A Sample Co-Planning Guide for Learning Teams …

Interdisciplinary Curricular Areas:

DESIRED RESULTS
Multidisciplinary Concept (eg. A cool, “bigger” idea that comes from your collective passions, from the real world, from important things happening in the world, from students’ interests, etc.):
The Hook (an opening activity/event to grab them):
CORE COMPETENCIES
“The ultimate goal is for learners to employ the core competencies every day in school and in life, and for the core competencies to be an integral part of the learning in all curriculum areas,” (BC Ministry of Education). The Core Competencies run through all of the curricular areas, and may guide our planning, but do not need to be reported out by teachers. Rather, each student is expected to reflect on him/herself as a learner and report out by self-assessing their development through them.

COMMUNICATION THINKING PERSONAL and SOCIAL
The five SD48 competencies below are aligned with the MOE competencies and have been designed to honour an Aboriginal way of learning, knowing, and doing. The indigenous construct of a Medicine Wheel places an emphasis on the importance of a learner’s sense of self and understanding of him/herself as a learner as being at the core of healthy development. It also underscores the importance of a balanced approach to learner development. By using the medicine wheel, students are provided a scaffold to set targets, self-assess, and report out on their competency development using an Aboriginal perspective.
LEARN
•  Core skills – communication, literacy, numeracy, readiness
•  Personal responsibility, health, habits of mind – self regulation, intrapersonal skills
•  Resiliency, adaptability, intuitiveness, confidence / THINK CRITICALLY
•  Decision making
•  Problem solving
•  Synthesizing, analysing, connecting, deep thinking / CREATE AND INNOVATE
•  Making something new
•  Technical, artistic and digital skills
•  Curiosity, imagination / COLLABORATE
•  Interpersonal skills
•  Being respectful of others’ opinions, flexible
•  Working cooperatively / CONTRIBUTE
•  Local and global citizenship
•  Social responsibility, character development, leadership
•  Environmental responsibility

Big Ideas (from the Curriculum) (generalizations and principles):
Students will understand …
Content Learning Standards (topics):
Students will know …
Curricular Competency Learning Standards (skills, strategies, and process):
Students will be able to …
ASSESSMENT EVIDENCE
Authentic assessments for, of, and as learning (Conversations, Observations, and Products)
used to document, reflect, and report out on student progress toward the desired results.
ACTION PLANNING: UNIT or TASK DESIGN
Pathways to Learning: Strategies
Pedagogical or instructional strategies to consider when your team is co-planning units of study or curricular tasks. These may be more helpful to frame as questions we ask ourselves when we do our planning.
Assessment
Is a pathway to understand student learning. It is knowing where they are, where they were, and what next steps they should take in their learning. By utilizing assessment for, of and as learning, student use criteria, rubrics, exemplars, self and peer assessment, descriptive feedback, personal learning targets, reflection, and collect samples of their work to drive their learning forward.
Collaboration
Is a pathway that leads to groups of students working together toward a common goal. It inspires the creation of new knowledge and respect for different ideas. Students learn to understand each other and monitor themselves.
Engagement
Is a pathway leading to the active involvement of all students. Cooperative structures and strategies allow students to access prior knowledge and deepen understanding. Students are always actively involved toward a specific end product or goal. Learning is differentiated to reach each learner at his/her own place.
Play and Exploration
Are pathways that support student curiosity and risk-taking. Hands-on and inquiry based approaches lead to the development of individual student creativity and the innovation of something new: an idea, an interpretation or a product.
Purpose and Authenticity
Are pathways for students to engage in meaningful and personally relevant learning. Students use interdisciplinary approaches and ‘voice and choice’ to make connections to their own reality and to a broader perspective. Community partnerships and projects support learning through applying their learning through real world problems.
Technology
Is a pathway for student to access, use, communicate and produce information. It also allows students to archive, track, and present out their learning over time.