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    by: Rogers

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    1 : Ethics and Religious Culture Session II
    2 : Agenda ERC - Review Competencies Themes by cycle Outcomes – What does the learning look like? Specific Resources Starter Kit LES Translated by MELS – ESD site English – LEARN Religious Culture Material - LEARN Learning and Evaluation Situations Putting one together
    3 : Your Questions What about resources, textbooks? Do parents know about this new course? Wouldn’t a one day religion/ethics be a better model? How is this new program different from the current morals program? Can there not be very specific content for each grade level to avoid repetition? Can a teacher opt out of this course? Can schools still decorate hallways for Christmas and Easter? How can we teach about other religions if we don’t have the expertise? How do we evaluate in the form of a percentage?
    4 :
    5 : Competency 1: Reflects on ethical questions Key Features Identifies (Analyzes) a situation from an ethical point of view Examines several (a variety of) cultural, moral, religious, scientific or social references Evaluates possible options or actions
    6 : Competency 1 (ethical questions) Elementary themes Cycle 1 Cycle 2 Cycle 3 The needs of humans and other living beings Demands associated with interdependence: humans and other living beings Interpersonal relations in groups Demands of belonging to a group Individuals as members of society Demands of life in society
    7 : Competency 1 (ethical questions) Secondary themes Cycle 1 Cycle 2 Freedom Autonomy Social Order Tolerance The future of humanity Justice The ambivalence of human beings
    8 : Outcomes (Evaluation) Reflects on ethical questions
    9 : Outcomes (Evaluation) Reflects on ethical questions
    10 : Outcomes (Evaluation) Reflects on ethical questions
    11 : Outcomes (Evaluation) Reflects on ethical questions
    12 : Competency 2: Demonstrates an understanding of the phenomenon of religion Key Features Explores (Analyzes) forms of religious expression Makes connections between forms of religious expression and the social and cultural environment Considers (Examines) various ways of thinking, being and acting
    13 : Competency 2 (phenomenon of religion) Elementary themes Cycle 1 Cycle 2 Cycle 3 Family celebrations Stories that have touched people Religious practices in the community Forms of religious expression in the young persons environment Religions in society and the world Religious values and norms
    14 : Competency 2 (phenomenon of religion) Secondary themes Cycle 1 Cycle 2 Quebec’s religious heritage Key elements of religious traditions Representations of the divine and of mythical and supernatural beings Religions down through time Existential questions Religious experience Religious references in art and culture
    15 : Outcomes (Evaluation)Demonstrates an understanding of the phenomenon of religion
    16 : Outcomes (Evaluation)Demonstrates an understanding of the phenomenon of religion
    17 : Outcomes (Evaluation)Demonstrates an understanding of the phenomenon of religion
    18 : Outcomes (Evaluation)Demonstrates an understanding of the phenomenon of religion
    19 : Competency 3: Engages in dialogue Key Features Organizes his/her thinking Interacts with others Develops a (substantial) point of view
    20 : Competency 3 (dialogue) Cycle 1 Cycle 2 Cycle 3 Conversation Discussion Narration Deliberation Conversation Discussion Narration Deliberation Interview Conversation Discussion Narration Deliberation Interview Debate
    21 : Dialogue - Secondary Cycle 1 Cycle 2 Conversation Discussion Narration Deliberation Interview Debate Panel Conversation Discussion Narration Deliberation Interview Debate Panel
    22 : Means for developing a point of view
    23 : Means for examining a point of view
    24 : Types of Reasoning – Secondary Cycle 2 Induction Deduction Analogy Hypothesis
    25 : Hindrances to dialogue Hasty generalization Personal attack Appeal to the crowd – bandwagon Appeal to the people Appeal to prejudice Appeal to stereotype Argument from authority
    26 : Outcomes (Evaluation)Engages in dialogue
    27 : Outcomes (Evaluation)Engages in dialogue
    28 : Outcomes (Evaluation)Engages in dialogue
    29 : Outcomes (Evaluation)Engages in dialogue
    30 : Evaluation of dialogue - Elementary Students must be aware of definitions! What is the chosen form of dialogue? observation How well has the student chosen to express his/her point of view? observation were there any hindrances used? Define how you will have students express their means of judgment self-reflection
    31 : Evaluation of dialogue - Secondary Students must be aware of definitions! What is the chosen form of dialogue? observation How has the student chosen to express his/her point of view? self-reflection observation Were there any hindrances used? observation Define how you will have students express their means of judgment self-reflection
    32 : Evaluation In support of learning For judgment Development of competency On-going Formal and informal In recognition of competency End-of-cycle scales Formal
    33 : Evaluation tools Rubrics Observation Peer Self Tests, quizzes and exams Learning and Evaluation Situations
    34 : Learning and Evaluation Situations A situation that allows the student to exercise competencies in a meaningful context Involves a set of complex tasks & knowledge-based learning activities Not a traditional assessment tool! Opportunities for differentiation Formative in nature – both learning and evaluation take place
    35 :
    36 : Problem to solve Question to answer Create a product Issue to ponder Learning & Evaluation Situation LA LA CT LA CT CT OR OR OR
    37 : Learning Activities and Complex Tasks Learning Activities Target the acquisition and structuring of the knowledge What is an ethical question Research on religious practice Help enrich students’ store of knowledge (factual, procedural and conditional knowledge) Call on specific aspects of a competency Complex Tasks Target the mobilization of resources Call on competencies as a whole (key features) Lead to the acquisition of new knowledge
    38 : LES Template and guidelines - Elementary Themes, Teaching Guidelines and Related Content Ethics – pp7-14 Religious Culture – pp20-25 Dialogue – pp27-34 Desired Results – Outcomes and Evaluation Criteria Ethics – pp5-6 Religious Culture – pp18-19 Dialogue – pp35-36 Competencies and Key Features Ethics – p2 Religious Culture – p15 Dialogue – p26 Understandings – (Teaching Guidelines) a detailed list of objectives based on material Essential Questions – an interesting hook Students Will Know – key knowledge and skills
    39 : LES Template and guidelines - Elementary (cont.) Performance Tasks – how can I see the competency enacted? Consider some of the forms of dialogue (p27) Other Evidence – what else might they do that will demonstrate their understanding…but you may not rely on for assessment? Assessment Tools – rubrics, tests, observation, etc… Assessment Criteria – define the levels of understanding Learning Activities – list of how you will present the content and what the students will do
    40 : LES Template and guidelines - Secondary Themes, Teaching Guidelines and Related Content Ethics – pp7-10 Religious Culture – pp16-20 Dialogue – pp22-31 Desired Results – Outcomes and Evaluation Criteria Ethics – pp5-6 Religious Culture – pp14-15 Dialogue – pp32-33 Competencies and Key Features Ethics – p2 Religious Culture – p11 Dialogue – p21 Understandings – a detailed list of objectives based on material Essential Questions – an interesting hook Students Will Know – key knowledge and skills
    41 : LES Template and guidelines - Secondary (cont.) Performance Tasks – how can I see the competency enacted? Consider some of the forms of dialogue (p22) Other Evidence – what else might they do that will demonstrate their understanding…but you may not rely on for assessment? Assessment Tools – rubrics, tests, observation, etc… Assessment Criteria – define the levels of understanding Learning Activities – list of how you will present the content and what the students will do
    42 : Resources Spiritual Animators ESD Website: http://www.swlauriersb.qc.ca/ Book Lists Web Sites LES LES Template MELS - ERC site https://www7.mels.gouv.qc.ca/DC/ECR/ or http://www.mels.gouv.qc.ca/ Username: ecrenseignant Password: ecr0809 LEARN http://www.learnquebec.ca/en/?language=en VoD The Gazette Digital Choose Your Voice – Secondary Moot Court - Secondary
    43 : Spiritual Community Animators Develop and implement programs and activities that have a community, humanitarian or spiritual nature. Mobilize students to engage in community service projects. Facilitates assemblies or classroom visits that address the character development of students. Response to crisis situations in times of grief. Links students to local centres of worship and culture. Provides resources and speakers on relevant topics.

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