ERC SessionII Web

8/2/2019 ERC SessionII Web

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Ethics and ReligiousCulture

Session II


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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


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Your Questions

What about resources, textbooks? Do parents know about this new course?

Wouldnt a one day religion/ethics be a better model?

How is this new program different from the current moralsprogram?

Can there not be very specific content for each grade levelto 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 dont have the

expertise?

How do we evaluate in the form of a percentage?


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Competency 1: Reflects on ethicalquestions

Key Features

Identifies (Analyzes) a situation from anethical point of view

Examines several (a variety of) cultural,moral, religious, scientific or socialreferences

Evaluates possible options or actions


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Competency 1 (ethical questions)Elementary themes

Cycle 1 Cycle 2 Cycle 3

The needs of humansand other living beings

Demands associatedwith interdependence:humans and other livingbeings

Interpersonal relationsin groups

Demands of belongingto a group

Individuals as members of societyDemands of life in society


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Competency 1 (ethical questions)Secondary themes

Cycle 1 Cycle 2

Freedom

AutonomySocial Order

ToleranceThe future of humanityJusticeThe ambivalence ofhuman beings


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Outcomes (Evaluation)Reflects on ethical questions

Cycle 1-tackle a situation dealing with the needs of humans and other living beings

-tackle a situation dealing with the demands of interdependence

-describe a situation by naming some essential elements

-indicate the responsibilities that human beings have toward other living beings

-express some elements of their reflection on the ethical question

-find similarities and differences between their perception and that of their classmates

-identify a value named by the teacher and recognize a norm that guides the way humanbeings act in a given situation


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Cycle 2

-tackle a situation dealing with interpersonal relationships and demands associated withgroup life

-describe a situation by naming some essential elements

-identify the tensions and conflicting values present in different points of view

-attribute points of view to the individuals concerned

-formulate certain ethical questions raised by the situation and recognize some of thereferences in different points of view (with the teachers help)

-name behaviors or attitudes that contribute to or detract from group life

-recognize their needs and name their responsibilities with regard to others

-give special weight to actions that favour group life in terms of contributing to communitylife


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Cycle 3

-reflect on topics that deal with the demands of living in society , as well as with the individualswho make up society

-describe the overall situation and draw out different points of view

-identify the tensions or conflicting values that exist between different points of view

-compare different points of view expressed in a situation

-identify ethical questions

-grasp the causes and effects of prejudices and stereotypes

-can examine the impact on themselves, others and the situation

-able to justify the options or actions that contribute to community life


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Cycle 1 Secondary

-carry out ethical reflection on topics dealingwith freedom, autonomy and social order

-describe a situation and identify some of the

ethical questions

-find and compare different points of view

-identify which values and norms may be asource of tensions or conflicting values

-compare the meaning of certain references

-justify different options or possible actionsbased on pertinent references and examinethe impact on themselves, others and thesituation in terms of community life

Cycle 2 Secondary

-carry out ethical reflection on topics dealingwith tolerance, the future of humanity, justiceand human ambivalence

-describe a situation and in greater detailsome of the ethical questions it raises

-compare a range of points of view to drawout different ways of thinking

-demonstrate knowledge of the referencespresent in points of view

-to further their reflection, they can considerother references, prioritize the mostmeaningful ones and show their contribution


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Competency 2: Demonstrates anunderstanding of the phenomenon of

religionKey Features

Explores (Analyzes) forms of religiousexpression

Makes connections between forms ofreligious expression and the social and

cultural environment

Considers (Examines) various ways ofthinking, being and acting


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Competency 2 (phenomenon ofreligion)Elementary themes


Family celebrationsStories that havetouched people

Religious practices inthe communityForms of religiousexpression in the youngpersons environment

Religions in society and theworldReligious values and norms


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Competency 2 (phenomenon ofreligion) Secondary themes

Cycle 1 Cycle 2

Quebecs religious

heritageKey elements ofreligious traditionsRepresentations of thedivine and of mythicaland supernatural beings

Religions down throughtimeExistential questionsReligious experienceReligious references inart and culture


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Outcomes (Evaluation)Demonstrates an understanding of the phenomenon of religion

Cycle 1

-name different celebrations or rituals associated with birth

-recognize some forms of religious expression related to a celebration

-understand there are different ways of celebrating

-associate forms of religious expression with elements in immediate environment

-relate the celebration to certain short stories and key figures

-name behaviours that are appropriate with regard to diversity

-name what they have learned regarding forms of religious expression


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Cycle 2

-deal with a situation involving forms of religious expression

-give brief description of community celebrations, objects, symbols, places of worship, rights.

-understand the meaning of certain forms of religious expression

-identify forms of expression in their environment and recognize similarities and differences

-make connections between sacred writings, spiritual guides and their traditions

-make some connections between various forms of religious expression and elements in socialand cultural environment from here and from elsewhere


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Cycle 3

-describe forms of expression of the main religious traditions by emphasizing their places oforigin, founding figures, and demographic impact in world

-illustrate norms and values that guide community life that are promoted by these traditions

-describe the significance of food-and clothing related practices that belong to various traditions

-associate exemplary individuals and their work

-recognize cultural contributions made by religious traditions


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Cycle 1 Secondary

-understand forms of religious expressionrelated to Quebecs religious heritage

-understand fundamental elements of

religious traditions-understand representations of the divine, aswell as mythical and supernatural beings

-draw out shared and specific aspects ofseveral forms of expressions studied

-demonstrate knowledge of certainbehaviours that are suitable with respect todiversity, as well as the impact of variousways of thinking, being or acting on society

Cycle 2 Secondary

- understand forms of religious expressionrelated to religions over the course of time toexistential questions, religious experience,

and religious references in the arts-can describe forms of expression anddemonstrate overall knowledge of theirmeaning and role, as well as theirconnections to the religions

-make connections between forms of

religious expression and elements of thesocial and cultural environment both hereand elsewhere in the world

-draw out shared and specific aspects ofseveral forms of expression studied


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Competency 3: Engages in dialogue

Key Features

Organizes his/her thinking Interacts with others

Develops a (substantial) point of view


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Competency 3 (dialogue)


ConversationDiscussion

NarrationDeliberation



Interview


Narration

DeliberationInterview

Debate


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Dialogue - Secondary

Cycle 1 Cycle 2



Interview

DebatePanel


NarrationDeliberationInterviewDebatePanel


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Elementary

Cycle 1

Elementary

Cycle 2

Elementary

Cycle 3

Secondary

Cycle 1

Secondary

Cycle 2

Description

Comparison

Description

Comparison

Synthesis

Explanation

Description

Comparison

Synthesis

Explanation

Justification

Description

Comparison

Synthesis

Explanation

Justification

Description

Comparison

Synthesis

Explanation

Justification

Means for developing a point ofview


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Means for examining a point of view

Elementary

Cycle 1Elementary

Cycle 2Elementary

Cycle 3Secondary

Cycle 1Secondary

Cycle 2

Judgment of:preference

prescription

Judgment of:

preference

prescription

reality

Judgment of:

preference

prescription

reality

value

Judgment of:

preference

prescription

reality

value

Judgment of:

preference

prescription

reality

value


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Types of Reasoning SecondaryCycle 2

Induction

Deduction Analogy

Hypothesis


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Hindrances to dialogue

Hasty generalization

Personal attack

Appeal to the crowdbandwagon Appeal to the people

Appeal to prejudice

Appeal to stereotype Argument from authority


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Outcomes (Evaluation)Engages in dialogue

Cycle 1

-able to follow a process and express their ideas in the context of a narration,conversation, discussion and deliberation

-express their preferences, feelings or ideas about concrete and simple subjects

-recognize the judgments of preference and prescription in a point of view

-respect some of the proposed rules of dialogue

-listen to others' points of view and are able to express whether their own view hasbeen modified or consolidated


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Cycle 2

-able to follow a process and organize their ideas in the context of a narration,conversation, discussion, deliberation and interview

-examine their preferences, perceptions, feelings or ideas about concrete andsimple subjects

-recognize the judgments of preference, prescription and reality in a point ofview

-respect the rules of dialogue that have been proposed to them.

-use some resources and vocabulary that are specific to the subject of thedialogue in order to develop a point of view that includes relevant elements


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Cycle 3-provide themselves with a process and organize their ideas in the context of anarration, conversation, discussion, deliberation, interview and debate

-examine their perceptions, feelings, attitudes, ideas or values about concrete andoften new subjects

-recognize certain stated judgments or processes that hinder the dialogue or thatcreate an obstacle to developing a substantiated point of view

-examine points of view using relevant questions by taking into account the type ofjudgment in question

-respect the rules of dialogue and contribute to overcoming obstacles

-use some resources and vocabulary that are appropriate to the subject of thedialogue in order to develop a point of view that includes several relevant andcoherent elements


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Cycle 1 Secondary-provide themselves with a process andstructure their thinking or arguments ontopics dealing with concrete realities

-recognize the relevance and coherence of

elements that make up a point of view

-examine their perceptions, attitudes andideas

-understand that certain stated judgments orprocesses hinder dialogue or create anobstacle to developing a substantiated point

of view.

-examine points of view using questions thatare generally adapted to the type of judgmentin question

Cycle 2 Secondary-plan a process and structure their thinking orarguments on topics dealing with concrete orabstract realities

-evaluate the relevance and coherence of

judgments and reasoning that make up apoint of view

-call into question their perceptions, attitudesand ideas

-explain why certain stated judgments orprocesses hinder dialogue or create an

obstacle to developing a substantiated pointof view

-examine points of view using questions thatare adapted to the type of judgment inquestion


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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/herpoint of view?

observation

were there any hindrances used?

Define how you will have students express theirmeans of judgment

self-reflection


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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 theirmeans of judgment self-reflection


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Evaluation

In support of learning For judgment

Development of competencyOn-going

Formal and informal

In recognition of competencyEnd-of-cycle scales

Formal


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Evaluation tools

Rubrics

Observation

Peer

Self

Tests, quizzes and exams

Learning and Evaluation Situations


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Learning and Evaluation Situations

A situation that allows the student to exercisecompetencies 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 evaluationtake place

Characteristics of Learning and Evaluation Situations


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Characteristics of Learning and Evaluation Situations

Realistic

Requires that students solve problems related to everyday life, civic life or the world of scienceInvolves a production that is intended for a public and whose use is specified for the studentPromotes the use of a variety of materials to perform the taskTakes into account the time and resources available

Meaningfulandstimulating

Offers stimulating challenges, adapted to students' needs and interestsFosters cooperationPromotes reflection on the processes usedRequires that students construct a responseTakes into account student diversity (learning rates and styles, etc.)

Flexible andadaptable

Allows for observation of the process and the outcomeAllows for adult supportShifts according to students' reactions and resultsAllows students to explore a problem furtherAllows for the possibility of adjusting to time constraints

Coherent

Is consistent with the Qubec Education Program (cross-curricular and subject specific competencies,broad areas of learning)Makes it possible to evaluate competencies according to the criteria and outcomes of the QubecEducation Program

Rigorous

Requires students to produce quality workClearly presents expectations and instructions to students

Informs students of evaluation criteria and encourages them to take these criteria into account (self-evaluation)


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Problem to solve Question to answer Create a productIssue to ponder

Learning & Evaluation Situation

LA LA CT LA CT CT

OR OR OR


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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


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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


Competencies and Key Features Ethics p2

Religious Culture p15

Dialogue p26

Understandings (Teaching Guidelines) a detailed list of objectivesbased on material

Essential Questionsan interesting hook Students Will Knowkey knowledge and skills


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LES Template and guidelines -

Elementary(cont.) Performance Taskshow can I see the competency

enacted? Consider some of the forms of dialogue (p27)

Other Evidencewhat else might they do that willdemonstrate their understandingbut you may not rely on forassessment?

Assessment Toolsrubrics, tests, observation, etc

Assessment Criteriadefine the levels of understanding

Learning Activitieslist of how you will present the contentand what the students will do


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LES Template and guidelines -Secondary

Themes, Teaching Guidelines and Related Content Ethics pp7-10


Desired Results Outcomes and Evaluation Criteria Ethics pp5-6


Competencies and Key Features Ethics p2

Religious Culture p11 Dialogue p21

Understandingsa detailed list of objectives based on material Essential Questionsan interesting hook Students Will Knowkey knowledge and skills


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LES Template and guidelines -

Secondary(cont.) Performance Taskshow can I see the competency

enacted? Consider some of the forms of dialogue (p22)

Other Evidencewhat else might they do that willdemonstrate their understandingbut you may not rely on forassessment?

Assessment Toolsrubrics, tests, observation, etc

Assessment Criteriadefine the levels of understanding

Learning Activitieslist of how you will present the contentand what the students will do


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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
http://www.swlauriersb.qc.ca/https://www7.mels.gouv.qc.ca/DC/ECR/http://www.mels.gouv.qc.ca/http://www.learnquebec.ca/en/?language=enhttp://www.learnquebec.ca/en/?language=enhttp://www.mels.gouv.qc.ca/https://www7.mels.gouv.qc.ca/DC/ECR/http://www.swlauriersb.qc.ca/


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Spiritual Community Animators

Develop and implement programs and activities thathave a community, humanitarian or spiritual nature.

Mobilize students to engage in community serviceprojects.

Facilitates assemblies or classroom visits thataddress the character development of students.

Response to crisis situations in times of grief.

Links students to local centres of worship andculture. Provides resources and speakers on relevant topics.

ERC SessionII Web

Documents

Transcript of ERC SessionII Web