Strategy: Placemat

Something about
your family,
hobbies, or
interests

History working
with children

Something you did
over the summer
Something on your
bucket list

New
Teachers

Stay with
Larissa and
Trista


Mentors

New Mentors
- Kate
Experienced
Mentors
- Mike

Trista Hollweck & Larissa Sansom
I am familiar with the QEP: Quebec
Education Program
Do not agree
Agree
Fold the Line
Introduce yourself
What is your teaching experience
Do not agree
Agree
QEP
Progression
of Learning
Evaluation
Frameworks
Today we will introduce the theory behind
the QEP and the component parts of an LES

So that you gain a basic understanding of
the required curriculum in Quebec

You will have understood when you are
able to complete a webquest that
highlights important curriculum resources.






Ogle (1986)
K
What I KNOW

W
What I WANT to
Know
L
What I LEARNED


Society expects more from schools
than it did in the past. They must not
only ensure that as many students as
possible succeed in school itself, but
also prepare all young people to live
successful lives (QEP, p.4)
QEP
Progression
of Learning
Evaluation
Frameworks
QEP
Presents the main educational orientations that should guide
school staff, as well as the learning considered essential for
young people today.
Constructivism
Socio-Constructivism
Cognitivism
Create a
Twitter feed
clarifying each
of these terms
(140 characters max)
Targets competency development
Integrates all subjects
Provides relevance to learning and
links to real world
Targets cross-curricular learning
Calls for teachers professional
expertise
Competency based learning
QEP
Competency is the ability to act effectively
or respond appropriately in situations of
certain complexity (QEP, p.9)

To demonstrate their competency,
students use:
What they have learned at school
What they have learned through
experiences
Skills
Attitudes and interests
External resources (classmates,
teachers, experts)


QEP



Competency
Key Feature #1
Key Feature #2
Key Feature #3
Manifestations
Manifestations
Manifestations

a tool to complement each subject area
(does not replace the QEP)
provides further information on the
knowledge that the students must acquire
shows progression of the knowledge
students will be able to use each year-
pacing
is intended to assist teachers in planning
both their teaching and the learning that
their students are to acquire.

QEP
Progression of
Learning
QEP
Progression of
Learning
An arrow indicates that the teacher must plan for the
student to begin this learning during the school year and
continue or
complete it the following year, always requiring systematic
intervention from the teacher.

A star indicates that the teacher must plan for the majority
of students to complete this learning by the end of the
school
year.

A shaded box indicates that the teacher must plan to
ensure that knowledge already acquired will be applied
during the
school year.
specify WHAT evaluation will focus on, but
not HOW to evaluate.
Frameworks are organized by subject area
and level
Defines the evaluation criteria and
explanations on which the student's results
must be based
Indicates weighting of the competencies
for reporting
Provides wording used in the report card
Evaluation of knowledge (acquisition and
application)


Evaluation
Frameworks
Evaluation Frameworks
Evaluation of a students overall learning
includes:
Knowledge (Progression of Learning)
+
Subject-specific competencies (QEP)
+
Knowledge acquisition & knowledge
application (Evaluation Framework)

Energizer
This is the term used for the process of
developing and evaluating a
competency.
LES
Is meaningful
and authentic
Includes learning
activities and
complex tasks
Uses many
resources
and
strategies
Leads to a
personalized
production
A meaningful context
Problem
to
solve
Question
to
answer
Issue
to
ponder
Product
To
create
A Context
With a Meaningful Problem:

LA LA LA LA LA LA LA LA LA LA CT CT
SKILLS,
STRATEGIES,
KNOWLEDGE
(key features,
essential
knowledge )

S-S-K S-S-K

Learning
about
complex
tasks
S-S-K

S-S-K

S-S-K

S-S-K

S-S-K

S-S-K

Question to solve
Problem to solve Product to create

A big idea refers to transferable
concepts, principles, and theories that
should serve as the focal point of
curricula, instruction, and assessment.
(Jay McTighe & Grant Wiggins, 2004)
Students reflect on the learning and
what they achieved
Student verbalize how they learned
Discuss ways to transfer learning and
opportunities for extensions






Ogle (1986)
K
What I KNOW

W
What I WANT to
Know
L
What I LEARNED

QEP
Progression
of Learning
Evaluation
Frameworks
Coach
Principal
Resource Teacher
Cycle/ Subject Teams
Consultants
Paul Lamoureux
Director General
Complete a back to school checklist that applies to you
(pg. 33)

Complete Mentee Goal Setting form for TERM 1
(Review 12 Teacher Competencies) (pg. 16)

Plan your first days

Check out examples of portfolios
http://edoorly.weebly.com/-3-planning.html
http://tylerproulxportfolio.weebly.com/
http://mridle3.wix.com/ntpportfolio#!services2/c19op

Look at Chapter 3 of Creating the Dynamic Classroom

1:00 2:30
https://www.youtube.com/watch?v=miPYLJI247g