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Strategy: Placemat

Something aboutyour family,

hobbies, or

interests

History workingwith children

Something you did

over the summer

Something on your

“bucket list” 

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NewTeachers

 Stay withLarissa and

Trista

Mentors

New Mentors

- Kate

Experienced

Mentors

- Mike

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Trista Hollweck & Larissa Sansom

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I am familiar with the QEP: QuebecEducation Program

Do not agree Agree

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Fold the Line

Introduce yourself

What is your teaching experience

Do not agree Agree

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QEP

Progressionof Learning

EvaluationFrameworks

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Today we will introduce the theory behind

the QEP and the component parts of an LES

So that you gain a basic understanding of

the required curriculum in Quebec

You will have understood when you are

able to complete a webquest that

highlights important curriculum resources.

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Ogle (1986) 

K

What I KNOW

W

What I WANT toKnow

L

What I LEARNED

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QEP

Presents the main educational orientations that should guide

school staff, as well as the learning considered essential for

young people today.

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Constructivism

Socio-Constructivism

Cognitivism Create aTwitter feedclarifying eachof these terms(140 characters max)

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• Targets competency development

• Integrates all subjects

• Provides relevance to learning andlinks to real world

• Targets cross-curricular learning

• Calls for teachers’ professional

expertise• Competency based learning

QEP

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Competency is “the ability to act effectivelyor respond appropriately in situations ofcertain complexity” (QEP, p.9) 

To demonstrate their competency,

students use:• What they have learned at school• What they have learned through

experiences• Skills• Attitudes and interests• External resources (classmates,

teachers, experts)

QEP

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Competency

Key Feature #1 

Key Feature #2

Key Feature #3 

Manifestations

Manifestations

Manifestations

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 • a tool to complement each subject area

(does not replace the QEP)• provides further information on the

knowledge that the students must acquire• shows progression of the knowledge

students will be able to use each year-

pacing• is intended to assist teachers in planning

both their teaching and the learning thattheir students are to acquire.

QEP

Progression of

Learning

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QEP

Progression ofLearning

An arrow indicates that the teacher must plan for thestudent to begin this learning during the school year and

continue or

complete it the following year, always requiring systematic

intervention from the teacher.

A star indicates that the teacher must plan for the majority

of students to complete this learning by the end of the

school

year.

A shaded box indicates that the teacher must plan to

ensure that knowledge already acquired will be applied

during the

school year.

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• specify WHAT evaluation will focus on, butnot HOW to evaluate.

• Frameworks are organized by subject area

and level• Defines the evaluation criteria and

explanations on which the student's resultsmust be based

• Indicates weighting of the competenciesfor reporting

• Provides wording used in the report card• Evaluation of knowledge (acquisition and

application)

EvaluationFrameworks

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Evaluation Frameworks

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Evaluation of a student’s overall learningincludes:

Knowledge (Progression of Learning)

+Subject-specific competencies (QEP)

+

Knowledge acquisition & knowledgeapplication (Evaluation Framework )

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Energizer

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This is the term used for the process ofdeveloping and evaluating a

competency.

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LES

Is meaningful

and authentic

Includes learning

activities and

complex tasks

Uses many

resourcesand

strategies

Leads to apersonalized

production

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A meaningful context

Problemto

solve

Questionto

answer

Issueto

ponder

ProductTo

create

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 A Context

With a Meaningful Problem:

LA LA LA LA LA LA LA LA LA LACT CT

SKILLS,STRATEGIES,

KNOWLEDGE

(key features,

essential

knowledge )

S-S-K S-S-K Learning

about

complex

tasks

S-S-K S-S-K S-S-K S-S-K S-S-K S-S-K

Question to solve  – 

Problem to solve  – Product to create

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“ A big idea refers to transferable

concepts, principles, and theories thatshould serve as the focal point ofcurricula, instruction, and assessment.” 

(Jay McTighe & Grant Wiggins, 2004)

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Students reflect on the learning andwhat they achieved

Student verbalize how they learned Discuss ways to transfer learning and

opportunities for extensions

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Ogle (1986) 

K

What I KNOW

W

What I WANT toKnow

L

What I LEARNED

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QEP

Progressionof Learning

EvaluationFrameworks

•Coach

•Principal

•Resource Teacher•Cycle/ Subject Teams

•Consultants

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Paul Lamoureux

Director General

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Complete a back to school checklist that applies to you

(pg. 33)

Complete Mentee Goal Setting form for TERM 1

(Review 12 Teacher Competencies) (pg. 16)

Plan your first days

Check out examples of portfolios› http://edoorly.weebly.com/-3-planning.html

› http://tylerproulxportfolio.weebly.com/ › http://mridle3.wix.com/ntpportfolio#!services2/c19op 

Look at Chapter 3 of Creating the Dynamic Classroom

1:00 –  2:30

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https://www.youtube.com/watch?v=miPYLJI247g  

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