Core Curriculum: Plans for Implementation (Saskatchewan Education, 1987) defines the Core Curriculum as including seven Required Areas of Study, Common Essential Learnings, the Adaptive Dimension, and Locally-Determined Options.
Understanding the Common Essential Learnings: A Handbook for Teachers (Saskatchewan Education, 1988), as a foundation document for Saskatchewan Education, defines and expands on an understanding of these essential learnings. Other Saskatchewan Education documents elaborate on the concept of Core Curriculum. See the references in this Curriculum Guide and in Science Program Overview and Connections K-12.
There are other supportive initiatives for Core Curriculum being developed by Saskatchewan Education, including Gender Equity, Indian and Métis perspectives, and Resource-Based Learning. These initiatives can be viewed as principles that guide the development of curricula as well as instruction in the classroom. The initiat- ives outlined in the following statements have been integrated throughout the curriculum.
| Common Essential Learnings | Gender Equity | Indian and Métis Perspectives | Instructional Approaches | Resource-Based Learning |
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The cues that some students' needs are not being adequately met come from a variety of sources. They may come to the perceptive teacher as a result of monitoring for comprehension during a lesson. The cue may come from a unit test, or from a student need or background deficiency that has been recognized for several years. A student's demonstrated knowledge of, or interest in, a particular topic may indicate that enrichment is appropriate. The adaptation required may vary from presenting the same content through a slightly different instructional method, to modifying the content because of a known information background deficit or to establishing an individual or small group enrichment activity. The duration of the adaptation may range from five minutes of individual assistance, to placement of the student in an alternative or enrichment program. The diagnosis of the need may be handled adequately by the classroom teacher, or may require the expertise of other support specialists such as the school's resource teacher or the regional coordinator Ä special education.
The recognition of the need for adaptive instruction is dependent upon the professional judgement of the teacher. The decision to initiate adaptive practices must be an informed one. While the practice of adapting instruction may occur through the placement of students in programs other than those defined as regular, the most frequent application of the Adaptive Dimension will occur as teachers in regular classroom settings adjust their use of both content and instructional approaches.
Instructional Approaches: A Framework for Professional Practice identifies a hierarchy of approaches Ä models, strategies, methods, and skills. The four basic models of instruction do not change, whether used in a "regular" class setting, or with a small group as an adaptive approach. The strategies, methods, and skills may be altered or adapted. Hence a framework for inservice, investigation, and discussion among professionals has been established.
The approaches used to teach the Physics curriculum can be adjusted to accommodate the Adaptive Dimension. Teachers will have to take advantage of and create inservice opportunities to adjust their repertoire of instructional strategies, methods, and skills.
| Adaptive Dimension | Gender Equity | Indian and Métis Perspectives | Instructional Approaches | Resource-Based Learning |
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Physics offers many opportunities for incorporating the Common Essential Learnings into instruction. The purpose of this incorporation is to help students better understand the subject matter under study and to better prepare students for their future learning both within and outside the K-12 educational system. The decision to focus on a particular Common Essential Learning within a lesson is guided by the needs and abilities of individual students and by the particular demands of the subject area. Throughout a Core Unit, it is intended that the Foundational Objectives for Physics and the Common Essential Learnings will have been developed to the extent possible, regardless of the topics selected.
It is important to incorporate the Foundational Objectives for Physics and the Common Essential Learnings in an authentic manner. For example, some topics may offer many opportunities to develop the under- standings, values, skills, and processes related to a number of the foundational objectives. The development of a particular foundational objective, however, may be limited by the nature of the subject matter under study.
It is intended that the Common Essential Learnings be developed and evaluated within subject areas. Therefore, Foundational Objectives for Physics and the Common Essential Learnings are included in the introductory section of each Core Unit in this Curriculum Guide. Since the Common Essential Learnings are not necessarily separate and discrete categories, it is anticipated that working toward the achievement of one foundational objec- tive may contribute to the development of others. For example, many of the processes, skills, understandings, and abilities required for the Common Essential Learnings of Communication, Numeracy, and Critical and Creative Thinking are also needed for the development of Technological Literacy.
Incorporating the Common Essential Learnings into instruction has implications for the assessment of student learning. Assessment in a unit which has focused on developing the Common Essential Learnings of Communication and Critical and Creative Thinking should reflect this focus. Assessment strategies can allow students to demonstrate their understanding of the important concepts in the unit and how these concepts are related to each other and to previous learning. Questions can be structured so that evidence or reasons may accompany student explanations. If students are encouraged to think critically and creatively throughout a unit, then the assessment strategies for the unit should also require students to think critically and creatively.
It is anticipated that teachers will build from the suggestions in this Curriculum Guide and from their personal reflections in order to better incorporate the Common Essential Learnings into the teaching of physics.
Throughout this Curriculum Guide, the following symbols may be used to refer to the Common Essential Learnings:
The science curriculum from Kindergarten to grade 12 involves the development of the factors within the Dimensions of Scientific Literacy. The main goal is to promote an interest in, and an understanding of, science.
The Common Essential Learnings should be planned and developed within the context of good science lessons. As lesson planning is taking place, consideration should be given to how to incorporate the Common Essential Learnings. The Factors of Scientific Literacy Which Should Be Emphasized, and the Foundational Objectives for Physics and the Common Essential Learnings outlined at the beginning of each Core Unit, provide appropriate starting points in planning.
Science-Technology-Society-Environment Inter- relationships (Dimension D) help to develop Technological Literacy. Technology, as it is developed within this Dimension, is studied within a social context. The connections between science and technology are elaborated. Furthermore, the impact that technology has on society, on science, and on the environment is developed. Technology is defined as more than the gadgets and gizmos that are often the only things associated with it. Most of the topics within the Core Units of Physics 20 and Physics 30 help to develop Technological Literacy.
Scientific and Technical Skills (Dimension E) also helps to develop Technological Literacy. Many scientific and technical skills in use today exist because of materials and instruments which have been developed through advances in technology. The impact that these new things have on our lives and on the environment is very important.
Numeracy can be developed through various factors of scientific literacy which are linked closely with this Common Essential Learning. Some of these include the empirical nature of science (A5), quantification (B8), probability (B19), accuracy (B21), measuring (C5), using numbers (C7), using mathematics (C17), and using quantitative relationships (E13). To anyone who understands science, the importance of Numeracy is readily apparent.
Problem solving can lend itself to developing Numeracy. Any other quantitative applications, of which there are many, further develop this Common Essential Learning. Students should be given many opportunities to develop ways in which quantities can be measured, recorded, manipulated, analyzed, and interpreted. Simply plugging numbers into obscure formulae is undesirable. Students must appreciate the importance of numeric information in the world of science. Related skills such as estimating and approximating, rounding off, graphing, tabulating, calculating, using significant figures and scientific notation, should be developed in Physics.
Specific factors relating to the Common Essential Learning of Communication are not as easy to identify, with the notable exception of communicating (C2). The public/private nature of science (A1) reveals the underlying importance of communication in science. Scientists share their discoveries with others. This involves the use of language and of written and verbal communic- ation. When students explore important scientific principles, and discuss their understandings orally or in writing, using their own language, their ability to communicate evolves. Skills which help to promote and develop effective communication need to be reinforced. They are important aspects of a good physics program.
Values that Underlie Science (Dimension F) and Science-Related Interests and Attitudes (Dimension G) help to develop Personal and Social Values and Skills. Attaining the factors in these two Dimensions of Scientific Literacy can lead to positive attitudes about science. These Dimensions involve the affective domain. Other factors, such as working cooperatively with others (C4), scientists and technologists are human (D2), and the human/culture related nature of science (A9), further help to develop Personal and Social Values and Skills.
An activity-oriented physics program will develop critical and creative thinkers. Among other things, scientific inquiry involves hypothesizing (C8), designing experiments (C16), observing and describing (C3), inferring (C9), arriving at conclusions, formulating scientific laws, developing or testing theories, etc. These kinds of activities require higher level thinking.
The emphasis on practical applications of physics throughout the entire curriculum allows students to make meaningful connections with the real world, transferring their understanding of physics to things which make their learning relevant. Problem solving activities and classroom outreach further develop the knowledge, values, skills, and processes related to Critical and Creative Thinking.
Considering controversial issues in physics also leads students to develop Critical and Creative Thinking abilities when they analyze conflicting value positions. As they develop a knowledge base and begin to form their own value positions, Personal and Social Values and Skills are developed.
Independent Learning can also be developed well in Physics because of the emphasis being placed on variety in instructional approaches. By placing less emphasis on traditional lecture presentations, teachers transfer more of the responsibility for learning from themselves to their students. The student assumes a more active role in the classroom experience. The teacher assumes the role of the learning facilitator.
The physics curriculum has the potential for developing Independent Learning. By pursuing topics of interest, with direction and encouragement from their teachers, students can become highly motivated and enthusiastic about science. Topics in the curriculum of contemporary interest require that students keep up to date with current affairs. They may need to do independent study, using a wide variety of resources and different types of media, to investigate topics of current interest. This lends itself well to resource-based learning. As students examine issues and notice the effects that competing and conflicting points of view have on shaping those issues, an appreciation of the social impact of science will likely emerge. Making these connec- tions helps students recognize that learning takes place throughout life, continuing after formal schooling has ended.
While some physics content can be identified with specific Common Essential Learnings, quite often it can not. The Common Essential Learnings developed in any given lesson do not depend on content as much as they do on process. The teaching strategies selected, through careful unit and lesson planning, are what determine which Common Essential Learnings will be developed, and how well they will be developed. The key point is that a conscientious effort to incorporate the Essential Learnings can make a tremendous impact on students.
For many topics in physics, any of the Common Essential Learnings can be developed. Which ones are developed, and to what extent any of the Common Essential Learnings are emphasized in a topic, depend on the goals of the physics curriculum, the foundational objectives being addressed in a particular Core Unit, as well as on the specific learning objectives for that topic. Just as there are many different ways to teach a lesson, so too there are many different ways of incorporating the Common Essential Learnings into that lesson. What matters is that teachers develop the Common Essential Learnings effectively, with the specific interests and needs of their students in mind. The beauty of incorporat- ing the Common Essential Learnings into science is that, as in other subject areas, the ways in which this can be done are dynamic and flexible. The techniques used change as teachers perceive students' needs changing.
| Adaptive Dimension | Common Essential Learnings | Indian and Métis Perspectives | Instructional Approaches | Resource-Based Learning |
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| Adaptive Dimension | Common Essential Learnings | Gender Equity | Instructional Approaches | Resource-Based Learning |
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The integration of Indian and Métis content into the Kindergarten to Grade 12 curriculum fulfils a central recommendation of Directions. The Five Year Action Plan for Native Curriculum Development further articulates the commitment and process. In addition, the 1989 Indian and Métis Education Policy from Kindergarten to Grade 12 makes the statement: Saskatchewan Education recognizes that the Indian and Métis peoples of the province are historically unique peoples and occupy a unique and rightful place in society today. Saskatchewan Education recognizes that education programs must meet the needs of Indian and Métis peoples, and that changes to existing programs are also necessary to benefit all students. (p.6)
It is recognized that, in a pluralistic society, affirmation of culture benefits everyone. Its representation in all aspects of the school environment enables children to acquire a positive group identity. Instructional resources which reflect Indian and Métis cultures similarly provide meaningful and relevant experiences for children of Indian and Métis ancestry and promote the growth of positive attitudes in all students towards Indian and Métis peoples. Awareness of one's own culture, and the cultures of others, forms the basis for positive self-concept. Understanding other cultures enhances learning and enriches society. It also promotes an appreciation of the pluralistic nature of Canadian society.
Indian and Métis students in Saskatchewan have varied cultural backgrounds and come from geographic areas encompassing northern, rural, and urban environments. Teachers must be given support that enables them to create instructional plans relevant to meeting diverse needs. Varied social, cultural, and linguistic backgrounds of Indian and Métis students imply a range of strengths and learning opportunities for teachers to draw upon. Explicit guidance, however, is needed to assist teachers in meeting the challenge by enabling them to make appropriate choices in broad areas of curriculum support. Theoretical concepts in anti-bias curricula, cross-cultural education, applied socio-linguistic, first and second language acquisition, and standard and non-standard usage of language are becoming increasingly important to classroom instruction. Care must be taken to ensure teachers utilize a variety of teaching methods that build upon the knowledge, cultures, and learning styles students possess. All curricula need specific kinds of adaptations to classroom strategies for effective use.
The final responsibility for accurate and appropriate inclusion of Indian and Métis content in instruction rests on teachers. They have the added responsibility of evaluating resources for bias, and teaching students to recognize bias.
The following points summarize expectations for Indian and Métis content and perspectives in curricula, materials, and instruction;
| Adaptive Dimension | Common Essential Learnings | Gender Equity | Indian and Métis Perspectives | Resource-Based Learning |
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The factors of scientific literacy and the development of the Common Essential Learnings are the foundations of the K-12 Science program. In order to give students a chance to develop their understandings and abilities in these foundations, it is necessary for teachers to use a broad range of instructional approaches. Instructional Approaches: A Framework for Professional Practice (Saskatchewan Education, 1991) provides a framework to understand and implement a variety of approaches to teaching. The Physics curriculum has been designed to support teachers in using such a broad-based approach in the classroom by making the curriculum flexible enough to accommodate their plans. More specific information on teaching science using a variety of strategies can be found in Teaching Science Through a Science-Technology-Society-Environment Approach: An Instruction Guide (Aikenhead, 1988). See also the section on the Adaptive Dimension.
Together with a consideration of various instructional approaches must be a consideration of the way students are evaluated. Student assessment should reflect the methods of instruction. Figure 1 on page 13 outlines some of the relationships between instructional methods and assessment techniques.
The verbs of the Learning Objectives listed for the Core Units suggest various approaches to instruction, and reiterate some processes of science. Note these examples:
| analyze | examine | assess | explain |
|---|---|---|---|
| classify | express | construct | identify |
| debate | investigate | demonstrate | perform activities |
| determine | prepare | develop | research |
| discuss | test | evaluate | utilize |
| Figure 1 Correlating Instruction, Evaluation, and Science Goals | |||
| Adaptive Dimension | Common Essential Learnings | Gender Equity | Indian and Métis Perspectives | Instructional Approaches |
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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, teacher- librarian, and other professional staff will 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 databases, manipulable objects, commercial games, maps, people and 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 and feelings are respected, are well on their way to becoming autonomous learners.
The following points will help teachers use resource-based teaching and learning.
| Adaptive Dimension | Common Essential Learnings | Gender Equity | Indian and Métis Perspectives | Instructional Approaches |
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