The 6 C's

Building Relationships Through Assessment

Students as Agents of Change: Working Together to Make the World a Better Place

Starting With the 6 C's: Liberating Learning With Deeper & More Powerful Student-Centered Learning Opportunities

What Are Our Learning Goals? What Are We Here to Do?

Learning Goals & Success Criteria:

Learning Goals & Success Critieria: What Are They? Youtube Video

What is UDL? A Buffet of Resources:

What is UDL? Infographic Katie Novak

What is UDL? Youtube Video Katie Novak

The Myth of Average: Youtube Video Todd Rose

Collaborative Inquiry Cycle:

The Collaborative Inquiry Process is used at all levels:

Students design, assess and monitor their own learning;
Teachers reflect and collaborate to assess, design, implement and reflect and adjust learning;
Students/Students, Student/Teachers & Teachers collaborate and conference to discuss and assess learning and instruction practices; and
Leaders assess the learning conditions that support deep learning and design strategies to create improved conditions.

DuFour's PLC Model

The DuFour PLC Model is based around four questions and four pillars. We use the four questions to plan instruction, assess student progress, conference with students and respond instructionally.

What do we want our students to learn?

- Guaranteed aligned curriculum across grade levels and vertically from one grade to the next.
- Common Core, learning targets, standards in student work and rigor

How will we know they've learned it?

- Use our assessments, observations and data to monitor student learning.
- Common assessments, quick checks for understanding, formative assessments, summative assessments, results analysis

How will we respond when some students do not learn?

- Teachers and students collaborate to understand student learning needs and to respond appropriately, ensuring student voice and choice (Asset Based Lens vs. Defecit Model of Past)
- Re-teaching, classroom interventions, specialist or tutor interventions, home and community connections

How will we extend and enrich learning for students who have demonstrated proficiency?

- Acceleration and/or enrichment
- Whole class or in small groups, individual differentiation, student voice and choices, etc.

Useful Lesson Planning Tools:

NPDL Learning Design Template (Only Accessible With an NLESD Account)

Student Self-Assessments of NPDL's 6Cs:

Getting Started: Introduction to Character and Citizenship

A fantastic place to start is with this great resrouce from The Canadian Museum for Human Rights: Be An Upstander. This resource provides inedepth resources around character and citizenship - two of the most important 6 Cs and with links to many curriculum outcomes.

But First...Let's Take a Look at the Character and Citizenship Progression Tools.

The Character Progression Tool is a tool for assessing a student’s development of the character competency. According to NPDL, Character involves learning to deep learn, armed with the essential social and emotional character traits of self-directed learning, grit, tenacity, perseverance, and resilience, the ability to make learning an integral part of living; and to proactively change outcomes for themselves and others.

The Citizenship Progression Tool is a tool for assessing a student's development of the citizenship competency. According to NPDL, thinking like global citizens, considering individual and societal wellbeing, and global issues based on a deep understanding of diverse values and worldviews, and with genuine interest, empathy, compassion and ability to solve ambiguous and complex real-world problems that impact equity, human and environmental sustainability.

Restorative Justice in Education: Putting Relationships First

Central to our understanding of Restorative Justice (RJ) in Education is the Relationship Window. One of the ‘knocks’ against RJ is that it is a ‘soft option.’ but it isn’t. In fact, high expectations and accountability (for being human) is integral to being a member of any healthy and productive community; however, we must also have high support (for being human), particularly if we are to ensure a more equitable approach to education where there is a high level of student engagement and learning for ALL.

There are still many remnanats of a hierarchical, colonial and Eurocentric education system within the current structures of our education system (grading and ranking of students just to name one). How can we move more towards ‘Power With’ rather than a system where we exert power over our students?

In the spirit of reconciliation, how do we work WITH Indigenous communities to Indigenize our pedagogy and our system of education?

English Language Arts Gr. 7-9

“Talk is the bridge that helps students make connections between what they know and what they are coming to know.” (Booth, 1994)

Speaking & Listening: G.C.O's 1, 2 & 3

1.Students will be expected to speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas, feelings, and experiences.

2.Students will be expected to communicate information and ideas effectively and clearly, and to respond personally and critically.

3.Students will be expected to interact with sensitivity and respect, considering the situation, audience, and purpose.

Reading & Viewing: G.C.O's 4, 5, 6 & 7

4.Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual texts

5.Students will be expected to interpret, select, and combine information using a variety of strategies, resources, and technologies.

6.Students will be expected to respond personally to a range of texts.

7.Students will be expected to respond critically to a range of texts, applying their understanding of language, form, and genre.

Writing & Representing: G.C.O's 8, 9 & 10

8.Students will be expected to use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imaginations.

9.Students will be expected to create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes.

10.Students will be expected to use a range of strategies to develop effective writing and representing and to enhance their clarity, precision, and effectiveness.

Social Studies Gr. 7-9:

The General Curriculum Outcomes (GCOs) for the social studies curriculum are organized around six conceptual strands. These General Curriculum Outcomes statements identify what students are expected to know and be able to do upon completion of study in social studies.

G.C.O. 1: Citizenship, Power & Governance

Students will be expected to demonstrate an understanding of the rights and responsibilities of citizenship, and the origins, functions, and sources of power, authority, and governance.

By the end of grade 9, students will be expected to:

• explain the origins and continuing influence of the main principles of Canadian democracy

• take age-appropriate actions to demonstrate their responsibilities as citizens

We Are All Human - Each of Us Worthy of Dignity & Respect

G.C.O. 2: Culture & Diversity

Students will be expected to demonstrate an understanding of culture, diversity, and world view, while recognizing the similarities and differences reflected in various personal, cultural, racial, and ethnic perspectives.

By the end of grade 9, students will be expected to:

• explore the factors that influence one’s perceptions, attitudes, values, and beliefs

• explain the concept of multiculturalism as it applies to race, ethnicity, diversity, national identity in Canadian society

G.C.O. 3: Individuals, Societities & Economic Decisions

Students will be expected to demonstrate the ability to make responsible economic decisions as individuals and as members of society.

By the end of grade 9, students will be expected to:

• explain the roles of economic institutions and examine their impact on individuals and on private and public organizations

• explain the concept of market in the local, national, and global economy

"In our every deliberation, we must consider the impact of our decisions on the next seven generations." Iroquois maxim

G.C.O. 4: Interdependence

Students will be expected to demonstrate an understanding of the interdependent relationships among individuals, societies, and the environment— locally, nationally, and globally—and the implications for a sustainable future.

By the end of grade 9, students will be expected to:

• explain the complexity that arises from the interdependent nature of relationships among individuals, nations, human organizations, and natural systems

• plan and evaluate age-appropriate actions to support peace and sustainability in our interdependent world

“It is our collective and individual responsibility … to preserve and tend to the world in which we all live.” Dalai Lama

G.C.O. 5: People, Place & Environment

Students will be expected to demonstrate an understanding of the interactions among people, places, and the environment.

By the end of grade 9, students will be expected to:

• analyse the influences of human and physical systems on the development of distinctive characteristics of place

• analyse how the movement of people, goods, and ideas have shaped, and continue to shape, political, cultural, and economic activity

"Every problem has a creative solution."

Donna Karan

G.C.O. 6: Time, Continuity & Change

Students will be expected to demonstrate an understanding of the past and how it affects the present and the future.

By the end of grade 9, students will be expected to:

• analyse and evaluate historical and contemporary developments in order to make informed, creative decisions about issues

• identify and analyse trends that may shape the future

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