The Ontario Curriculum Documents

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The Ontario Curriculum Documents

• EDUC4216
• Junior ABQ
• Methods Component
• Anna-Marie Aquino

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Curriculum Documents

• The Arts
• Health and Physical Education
• Language Arts
• Mathematics
• Science
• Social Studies

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Features

• Handout Ontario Curriculum Documents table.

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Activity

• Jigsaw Strategy
• In groups of 4, read your assigned component and
  discuss. Decide on the important points,
  usefulness and significance of the text. Each
  group member will become an expert in their
  topic and will share their knowledge with another
  group.
• When directed, one person from each group will
  form a new group. We now have experts from each
  assigned section of the document who will share,
  one person at a time in order of appearance in
  document (use table as guideline).
• For this task, it doesnt matter which document
  you use since the information is the same in each.

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Groups for Activity

• Group 1 Purpose
• Group 2 Role of Parent, Student
• Group 3 Role of Teacher
• Group 4 Expectations and Achievement Levels
• Group 5 Exceptional Students

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Strands

• What are strands?

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Strands Activity

• Groups
• Each group will be assigned a subject. Locate the
  strands within the document and record on chart
  paper
• Share

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Rubrics and Descriptors

• Each curriculum document contains a rubric. Each
  document tends to use similar language which is
  one of the reasons why teachers use rubrics in
  the first place.
• Select a document of your choice and find the
  rubric contained within (use the table for
  guideline).
• Highlight the descriptor for each level of each
  criteria.
• Brainstorm descriptors that match each level and
  record on chart paper.

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Expectations

• The bulk of each document consists of overall and
  specific expectations.
• Select any document and find a strand. Within
  that strand, look at the overall and specific
  expectations noting any similarities and
  differences.
• Discuss.

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Expectations

• Consider the following questions in your group
• Which expectations do you use for planning,
  assessment and reporting overall, specific or
  both?
• Will you cover all the expectations in a unit? If
  not, how will you choose if so, how will you
  manage?
• How will you use the expectations for planning?
• How will you use the expectations for assessment?
• How will you use the expectations for reporting?

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Planning and Assessing using Expectations

• Select several expectations that you want to
  cover from the strand.
• These expectations will form the basis for the
  content of your unit plan and inform the lessons
  you develop.
• From these expectations, select 4 or 5 that you
  will use for assessment purposes

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Developing the Rubric

• Using these four expectations, create a rubric
  using the descriptors discussed in class.

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Developing the Comment

• Using the rubric, develop a report card comment
  that you would feel confident sharing with
  students and parents.
• Each of the four criteria must be described. In
  addition, each criteria must represent a
  different level.
• This rarely happens, were getting experience
  with all levels
• Include a next steps comment.
• Hand in to me. I will review them and make
  comments where necessary. We will be using these
  comments when we get to the report card lesson.

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