The Adaptive Dimension is an essential part of all educational programs. Like the Common Essential Learnings, the Adaptive Dimension is a component of Core Curriculum that permeates all curriculum and instruction.
The Adaptive Dimension is defined as:
The essence of the Adaptive Dimension rests in the phrase, "seeking other ways". Offering students alternative access to, and expression of, knowledge facilitates their participation in learning. Just as physical environments can be made more accessible through modifications such as ramps or wider doorways, learning environments can be made more accessible through a modification of setting, method or material. The Adaptive Dimension is used to:
These purposes address a primary function of the school, that of helping students to maximize their potential as independent learners.
Students may find learning to be difficult or not to be challenging but with varying adaptations of teaching methodologies, curriculum organization, timetabling, or with the assistance of appropriate technologies they can be active participants in the core content of the curriculum. Some general guidelines for adaptation follow:
The Adaptive Dimension includes all practices the teacher employs to make learning meaningful and appropriate for each student. Because the Adaptive Dimension permeates all teaching practice, sound professional judgement becomes the critical factor in decision making. This curriculum guide allows for such flexibility and decision-making, since the experiential goal can be completed at various levels of student interest, knowledge and proficiency in French.
Saskatchewan Education, Training and Employment is committed to providing quality education for all students in the K-12 system. It is recognized that expectations based primarily on gender limit students' ability to develop to their fullest potential. While some stereotypical views and practices have disappeared, others remain. Where schools have endeavoured to provide equal opportunity, efforts are required so that equality of benefit or outcome may be achieved. It is the responsibility of schools to decrease sex-role expectations and attitudes in an effort to create an educational environment free of gender bias. This can be facilitated by increased understanding and use of gender balanced material and non-sexist teaching strategies. Both female and male students need encouragement to explore a wide variety of options based on individual aptitudes, abilities and interest, rather than gender.
In order to reach the goal of gender equity in the K-12 system, Saskatchewan Education, Training and Employment is committed to efforts to bring about the elimination of gender bias which restricts the participation and choices of all members of society. The curriculum strives to provide gender balanced content, activities and teaching strategies described in inclusionary language. These actions will assist teachers to create an environment free of bias and enable both female and male students to share in all experiences and opportunities which develop their abilities and talents to the fullest.
The integration of Indian and Métis content and perspectives with the K-12 curriculum fulfils a central recommendation of Directions, the Five Year Action Plan for Native Curriculum Development and the Indian and Métis Education Policy from Kindergarten to Grade XII. In general, the policy states:
The inclusion of Indian and Métis perspectives benefits all students in a pluralistic society. Cultural representation in all aspects of the school environment empowers children with a positive group identity. Indian and Métis resources foster a meaningful and culturally identifiable experience for Indian and Métis students, and promote the development of positive attitudes in all students towards Indian and Métis peoples. This awareness of one's own culture and the cultures of others develops self-concept, enhances learning, promotes an appreciation of Canada's pluralistic society and supports universal human rights.
Saskatchewan Indian and Métis students come from different cultural background and social environments including northern, rural, and urban areas. Teachers must understand the diversity of the social, cultural, and linguistic backgrounds of Saskatchewan Indian and Métis students. Educators need cross-cultural education to develop these understandings. Teachers of Indian and Métis students benefit from an increased awareness of applied sociolinguistics, first and second language acquisition theory, and standard and non-standard usage of language. Teachers must utilize a variety of teaching strategies that accommodate and build upon the knowledge, culture, learning styles, and strengths which Indian and Métis students possess. Responsive adaptations are necessary to all curricula for effective implementation.
The following points summarize Saskatchewan Education, Training and Employment's expectations for the appropriate inclusion of Indian and Métis content in curriculum and instruction:
Saskatchewan teachers are responsible for integrating into the appropriate units of their programs, resources that reflect accurate and sufficient Indian and Métis content and perspectives. Teachers have a responsibility to evaluate all resources for bias and to teach students to recognize such bias.
Resource-based teaching and learning is a means by which teachers can greatly assist the development of attitudes and abilities for independent, life-long learning. Resource-based instruction means that the teacher, and teacher-librarian if available, plan units which integrate resources with classroom assignments, and teach students the processes needed to find, analyze, and present information.
Resource-based instruction is an approach to curriculum which involves students, with all types of resources. Some possible resources are books, magazines, films, audio and video tapes, computer software and data bases, manipulative objects, commercial games, maps, community resources, museums, field trips, pictures and study prints, real objects and artifacts, and media production equipment.
Resource-based learning is student-centred. It offers students opportunities to choose, to explore, and to discover. Students who are encouraged to make choices, in an environment rich in resources, where their thoughts andfeelings are respected, are well on their way to becoming autonomous learners.
The following points will help teachers use resource-based teaching and learning: