What a New Curriculum Means for VIU

What a New Curriculum Means for VIU

"Deeper learning is better achieved through “doing” than through passive listening or reading. Similarly, both concept-based learning and the development of competencies engage students in authentic tasks that connect learning to the real world.” ( BC Ministry of Education)

Students who have been engaged in learning through the new curriculum will expect to continue to engage in deep learning, and to apply their knowledge to real-world situations, once they arrive at university. It will be incumbent on all of us to reflect on how our existing teaching practices will be complemented by the approaches and experiences that our future students will bring, as well as to assess where we need to adjust our practices to build on their changing expectations.

There is no template for what this will look like, but our future students will have become accustomed to engaging in their learning in the following ways:

Technology Integration
Learning in technology-rich environments with lots of digital literacies

Leveraging ways for students to learn and use technology to demonstrate learning

Personalized Learning
Students given choices as to how they’ll achieve the competencies

Place-based Learning

Taking “big ideas” and making learning local and focused on how it makes meaning for students at their local level (Indigenous perspectives, town/region specific) before they look at the topics/issues at the global level

Big Question Focused Learning

Inquiry-based type of learning focusing on students asking a question or two for the whole course and investigating on their own – move away from segmented learning

Active Achievement

Maker space type of spaces, noise, media, storytelling, open classrooms, innovation and design thinking the norm

Flexible Learning Environments

The integration of areas of learning and technology also have opened the door for teachers and schools to approach the use of time and space in creative ways – ways that adapt to students’ needs and interests. In effect, the Ministry of Education defines the “what” to teach but not the “how” to organize the time, space or methods to teach it.

International and Aboriginal Perspectives and Knowledge

Stronger focus, inclusion of perspectives and knowledge in curriculum content and competencies

Disabilities
Strong focus on providing more accessibility for people with variety of disabilities/abilities

Greater use of multiple ways to learn and demonstrate learning – differentiated instruction focus

Flexible Assessment Methods
Focus on the outcome/concept or competency and how students acquire them and demonstrate them is more varied and in line with student needs

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