Welcome to Science 10 website!

 

Science 10 Blog

In order to develop the true capacities of our youth in this complex and technical age, we are implementing strategies such at Project-based Learning and Differentiated/Self-Directed learning using technology in the classroom (this year we have students collaboratively researching online and creating their own study guides on Wikis, for example). 

To provide more information about what we are doing and why we are doing it, plus to present an opportunity for dialogue and further collaboration, we are blogging the implementation of this course:  http://www.ageoflearning.blogspot.com/   Check it out and let us know what you think!

 

Course Outlines :

 

Nature of Learning and the Learner:

  • each individual has a natural set of potentials and talents and interests
  • we learn constructively – by connecting the new with the known, in context.
  • purposefully engaging emotions positively (expression, movement, stakes, novelty, apprenticeships, thinking big)
  • teacher is coach – providing interesting learning opportunities, helpful feedback, and striving for max effective student self-direction (age and maturity appropriate)
  • focus on individualized learning in a continuous progress model with universal access supported by tech
  • we often forge meaning through social interaction and teamwork (talking, sharing and discussing)
  • stories and games are important: (learning and accomplishing goals within sets of rules)
  • this kind of education also naturally promotes the development of social responsibility

Areas of Focus for Science 10, this year:

1. Project-based learning:

It is the context for learning that gives it meaning and significance. This means that ‘big picture’ questions and themes are important. Learning particularly makes sense and 'matters' when it involves real life and is directly relevant to the learner in some way. We will offer a number of individual and team projects which embed course learning outcomes in the context of either plausible 'real life' scenarios or actual local or global issues which students can reasonably and legitimately tackle. The most successful and satisfying projects are those that are both relevant to the learner and of real value to others. To that end, we will connect with subject matter experts and businesses in the broader community so that our students will have opportunities to make a real difference for themselves and others, and to develop valuable knowledge, skills, attitudes and personal qualities as they do so.

2. Individualized, Differentiated learning:

In the age of Google searches, students don't need to rely on a teacher for access to many forms of factual material and knowledge the way that they once did. They still need guidance in terms of how to research, which information is reliable, how to organize and make sense of information, and how to apply it in context and to new situations, but they are well capable of accessing much more than they have usually done in traditional classrooms. We will attempt to create opportunities for students to access information at their own rate, in their own way, and to creatively apply what they have learned.

3. Creative Application of Knowledge:

The knowledge industry is shifting from simply accessing and sharing knowledge to creatively applying it in new contexts, usually in collaboration with others. We will provide students with opportunites to discover new knowledge, creatively and collaboratively organize knowledge, and present it with a range of media. For example, we intend to have our students collaboratively create their own Wikis to organize course learning outcomes in ways that make most sense to them, and which prepares them most effectively for their provincial exam. We also intend to give them opportunities to present knowledge using various media such as PowerPoint presentations and YouTube-style videos.

4. Assessment for Learning:

This involves a shift of the focus of assessment from being primarily the way to 'get grades' for students, to being primarily a way of providing them feedback to help them to learn. The 'feedback' assessment is called Formative Assessment and does not count for grades but is more like coaching feedback regarding what students are doing right and what they need to change and/or to learn next. This takes a lot of stress off and makes learning more enjoyable and efficient. Assessment which provides a snapshot of how well students have masterd course learning outcomes is called Summative Assessment. Our intention for this year is to provide a lot of feedback (both to students and to parents), as well as more frequent summative assessments than we did in the 'Beta' Science 9 class, last year. At report periods, this course will provide both a rubric which describes how well a student has progressed in learning specific course learning outcomes, and percentages/lettergrades.