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Instructional Strategies
Instructional strategies have been included for each curriculum organizer and grade level. These strategies are suggestions only, designed to provide guidance for generalist and specialist teachers planning instruction to meet the prescribed learning outcomes. The strategies may be either teacher directed or student directed, or both. It should be noted that there is not necessarily a one-to-one relationship between learning outcomes and instructional strategies, nor is this organization intended to prescribe a linear means of course delivery; it is expected that teachers will adapt, modify, combine, and organize instructional strategies to meet the needs of students and respond to local requirements.
Integration of Cross-Curricular Interests
Throughout the curriculum development and revision process, the advice of experts has been invited to ensure that relevance, equity, and accessibility issues are addressed in all Integrated Resource Packages.
The recommendations of these cross-curricular reviews have been integrated into the prescribed learning outcomes, suggested instructional strategies, and assessment strategies components of all curriculum with respect to the following:
Students with Special Needs
Ministry of Education policy states that all students must take a second language as part of the required curriculum in grades 5 to 8, except those who may be exempted for special needs. However, this does not mean that all students who have been identified as having special needs should be exempted. Second-language study may actually enhance first-language development for some students.
Decisions to exempt a student from taking a second language should be made only after considering the following:
Suggested Assessment Strategies
Teachers determine the best assessment methods for their students. The assessment strategies in this document describe a variety of ideas and methods for gathering evidence of student performance. The assessment strategies for a particular organizer always include specific examples of assessment strategies. Some strategies relate to particular activities, while others are general and could apply to any activity. These specific strategies may be introduced by a context statement that explains how students at this age can demonstrate their learning, what teachers can look for, and how this information can be used to adapt further instruction.
About the Provincial Learning Assessment Program
The Provincial Learning Assessment Program gathers information on students' performance throughout the province. Results from these assessments are used in the development and revision of curricula and provide information about teaching and learning in BC. Where appropriate, knowledge gained from these assessments has influenced the assessment strategies suggested in this IRP.
About Assessment in General
Assessment is the systematic process of gathering information about students' learning in order to describe what they know, are able to do, and are working toward. From the evidence and information collected in assessments, teachers describe each student's learning and performance. They use this information to provide students with ongoing feedback, plan further instructional and learning activities, set subsequent learning goals, and determine areas requiring diagnostic teaching and intervention. Teachers base their evaluation of a student's performance on the information collected through assessment. They use their insight, knowledge about learning, and experience with students, along with the specific criteria they establish, to make judgments about student performance.
Teachers determine: the purpose, aspects, or attributes of learning on which to focus the assessment; when to collect the evidence; and the assessment methods, tools, or techniques most appropriate to use. Assessment focusses on the critical or significant aspects of the learning to be demonstrated by the student. Students benefit when they clearly understand the learning goals and learning expectations.
The assessment of student performance is based on a wide variety of methods and tools, ranging from portfolio assessment to pencil-and-paper tests. Appendix D includes a more detailed discussion of assessment and evaluation.
Provincial Reference Sets
The provincial reference sets can also help teachers assess the skills that students acquire across curricular areas. These are:
The Ministry of Education promotes the establishment of a resource-rich learning environment through the evaluation of educationally appropriate materials intended for use by teachers and students. The media formats include, but are not limited to, materials in print, video, and software, as well as combinations of these formats. Resources that support provincial curricula are identified through an evaluation process which is carried out by practicing teachers. It is expected that teachers will select resources from those that meet the provincial criteria and that suit their particular pedagogical needs and audiences. Teachers who wish to use non-provincially recommended resources to meet specific local needs must have these resources evaluated through a local district approval process.
The use of learning resources involves the teacher as a facilitator of learning. However, students may be expected to have some choice in materials for specific purposes such as independent reading or research. Teachers are expected to use a variety of resources to support learning outcomes at any particular level. A multimedia approach is encouraged.
Some selected resources have been identified to support cross-curricular integration. The ministry also considers special needs audiences in the evaluation and annotation of learning resources. As well, special-format versions of some selected resources (Braille and taped-book formats) are available.
Learning resources for use in British Columbia schools fall into one of two categories: provincially recommended materials or locally evaluated materials.
All learning resources used in schools must have recommended designation or be approved through district evaluation and approval policies.
Provincially Recommended Materials
Materials evaluated through the provincial evaluation process and approved through Minister's Order are categorized as recommended materials. These resources are listed in the print and CD-ROM versions of the Catalogue of Learning Resources.
Locally Evaluated Materials
Learning resources may be approved for use according to district policies, which provide for local evaluation and selection procedures.
A Note on Authorized Materials
Authorized status will no longer exist as new learning resources are evaluated and selected for all new provincial curricula and courses. Those existing authorized resources which meet the needs of new curricula and courses are given recommended status.
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Revised: January 26, 1999
