The Present
The present is where we are now; what is there to consider?
The information below covers the current classroom in Canadian K-12 education. The governing bodies, special considerations, existing spaces and forms of education are discussed. At the bottom of this page, you will find our first Padlet discussion board on educational contentions.
Who is responsible for schools?
How are K-12 schools organized?
In Canada, education is not a federal jurisdiction: each province / territory is responsible for the education of its citizens. Click here to see all the different responsible entities.
In general, public education starts from Kindergarten to grade 12 (hence, K-12!) Each province has its own prescribed curriculum with its own set of curricular competencies. Teachers organize curriculum implementation according to the purpose of these goals so children can reach grade level benchmarks. Parents can choose for their children to be educated in English or French immersion. Over recent years, a few schools have implemented Mandarin Chinese immersion in schools where the demographic has a demand for it. Schools occur in brick and mortar spaces, independent schools, hybrid schools, online schools, homeschool education, schools for students who are gifted, and technology-focused schools. Students work toward a provincial high school diploma. Tuition is not required in public schools (education is paid through taxes) however independent schools charge tuition which varies ($3500-$80,000/yr).
K-12 in British Columbia
In BC, students work toward the high school "Dogwood Diploma". In the classroom, you will often find "split classes" where the students will be made up of two grade levels. In independent schools, the classroom make up is typically just one grade level. Some charter schools (where the government contributes half of the funds and the rest is covered by tuition), implement an additional philosophy or approach such as the International Baccalaureate or a faith-based course. There are elementary schools (Kindergarten- grade 5), Middle Schools (grades 6-8) and then High Schools/Secondary schools (grades 9-12). Public and independent schools both have the capacity to accept International students who will pay a tuition rate. Adult education exists for those who want to upgrade or complete their high school credits. An emerging form of school is the "hybrid school" where curriculum is delivered partially in class, at a physical school campus and via "online" learning. Additionally unique to BC is The Offshore School Program: an entity where schools adopt a hybrid program to deliver the local curriculum as well as another curriculum of their choosing.
Important Considerations
The determination of where students will attend school is typically geographic. "Catchments" or "districts" are assigned to geographic locations and aligned with nearby educational institutions. Typically these areas form part of a larger entity (often referred to as a district). Students and families are permitted to apply to attend a school outside of this geographic area, but this often requires being on a waitlist and providing additional requirements for admission. Once in high school, credits and related subject areas become critical for students, especially those who are looking to pursue post-secondary education. Students will generally begin this planning stage just before they enter highschool (grade 8), in consideration of the highly competitive nature of post-secondary education admissions.
The adjacent video captures 10 of the most common questions asked on BC School System; credit achievement is one of them.
How does the classroom work now?
Today's classrooms are found in physical schools, "hybrid" schools and learning management systems.
Children are taught by a teacher where the teacher holds an accredited teaching qualification
Education is taught according to prescribed curricular competencies, designated into subject areas (set by each governing ministry/department)
"Subjects areas" are taught in slightly different spaces; improving over time, "specialized" areas such as science labs, gymnasiums for PE, outdoor space for outdoor education are constructed
Tools are pen and paper, textbooks and novels, and educational technologies that are readily available in schools that have the budget to utilize devices such as computers, tablets, LMS's and Smartboards
Despite the shift in perspective in seeing students as "seeds to grow" with agency of their own learning, issues of equitable access to learning via technology persist
IMG_8660.MOVAn Example of a Classroom "In the Present"
The adjacent video showcases a recently constructed (2020) educational space within the K-12 context in Kelowna, BC. Of note is the shared communal area, flexibility to have one large "open" space, flexibility of furniture and fixtures, and overall collaboration tools.
Gone are the single rows of desks we saw over 20 years ago. What we see now is students seated in groups, who are easily accessible to work in partnerships. Some schools, such as this one, try to organize and use open areas to support collaborative learning among students and collaborative professional development among instructors and administrators.
Recent Changes in Education
As the nature of the world and work changes, so does the desire of employers to hire people with both soft and hard skills, especially critical thinking skills. This has influenced education to implement inquiry, project-based learning that focuses more on competencies instead of content. Collaborative learning is encouraged (among students AND teachers).
Education has also moved away from traditional quizzes and tests although the Foundational Assessment Skills test (or similar standardized testing) is still given to students in some provinces, at the elementary, middle and high school level. Provincial exams no longer exist and have been replaced by a Literacy Assessment in grade 12 and a Math Assessment in grade 10. In BC, benchmarks on which students are assessed are currently being re-evaluated and reorganized.
An example of competency based curriculum is reflected in the Core Competencies found in the BC curriculum. It encourages communication, critical & creative thinking, and personal & social responsibility:
Contentions - Engagement #1
There are several contentions and frictions that exist in our current education that impact the present classroom. As our understanding of human development advances, and new technologies arise, often the question is posed if these progressions create a more equitable, diverse, and beneficial space. Below are some of the main educational contentions today, share your thoughts about them (or any others) in the Padlet below!
Socio-economic disadvantages based on geography (school districts)
Grade inflation in schools with high socio-economic demographics (or vice versa)
Classes with too many students in the student-to-teacher ratio
Teachers who refuse to use technology in their classrooms and students who do not have access to technology at home necessary for their learning
Lack of inclusion, protection for vulnerable student groups such as ESL learners, Indigenous learners, and others
Lack of professional development and support for educators to implement new, effective practices such as First Peoples Perspectives reflecting authentic Indigenous ways of knowing
Lack of funding, support, and inclusion for students who require additional support to be (better) integrated into the classroom (& the limited use of assistive technologies)
Inaccurate assessment of students for ESL funding
Make sure you put your name in your response so we know who you are!
Please note that the moderation of the Padlet below ended March 20th, 2022. You can find a copy of the initial discussion below!
padlet1-ETEC522-Future_Classroom.pdf