes address a primary function of the school, that of helping students to maximize their potentials as independent learners.

In addition to these components, Core Curriculum includes various initiatives that guide the development of teaching materials as well as instruction in the classroom. These initiatives include: Resource-based Learning, Indian and Métis Content and Perspectives, Gender Equity, Multicultural Education, Special Education, instructional approaches, evaluation practices, and others.

Resource-based Learning

Resource-based Learning involves use of a wide array of print, non-print, new media, and human resources to assist students in learning. It offers students opportunities to choose, to explore, and to discover from a variety of resources both within and outside of their community. Resource-based Learning is a means by which teachers can greatly assist students to develop attitudes and abilities for independent, lifelong learning.

Aboriginal Content and Perspectives

The inclusion of Aboriginal content and perspectives benefits all students. Culturally relevant curriculum and resources foster meaningful learning experiences for all students, promote an appreciation of Canada's cultural mosaic, and support universal human rights.

Gender Equity

In order to reach the goal of Gender Equity in the K to 12 system, Saskatchewan Learning is committed to efforts to bring about the elimination of gender bias which restricts the participation and choices of students. Expectations based primarily on gender limit students' ability to develop their full potential. Both girls and boys need encouragement to explore a wide variety of options based on aptitudes, abilities, and interest, rather than on gender.

Instruction and Evaluation

The components and initiatives of Core Curriculum find expression, interpretation, and implementation through instructional practice. For this reason, a range of instructional approaches and evaluation techniques is required if teachers are to meet the objectives of Core Curriculum and the instructional needs of students.

Multicultural Education

Multicultural education is an interdisciplinary educational process that fosters understanding, acceptance, empathy, and constructive and harmonious relations among people of various cultures. It encourages learners of all ages to view different cultures as a source of learning and enrichment.

Special Education

Special education services and programming provide children and youth with exceptional needs, with the support they require to access the benefits of Core Curriculum. Some students require adaptations in materials and different instructional strategies to achieve the foundational objectives of the regular program. Other students require qualitatively different and individualized programs to achieve their potential.

Making Connections: Online resources

The Evergreen Curriculum website has access to various resources for teachers, including:

Saskatchewan Learning's online bibliography which lists approved literature resources that include a brief summary and suggested uses:
http://www.sasked.gov.sk.ca/branches/curr/evergreen/resources_main.shtml
Saskatchewan Learning Resources Distribution Centre (LRDC) is a unit within the Curriculum & Instruction branch of Saskatchewan Learning. LRDC provides economical, easy access to learning & teaching resources recommended by Saskatchewan Learning. This site allows teachers to view and purchase resources:
http://lrdc.sasked.gov.sk.ca
Saskatchewan Learning's General Reference Centre can be accessed at http://www.sasked.gov.sk.ca/pls/urldb/udb_gen_ref_pkg.gen_ref_by_subj_menu_form
A database of web sites that have been reviewed and recommended by Saskatchewan educators can be accessed at http://elara.sasked.gov.sk.ca/cgi-bin/urldb/urlsearch. These web sites are resources for specific topics in the curriculum.
Information & Communication Technology Skills Checkpoint can be accessed at http://www.sasked.gov.sk.ca/docs/policy/ict/index.html
Understanding the Common Essential Learnings: A Handbook for Teachers can be accessed at http://www.sasked.gov.sk.ca/docs/policy/cels/index.html

Grassroots Projects (now discontinued)

GrassRoots is part of the Government of Canada's Connecting Canadians initiative, which aims to make Canada the most connected country in the world. The GrassRoots Program promotes academic and computer skills in Canadian youth by integrating information and communications technology into learning.

GrassRoots projects are a unique and valuable resource because they are teacher-designed and tailored to the learning needs of students in today's classrooms. The GrassRoots Program provides a means to showcase best practices of Canadian teachers and students for integrating information and communication technologies in the classroom.

GrassRoots projects are initiated, designed and implemented by the teacher and students, are curriculum relevant and focus on learning activities carried out using the Internet. The main objective of GrassRoots is to have students seek out online resources and carry out collaborative activities that result in a final report and website that are published on the Internet. GrassRoots projects take place over a period of time, the minimum being four weeks.

There are three different types of GrassRoots projects including:
1) Individual Projects
2) Block Projects
3) School Website Projects

Individual Projects are designed and implemented by one specific teacher and his/her students. Block Projects are developed around a unifying theme, unit of work or subject area and involve several teachers and classes in one or more schools, and across one or more school boards. School Website Projects, which are developed by students with the guidance of teachers, allow students to develop a comprehensive school website which contains information on a variety of school activities.

Because GrassRoots projects are curriculum based, the Evergreen Curriculum and GrassRoots projects are intertwined. GrassRoots projects are accessible directly online through the curriculum in the units with which they correspond.

Although GrassRoots was discontinued in 2004, there are still many exemplary projects available on the Internet which link curriculum with technology.

2Learn (2Learn.ca) provides useful information on telecollaborative projects.

Examples of GrassRoots Projects directly linked to the Evergreen Curriculum:

Grade 4 Science unit on predicting weather Project #422
Grade 4 Science unit: http://www.sasked.gov.sk.ca/docs/elemsci/gr4udesc.html
GrassRoots Project #422: http://www.saskschools.ca/~qvss/grassroots02/hrynuik/start.htm

Grade 6 Social Studies unit on Identity Project #447
Grade 6 Social Studies unit: http://www.sasked.gov.sk.ca/docs/midlsoc/gr6/g63tcmss.html
GrassRoots Project #447: http://www.saskschools.ca/~qvss/grassroots02/thibault/start.htm

Grade 1 Language Arts Listening Project #438
Grade 1 English unit: http://www.sasked.gov.sk.ca/docs/ela/listening01.html
GrassRoots Project #438: http://www.saskschools.ca/~qvss/grassroots02/mclean/start.htm

Saskatoon East School Division

Saskatoon East School Division has compiled and maintains one of the most extensive collections of online resources for teachers. Included in their collections are resources organized into Teacher and Student related, and then further into Subject Links, Theme Links, Large Educational Sites, Internet Projects, WebQuests, KeyPals, Virtual Tours and Field Trips, Internet Scavenger Hunts, Web Site Evaluations, Assessment Rubrics, Online Tutorials and Student Projects. Their web address is: http://www.sesd.sk.ca

Internet

The Internet contains thousands of web sites related to teaching. Using any search engine, you can access these websites. However, the process is often time consuming and frustrating. Still, if you have the time, the World Wide Web awaits! Refer to the Resources section for search engine websites.
Suggested starting site: 2Learn.ca accessible at http://www.2learn.ca/projects/projectcentre/projintro.html

Critical Thinking: Online resources...what's the point?

After completing this scavenger hunt of the Evergreen Curriculum, be prepared to discuss the benefits and limitations of the Internet and access to online resources for teachers.

iTeacherEd Project: Using Technology Wisely in the Classroom