Curriculum Guide Empowering Creativity

Running Head: CURRICULUM GUIDE: EMPOWERING CREATIVITY
Curriculum Guide: Empowering Creativity
Incorporating Core Competencies in Constructivist Middle School Classrooms:
A Resource for BC Middle School Educators
Cole Anderson, Dave Dykstra, Josh Elsdon, Sarah Winkler, Andrew Yeung
ETEC 510 / 65A
University of British Columbia
Instructor: Dr. Jeffrey Miller
April 2, 2017
CURRICULUM GUIDE: EMPOWERING CREATIVITY
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Table of Contents
Introduction
Purpose of our Site

Goals
Theoretical Framework
Constructivist Pedagogy
Why Constructivism?
21st Century Teaching
21st Century Learning
Interactivities Guide
BC Core Competencies
Communication Competency
Why Personal Learning Networks?
Why Sesame?
Evaluation
Personal and Social Competencies
Why ePortfolios?
Why iMovie?
Evaluation
Thinking Competency
Why Coding?
Evaluation
Community of Practice
Discussion Forum
Twitter Feed
YouTube Channel
Assessment Model
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References
Appendices
Appendix A - Shifts in New Student Competencies
Appendix B - The New Learner and The New Teacher
Appendix C - BC Core Competencies
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Introduction
This educational design project seeks to create a prototype community website that
supports middle school teachers in integrating British Columbia's (BCs) Core Competencies
through technology usage and Constructivist pedagogy. Constructivist theory will help educators
foster creativity, critical thinking, and problem solving to build necessary skills for success in the
workplace, beginning to define skills required for 21st Century Learners. While technology is
abundant, active classroom use is often low due to inexperience or uncertainty regarding where
to start. By prototyping a community building website that has interactivities and pedagogies, we
provide teachers from beginner to advanced with a growing resource for apps, ideas and
professional inspiration. To evaluate project success, viewers are asked to complete entry surveys
regarding comfort with Core Competencies and technology use. These responses will be
compared with exit surveys around overall relevance, usefulness, accessibility, sharing feedback
on resources examined. By providing multiple activities we hope to support teacher professional
development for integrating Core Competencies, along with increasing technology use in middle
school classrooms.
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Purpose
The objective for this prototype community website is to combine theoretical
frameworks, practical recommendations and key interactivities to support development of a
Constructivist mindset in middle school teachers, focusing on BCs Core Competencies:
Communication, Thinking, and Personal/Social. As project team, we recognize that educators
vary greatly in comfort level around new curriculum and technology, so we have and will
continue to accommodate for audiences within educational design by incorporating both
beginner and advanced ideas that will help support a classroom model founded on Core
Competencies. Our goal is to prototype a website that is user-friendly and provocative enough to
challenge stereotypes of students as empty vessels in need of filling, moving towards being
capable of generating thoughtful inquiry to guide their own meaningful learning. As Fosnot
identifies, [t]he task of an educator is not to dispense knowledge, but to provide students with
opportunities and incentive to build it up. (Fosnot, 2005) Moreover, Sandholtz, Ringstaff, and
Dwyers (2002) research identifies the need for all technology to provide multiple entry ways to
support teachers in usage, challenging entrenched beliefs by removing stumbling blocks to
effective technology integration within classrooms. We have addressed this potential issue by
including not only suggested interactivities, but recommending videos following other
professionals to network support and enhance growth with technology integration.
A Constructivist classroom is one where cognitive development and deep understanding
are the focithey are understood as constructions of active learner reorganization. (Fosnot &
Perry, 2005) Fosnot describes four main principles of a Constructivist lesson: Prior knowledge,
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Focus on concept, Challenge student ideas, and Apply new ideas to similar situations. We have
incorporated Fosnots principles, prototyping a series of Constructivist activities for educators to
walkthrough, experiencing what/how a Constructivist classroom looks and feels. Our website is a
working platform for Constructivist classroom inspirations and tools, contributed not only by the
design team, but educators from respective classrooms that will be accessible to other
professionals, forming academic learning communities that support 21st century learner
development with Core Competencies in BCs curriculum.
There are many differences between traditional classrooms of the past and Constructivist
classrooms of today. Papert defines constructionism (1980) in his speech to Japanese educators
as "giving children good things to do so that they can learn by doing much better than they could
before." Close examination of Appendix A shows a practical breakdown of traditional roles
focused on teachers as experts imparting knowledge to learners as passive recipients, towards a
model where learners actively contribute to learning. Teachers pose initial guiding questions for
self-reflection at key inquiry points to gauge success and redirect instruction. These differences
highlight skills that are now essential for 21st century learners. Students are expected to be
problem solvers, critical thinkers, knowledge constructors, multimodal communicators -
effectively collaborating, reflecting creatively and reflectively (Redecker & Johannessen, 2013)
to facilitate ongoing formative assessment to guide further learning. Jenkins (2010) describes this
as participatory culture, transitioning media education towards experimental, innovative,
provisional and responsive platforms within ad hoc communities.
BC redesigned curriculum and assessment to introduce development of Core
Competencies ranging from intellectual to social proficiencies. The Communication competency

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involves effective information exchange transformed through digital media for multimodal
lifelong learning. The Thinking competency incorporates metacognitive awareness of identity,
with affordances to explore multiple persona that extend beyond space time limitations. The
Personal and Social competency reconsiders ones relationships within physical communities,
actively doing learning via technology as contributing members in the world.
While many view technology in general as having many benefits, there are inevitable
critics in modern classrooms. The primary concern with technology is student distractibility.
[S]tudents often do not use the technologies for learning purposes. Further, they often
multitask while engaged in educational activities, engaging also in activities such as texting,
updating Facebook pages and listening to music, dividing their cognitive capacity necessary for
learning purposes. (Kirschner & van Merrienboer, 2013, as cited in Ditzler, Hong, Eunsook &
Strudler, 2016) Another major concern that frequently arises is the need for effective context
specific professional development for teachers. Merely outfitting classrooms with all the newest
gadgets cannot guarantee Constructivist usage of such technology. In fact, Zhao and Frank
(2003) describe how technology is often found unused, underused or even misused in many
schools. As Gilakjani, Leong and Ismail (2013) identify [p]rofessional development needs to be
at the forefront in order to assure student learning and to change teacher attitudes and beliefs,
familiarizing with affordances technology has to offer.
Ringstaff, Yocam, and Marsh (1996) identify that teachers working in teams are more
successful, offering five suggestions that administrators can help support learning when teachers
return to respective schools:
Release teachers from their regular classrooms to participate.

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Provide teachers with the authority and flexibility to adjust daily instructional schedules
and to develop curriculum objectives that promote team teaching and interdisciplinary
instruction.
Allow time each day for teachers to meet and plan.
Provide time for teachers to reflect on their practice.
Acknowledge the importance of the teams efforts to the rest of the staff.
Specifically for educators, technology can be used to facilitate cross-curricular opportunities,
given ubiquitous collaboration with enhanced access. While the project team cannot release
teachers or rework individual schedules, through varied aspects for community building on the
website, we provide opportunities for professionals to reflect and share practices with time to
meet like minded educators to support and celebrate accomplishments.
Finally as we examine technology integration within our classrooms, it is essential to
place our target middle school group within appropriate social context. In British Columbia,
curriculum and assessment is in the process of being redesigned for all K-12 classrooms. The
driving force is to prepare students of today for the jobs of tomorrow. The provincial
Introduction to the Redesign (2015) acknowledges that [s]tudents need opportunities to develop
the competencies required to use current and emerging technologies effectively in all aspects of
their learning and life. These competencies are the underpinnings of the revision as British
Columbias redesigned curriculum brings together two features that most educators agree are
essential for 21st-century learning: a concept-based approach to learning and a focus on the
development of competencies. (Introduction To British Columbia's Redesigned Curriculum,
2015) Our educational design website can help teachers incorporate real world connections and
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support authentic instruction, providing innovative ways to fulfill the new Core Competencies
framework.
Goals
As a group, we recognize the importance of appropriate, timely and honest feedback as it
pertains to ongoing professional development of British Columbia Middle School teachers. To
achieve this goal, we have prototyped some keenly selected interactivities that will explore and
demonstrate the skills required in a Constructivist classroom for 21st century learners, while
ensuring teachers understand and demonstrate appropriate pedagogical underpinnings. We have
highlighted ways technology can be used to develop or enhance building each of the Core
Competencies in a Constructivist manner.
It is the project teams desire to design a prototype website for teacher professional
development that Constructivist Middle School Teachers would want to periodically visit. To
help achieve this goal, Twitter is used to stimulate, encourage and continue discussions beyond
the website. Twitter is a growing educational platform in which 21st century professionals can
network, share and collaborate on their passions and frustrations. By using the hashtag
@Construct_ivist, we can start to build a professional development community based on shared
vision. Please join us in this endeavor by posting suggestions and ideas that we and others can
benefit, taking from lesson ideas and best practices specific to your context. We have embedded
Twitter and YouTube Channel for convenience to encourage timely, helpful and accurate
responses and contributions.

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Theoretical Framework
The idea behind our design project is empowering student creativity. We have chosen to
focus our efforts on using technology to support the implementation of BCs Core Competencies
in a Constructivist/Constructionist context. With the educational technology industry exploding,
teachers have a glut of choices. We would like to provide, not only suggestions on ways to
promote BCs core competencies through technology, but also theoretical frameworks that will
help teachers assess technologies for classroom implementation.
The guiding theories behind our project are Piagets (1973) Constructivism, Paperts
(1991) Constructionism and Jenkins (2007) New Media Skills. Piaget suggested that humans
make meaning by comparing ideas to experiences. New ideas and experiences are either
assimilated into existing beliefs or accommodated changing prior mindsets (Piaget, 1973). Papert
incorporated Piagets theory, which lacks a specific pedagogical alignment, placing it within
context of the learner. Papert (1991) supported learning through creative experimentation, with
teachers guiding student understanding rather than passively transmitting information. Our
project aims to create resources for teachers who want to engage students in these ways. We
want to form a learning space that promote what Jenkins identified as New Media Skills. In an
often dynamic, participatory culture, students need to be able to: play, perform, simulate,
appropriate, multitask, distribute cognition, access collective intelligence, use personal judgment,
navigate different media, network and negotiate (Jenkins, 2007). It is a heady list and can be
intimidating for teachers wanting to support growth in these areas. Pair that with provincial duty
to support development of Core Competencies, clearly teachers need reliable, research driven
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resources to help make all parts fit together. With Technological Pedagogical Content
Knowledge (TPACK), Mishra & Koehler (2006) have provided just such a framework. We plan
to focus on web-based, ubiquitous technology to support any time learning. The ability to move
seamlessly between devices, accessing learning (a)synchronously regardless of geography makes
for smooth workflow, bridging the digital divide (Tinker & Vahey, 2002).
Our resource highlights applications and ways of using technology that redefine the way
content is delivered, fostering skills like collaboration, problem solving and critical thinking.
Constructivist Pedagogy
Our target audience is British Columbia Middle School educators. In the introductory
pages we have outlined the purpose, pedagogical context and rationale for a Constructivist 21st
century learner classroom and how that can be achieved using technology to support the Core
Competencies. This section includes current practicing Constructivist theoretical pedagogies and
summaries of key literatures for the 21st century learner-driven classroom. Our design website is
a professional training resource, inviting ongoing contributions, questions and testimonials from
professionals to help create a community for professional development. To achieve this goal we
ask you to self-reflect on current practices and understandings before and after visiting to see
how you plan to apply Constructivist 21st century learner principles into British Columbia Core
Competencies within your classroom.
Why Constructivism?
Our web-based resource is based on educational theories of Piaget, Vygotsky, and Papert
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- Piaget was a founder of Constructivist Theory. Piaget (1952) believed in a genetic
epistemological explanation of child development, with children moving through developmental
phases linearly, with completion of each stage necessary for progress. Children learn by
exploring their world and building knowledge based on experiences (von Glasersfeld, 2008).
Vygotsky further proposed a zone of proximal development, whereby learner abilities could
advance with the assistance of an expert other, more commonly now known as scaffolding.
While these ideas are similar, Piaget emphasized genetic aspects of development (nature),
whereas Vygotsky (1978) emphasized social effects of development (nurture). Constructivist
Theory is based heavily on both Piaget and Vygotsky.
Constructionism is another theory proposed by Simon Papert, a protege of Jean Piaget
and Idit Harel. Harel and Papert theorized that learners actively create their own knowledge
within a context that includes social, interactive and cultural elements (Kafai & Resnick, 1996;
Kafai, 2006). His Constructionist theory encourages students to work on inquiry activities or
projects within a collaborative framework, viewing teachers in more facilitative roles. For this
model, teachers need to have the knowledge, training and support to be familiar and comfortable
with using technology in the classroom.
Constructivism and Constructionism are both based on the principle of active learning.
Although there is a gap between theoretical knowledge taught in classrooms and skills needed to
succeed in the 21st century, bridging this gap requires a shift from instruction to construction of
knowledge (Appendix A). Our web based resource not only explains Constructivism and
Constructionism theory along with ideas for classroom implementation, but itself will be
designed on the basis of Constructivist philosophy as well. Visitors will encounter necessary
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information, finding support for collaboration and networking opportunities with fellow teachers,
sharing resources through embedded apps and interactivities to explore.
Educators looking for models on how to implement educational technologies in their
classrooms have likely come across the currently popular TPACK: Technological Pedagogical
Content Knowledge model (2005) published by Punya Mishra and Matthew Koehler. This model
is a reflective lens that is Constructivist-based, presenting opportunities to plan best ways for
integrating emerging technology (Hilton, 2016). Another contemporary idea is that of Dr. Ruben
Puenteduras 2006 SAMR: Substitution, Augmentation, Modification, and Redefinition model.
TPACK philosophy appears to be more teacher-driven, while SAMR highlights student-centered
activities (Hilton, 2016). While these and other models can be integrated with Constructivist
philosophy, the TPACK model has been supported by educational research.
In our web-based community building resource, we assist teachers in using educational
models such as TPACK, to encourage technology implementation within Constructivist middle
school classrooms. The models and theories described above were selected because they
encourage development of 21st century competencies such as collaboration, creativity and social
connections. Our website design is interactive, following the Constructivist model on learning
and how technology innovations can assist global interactions.
21st Century Teaching
In the last decade, we have observed a shift in the perception of teacher and student roles.
Classroom education is moving away from Instruction to Construction of knowledge by learners
(Appendix A). There is a growing recognition of the need for collaborative learning to transform
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knowledge rather than memorize. So how does this shift affect teachers? Even more than before,
educators must be purposeful designers, providing educational experiences based on broad
learning goals and curriculum standards. Instead of always being the expert, students need
opportunities to participate as experts as well. Additionally, teachers need to develop and
incorporate a broad range of teaching strategies in order to personalize learning, giving equitable
opportunity for diverse learners to succeed. At times this can be overwhelming - how can we as
teachers be everything to everyone? Is this even possible? Of course not, but we should strive to
reach as many students in as many ways as necessary to be effective. This takes substantial work,
and both understanding and comfort with modern technologies. However, simply outfitting a
classroom with all the newest gadgets does not guarantee an effective Constructivist lens. In fact,
Zhao and Frank (2003) describe how technology is often found unused, underused or even
misused in many schools. A major concern that arises then is the need for effective professional
development.
Teachers as professionals are called to continually develop and grow in understanding
and pedagogy. Still this is too much for individuals, so being part of a learning community or
Community of Practice is essential for 21st century teachers to develop new professional
identities (Gilakjani, Leong and Ismail, 2013). A collaborative learning community of teachers
means that more work is put into best practices while reducing the overall workload through
mutual support and sharing (Kalantzis & Cope, 2010). A complete list of characteristics for the
21st century teacher can be found in Appendix B or directly on the website.
21st Century Learning
There are many differences between traditional and Constructivist classroom. Papert
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defines constructionism (1980) in his speech to Japanese educators as "giving children good
things to do so that they can learn by doing much better than they could before." Learners are
expected to be problem solvers, critical thinkers, active knowledge constructors, multimodal
communicators - effectively collaborating, thinking creatively and reflectively (Redecker &
Johannessen, 2013) to facilitate formative feedback to guide learning. Jenkins (2010) describes
this participatory culture, transitioning media education towards experimental, innovative,
provisional and responsive platforms within ad hoc communities. According to Kalantzis and
Cope (2010), the new learner is actively engaged, connected to individual identity, produces
shared knowledge, collaboratively interacts digitally, develops collective intelligence, critically
self-assesses, and is reflective engaging with feedback. A complete list can be found in Appendix
B or directly on the website.
Interactivities Guide
Now with a solid pedagogical foundation, our website suggests ways to explore, expand,
and apply knowledge through interactivities. Each prototype activity explores BC Core
Competencies in a Constructivist 21st century approach, demonstrating key pedagogical
underpinnings and highlighting ways technology can be used for support. In keeping with a
Constructivist framework, our site encourages you to take a hands-on approach to learning with
each section culminating into some form of reflection around the learning journey. Our site has
three main objectives:
1) Develop a working knowledge of Constructivism as connected to 21st century
teaching and learning

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2) Explore ways to implement BC Core Competencies through technology use
3) Participate as member of a Learning Community to support ongoing professional
development
The following section walks through our prototype interactivities along with how to
navigate around the website: Empowering Creativity.
With the objective of producing lifelong learners, the revised BC curriculum and
assessment has taken emphasis off specific content onto broader transferable competencies.
Upon consultation, the province identified three foundational competencies: Communication,
Thinking (Creative/Critical) and Personal Social (Positive Identity/Cultural Awareness/Social
Responsibility). Far from replacing prescribed outcomes, BC Core Competencies underpin and
provide context for content learning. Core Competencies are a framework for learning that both
transcend individual subjects and help teachers create environments that promote collaboration,
problem solving and social/emotional awareness (Appendix C).
Communication Competency
The Communication Competency encompasses the set of abilities that students use to
impart and exchange information, experiences and ideas, to explore the world around them, and
to understand and effectively engage in the use of digital media. (BC's New Curriculum, 2015)
To start exploring this competency, use the following entry points:

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1) If you are encountering Core Competencies for the first time, browse the table
summaries on the Core Competencies landing page to overview some background
information: http://empoweringcreativity.weebly.com/bc-core-competencies.html
2) If you are generally familiar with Core Competencies, and ready to specifically
discuss the Communication Competency begin here: http://
empoweringcreativity.weebly.com/communication.html
3) If you are looking for ways to participate in conversations around Communication
Competency to expand collaborative learning, start here: http://
empoweringcreativity.weebly.com/communication-blog-reflection
4) If you are looking for ideas on how to incorporate Communication competency in
your classroom, check out the Sesame page to get started: http://
empoweringcreativity.weebly.com/sesame.html
Feel free to jump around as required to explore these competencies, remembering to contribute
building our prototype towards collaborative learning.
Why Personal Learning Networks?
Our students live in participatory culture, leveraging digital media to pursue online interests,
connecting with experts and learning mutually as active producers. As teachers overcome
technology resistance, social media can serve as prototype platform for improving practice,
finding inspiration and providing support from educators around the world. Teachers can build
personal learning networks, modelling blogs to students or constructing shared documents with
Google, for example. Using Twitter as platform, students critically analyze information, making
choices about information, and deepening learning through posting individual content.
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Why Sesame?
While lacking details regarding new assessment has been a source of frustration, BC does
appear to be shifting away from pure quantitative evidence towards documenting formative
assessment as learning evidence over time. Sesame is an intuitive web-based tool that allows
educators to capture learning snaps as it occurs, with affordances to provide timely feedback
tagged to track curriculum standards. It accommodates multimodality as video and audio
evidences are characteristic of 21st century literacies. Paid versions of Sesame can also
customize standards allowing for seamless tracking whether students have met criteria.
Evaluation
Core Competencies are evaluated based on learner reflection. Within each profile there
are series of I statements that help you and your students reflect on the learning they have been
doing, assessing where they land on each profile. Note there is no set timeline for moving
through facets. In fact, even adults may not have reached the top descriptor.
Communication Competency Profile

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Development of communication begins within

families, before students enter formal
schooling, and is expanded and enhanced
through life, to include these 8 profiles:
Profile 1 - I respond meaningfully to peers
Profile 2 - I understand and share basic
topical information that is important to me
Profile 3 - I can work with others to achieve
short-term concrete goals; I do my share
Profile 4 - I am becoming an active listener,
asking questions and making connections
Profile 5 - I am able to represent my learning
and connect it to my experiences and efforts
Profile 6 - I ask thought-provoking questions,
integrate information and manage conflicts
! Profile 7- I acknowledge different
perspectives, collaborating for commonalities
Profile 8 - I am intentional and strategic; I am
able to engage and accomplish purpose with
an increasing range of audiences
(BC's New Curriculum, 2015)
Listed below is a sample for how to use rubrics to facilitate self-assessment by students on each Core Competency at
Middle School: (Ondrik and Sasges, 2014) https://vernoncommunityschool.files.wordpress.com/2015/02/core-
competency-growth-continuum-pdf1.pdf
Thinking Competency
The Thinking Core Competency encompasses the knowledge, skills and processes we
associate with intellectual development. It is through their competency as thinkers that students
take subject-specific concepts and content and transform them into a new understanding.
Thinking competence includes specific thinking skills as well as habits of mind and
metacognitive awareness. (BC's New Curriculum, 2015). This competency is then broken down
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into two areas: Creative Thinking and Critical Thinking. To start exploring this competency, use
the following entry points:
1) If you are encountering Core Competencies for the first time, browse the table
summaries on the Core Competencies landing page to overview some background
information: http://empoweringcreativity.weebly.com/bc-core-competencies.html
2) If you are generally familiar with Core Competencies, and ready to specifically discuss
the Thinking Competency begin here: http://empoweringcreativity.weebly.com/
thinking.html
3) If you are looking for ways to participate in coversations around Thinking Competency
to expand collaborative learning, start here: http://empoweringcreativity.weebly.com/
thinking-forum.html
4) If you are looking for ideas on how to incorporate Thinking competency in your
classroom, check out the Coding page to get started: http://
empoweringcreativity.weebly.com/coding.html
Why Coding?
Although many students will not grow up to be computer programmers, the coding
process incorporates relevant skills for the jobs of tomorrow. Coding develops computational
thinking as Dr. Dan Crow (2014) identifies, which teaches you how to tackle large problems by
breaking them apart into smaller manageable chunks, create models to focus on the most
important aspects moving from specific solutions to general. These are key attributes of the
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Thinking Competency, embedded directly into Applied Design, Skills and Technologies
curriculum. Using coding as vehicle, students design creative works that promote discovery and
risk, allowing setbacks and failures to advance critical thinking.
Evaluation
Thinking Competency - Creative Thinking Profile

All students use creativity, developing at their
own pace, expanding to include more of these
five profiles:
Profile 1 - I get ideas when I play
Profile 2 - I build on or combine other
peoples ideas to create new things within
constraints of form, problem or materials
Profile 3 - I get new ideas in interest areas and
build my skills to make them work
Profile 4 - I get new ideas or reinterpret
others ideas in ways that impact peers
Profile 5 - I develop a body of creative work
over time in areas of interest or passion
(BC's New Curriculum, 2015)
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Personal and Social Competencies
The Personal and Social Competency encompasses the set of abilities that relate to
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students' identity in the world, both as individuals and as members of their community and
society. Personal and social competency encompasses the abilities students need to thrive as
individuals, to understand and care about themselves and others, and to find and achieve their
purposes in the world. (BC's New Curriculum, 2015) This competency is then broken down into
three areas: Positive Personal & Cultural Identity, Personal Awareness and Responsibility, and
Social Responsibility. To start exploring this competency, use the following entry points:
1) If you are encountering Core Competencies for the first time, browse the table summaries
on the Core Competencies landing page to overview some background information:
http://empoweringcreativity.weebly.com/bc-core-competencies.html
2) If you are generally familiar with Core Competencies, and ready to specifically discuss
the Personal and Social Competency begin here: http://
empoweringcreativity.weebly.com/personal-and-social.html
3) If you are looking for ways to build student pride in their work, displaying student
products to build a learning community, check out the page on e-portfolios here: (http://
empoweringcreativity.weebly.com/e-portfolios.html)
4) If you are looking for ideas on how to incorporate Personal and Social competency in
your classroom, check out the iMovie page to started: http://
empoweringcreativity.weebly.com/imovie.html
Why e-portfolios?
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According to Kalantzis and Cope (2010), the new learner is actively engaged, connected
to identity, produces shared knowledge, interacts collaboratively digitally, develops collective
intelligence, critically self-assesses, being reflective engaging with feedback. All of these skills
can be enhanced and tracked using e-portfolios, where students collaborate knowledge and
product development to share with others, developing a sense of pride and community. These are
key attributes of the Personal and Social Competency, informing the Applied Design, Skills and
Technologies curriculum. E-portfolios have many other benefits helping to build 21st century
skills, addressed in more detail on the website. Consider using the Seesaw App: Student Driven
Digital Portfolios where learners document learning for real audiences, making communication
efficient for 21st century learning.
Why iMovie?
To continue with Kalantzis and Cope (2010), iMovie is another example of students using
technology to explore and express themselves socially with personal identity through digital
multimedia content creation. It is a versatile multimedia platform that has tangible skills in both
real-world and online community. Students can serve as both contributors to society and source
of moral support for others. This app has official endorsement from Apple Inc and will thus be
capable of incorporating the latest and greatest hardware and software updates. Note the app
does occupy a considerable amount of space both locally and on iCloud accounts. You may
create feature films or catchy snippet trailers. Resulting from the digital platform, a supportive
network can be achieved with a measure of safety and security. iMovie can further develop skills
for Core Competencies that will be outlined in greater detail on the website. Consider using
iMovie when projects involve creating multimedia presentations to be shared with the class,
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school or even YouTube Channel. Regarding the YouTube Channel route, consideration should
be given to whether students want comments enabled or disabled.
Evaluation
Personal and Social Competency - Positive Personal and Cultural Identity Profile
Development of positive personal and cultural

identity begins within families, before students
enter formal schooling, and is expanded and
enhanced at every level of life and schooling,
to include more of these 5 profiles:
Profile 1 - am aware of myself as different
from others.
Profile 2 - I am aware of different aspects of
myself. I can identify people, places, and
things that are important to me.
Profile 3 - I can describe different aspects of
my identity. I have pride in who I am.
Profile 4 - I understand that my identity is
influenced by many aspects of my life. I am
aware that my values shape my choices, and
! contribute to making me a unique individual.
Profile 5 - I can identify how my life
experiences have contributed to who I am; I
recognize the continuous and evolving nature
of my identity. (BC's New Curriculum, 2015).
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Community of Practice
The goal of constructivism is to develop new learners who take responsibility for their
own learning, produce knowledge rather than consume, collaborate effectively, reflect critically,
engage peer feedback and continue learning outside of the classroom (Kalantzis and Cope,
2010). Students are encouraged to be active participants for social change in their working,
public and private lives. Similarly classrooms support civic pluralism to purposefully frame
education within contexts that introduce students to new cultures and situations. So how do we
get there? How can we involve students more in the learning process?
This introduces a revised way of thinking, one that starts with teachers rather than
students (Kalantzis & Cope, 2010). Many elements of active learning collaboration, creativity,
peer feedback must be incorporated for teachers first, creating a learning community for
professional development. Once educators themselves see value with constructivist education,
they become more confident and better able to incorporate within their own classrooms.
Implementing new ways of learning independently can be overwhelming, and leave teachers
feeling isolated. There is a real need for supportive learning communities where teachers may
collaborate and engage in dialogue with colleagues and other professionals (Snow-Gerono,
2005). Being part of a supportive community - sharing best practices, creative ideas and
encouraging one another - may be just the impetus we need for real change! Teachers who are
active learners and members of a learning community are also able to fully support our students
in this as well.
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How do communities of practice benefit the teachers and students?
Professional learning communities create opportunities for dialogue, collaboration, and
give opportunity for good conversations. Good conversations require safety, trust, common
ground, good content, and a sense of being voluntary (Snow-Gerono, 2005). Teacher
conversation groups constitute a low-cost, sustainable, satisfying, and potentially transformative
form of teacher professional development (Clark, 2001). Teachers may correspond with
authors, interact with other teacher researchers in ongoing discussion forums, access internet
resources, and pose questions for other teacher researchers (Snow-Gerono, 2005). A safe
environment that not only allows, but supports and encourages questioning and uncertainty is
essential for inquiry-minded teachers to have the challenges needed for them to continue to grow.
If they do not work in such an environment, they would contribute to the perpetuation of
teacher isolation rather than transforming the profession with their generation of knowledge-of-
practice (Snow-Gerono, 2005).
Professional communities of practice encourage a broad range of ideas, sharing of
resources, abilities, and time. They also give access to people - experts with knowledge and
experience that can be learned from, or used as sounding boards to test new ideas and lessons
before implementing them. Snow-Gerono (2005) also suggests the following benefits for a
community of practice:
collaborative brainstorming eg. reaching a student that was disengaging

exchange ideas
to learn something from an experienced colleague
an articulation of implicit theories and beliefs;
Perspective-taking;
developing a sense of personal and professional authority;
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reviving hope and relational connection: An antidote to isolation;

reaffirmation of ideals and commitments;
developing specific techniques and solutions to problems; and
learning how to engage with students in learning conversations.
Professional learning communities will benefit not only teachers own professional development,
but also the learning experiences of the students their classes..
Our Learning Community landing page offers different apps to support constructivist
classrooms in various disciplines. This prototype section prompts individual exploration using a
try this lens, allowing visitors to share effective resources and contribute towards a working
document elaborated below:
Discussion Forum
Under the Learning Community tab is a Discussion Forum for educators to dialogue
about Core Competencies, Constructivist Learning, and how technology can scaffold these goals.
Visitors can reflect on their experience with the webpage, interacting with professionals from
different expertise and contexts, posing responses and questions to extend conversations. This
platform provides real time feedback for teachers to share how technology has been
(un)successfully incorporated, comparing projects before and after transition to leverage the
affordances and minimize the limitations. In many regards, technology is still in transition
requiring thoughtful analysis of changing teacher and student roles, as we mature in our
technological relationship.
This reflective forum extends ongoing professional development opportunities like
Surreys Sparking Todays Learner Series, continuing conversations from keynotes and exercises
over digital spaces to expand the academic learning community to other geographic regions. That
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way, instead of merely selecting a district representative to participate, with the pressure of
bringing back learning to local school environments, more people can participate in discussion,
commenting for collaboration. Visitors can share resources for teachers to practice skills before
introducing to classrooms, for example, experimenting with Hour of Code to gain experience
with coding.
We view the website as creating an academic learning community through embedding
padlets to capture ongoing discussions. We crowd-source suggestions where educators share
what works for them, pinning technology connections to our framework. People can suggest
exemplars or case studies that consider BC Core Competencies through 21st century
constructivist perspective, posing links to Khan Academy and TED talks to diversify teachers
knowledge. Teachers can evaluate current technology meeting consistent criteria, with the
discussion forum developing online inquiry communities, discussing how new thinking
framework fits into descriptors, bringing principles back to classrooms. This peer-to-peer
community enables teachers to ask questions, sharing Constructivist lesson ideas.
Twitter Feed
Twitter will be the primary way this resource will help you (our users) develop your
Personal Learning Networks (PLN) through social media to balance real life connections. We
have created an account that will act as both a resource for new users to: connect with people and
organizations that promote Constructivist pedagogy, see how BC teachers are using the Core
Competencies, and as a platform for sharing information from the design team. To assist in the
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community creating please always include our Twitter handle (@construct_ivist) when you are
tweeting.
Professional communities of practice, like Twitter, encourage a broad range of ideas,
sharing of resources, and professional development. They give access to people - experts with
knowledge and experience that can be learned from, or used as sounding boards to test new ideas
and lessons before implementing them. Our Twitter account offers support for constructivist
classrooms in various disciplines. We would like to encourage you to become part of our
Community of Practice, to share your knowledge, ideas, best practices, favourite apps, and useful
articles. By doing this, you will assist us in building an effective resource for BC teachers.
Twitter is a great tool to grow your PLN because it enables sharing without requiring it. Users
can treat it like a news feed until they feel comfortable enough commenting on the work of
others, retweeting, or sharing themselves.
YouTube Channel
You Tube was started in 2005 as a video sharing site and today boasts over a billion users
and growing (youTube, 2017). As part of our Learning Community we will use the YouTube
Channel to start the conversation with Middle School Teachers around constructivism and BC
Core Competencies. The YouTube Channel will provide a repository for teacher made videos for
sharing as well as developing a playlist of videos that enhance and expand learner knowledge
around our stated goals. Playlists will be developed by either the project team or other teachers
who have found resources that broaden educators understanding, knowledge, and practical
actionable tips around technology use with BCs Core Competencies in a Constructivist
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classroom.
As part of our interactivity around iMovie, teachers are invited to upload short videos on
our Design Team YouTube channel at https://www.youtube.com/channel/UC20Rlf2Be-
G7EG5Sy3DOONg, in which they share reflections and connect their understandings of 21st
Century Constructivism. Finally, the YouTube channel empowers educators to engage in a
conversation around different curated videos as part of our Learning Community.
Assessment Model
We as design team along with you as our community of collaborators can measure and contribute
towards the success of our site using some of the following outcomes:
Pre/post surveys to encourage self reflection of your overall teacher confidence in using
Core Competencies. Upon collecting the initial demographic information, our entry
survey measures you on familiarity with Constructivism, BC Core Competencies and
Technology, while collecting thoughts on 21st century teaching and learning. When you
leave, you can help by completing a similar exit survey to compare whether comfort has
increased since you first visited.
Opportunities for active and ongoing participation are embedded into various discussions
throughout the site. As our backgrounds may vary, our curriculum guide and site design
provide various intuitive entry points to navigate based on your specific focus. Many
pages are designed as prototypes for you, as users, to contribute an activity (ex. optional
iMovie creation), provide feedback, and suggest improvements. Your, and our, success
lies in not merely just browsing through once, but returning to join in active conversation
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with professionals, engaging in an academic learning community through Discussion
Forums and Interactivities.
Growing a professional learning network that provides suggestions for what a
Constructivist classrooms may look like in your context. Our YouTube and Twitter
accounts will be successful when we all include input on resources, products, and lesson
ideas. Since community building is integral to professional development, our community
forum can actively engage teachers in productive dialogue, benefiting from different
expertise. Watching to see if participation levels on twitter feeds and bi-weekly
conversations increase shows whether our site is succeeding in generating ongoing
dialogue around BC Core Competencies in Constructivist classrooms. Please help us
keep this important conversation going!
Our website will serve as a prototype for teacher professional development in
constructivist classroom community that Middle School Teachers would want to periodically
visit. Evaluating how Twitter conversations to network, share and collaborate. We can observe
response from hashtag conversations (#ConstructivismBC) to measure how successful we are in
building a professional development community based on shared vision. Additionally we
propose embedding a Twitter widget within our website to provide convenient access to
encourage timely, helpful, and accurate responses, ideas, and contributions.

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References
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Cupertino, CA: Apple Computer, Inc.
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pedagogical-differences-between-media/
British Columbia Ministry of Education. (2015). Introduction To British Columbia's Redesigned
Curriculum. BC's New Curriculum. Retrieved Feb. 7, 2017 from https://
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Clark, C. (2001). Talking shop: authentic conversation and teacher learning. Teachers College
Press, New York (2001)
Crow, Dan. "Why Every Child Should Learn To Code". the Guardian. N.p., 2017. Web. 22 Mar.
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Fosnot, C.T. & Perry, R.S. (2005). Constructivism: A Psychological Theory of Learning. In C.
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Appendices
Appendix A
Shifts in New Student Competencies
Instruction Construction
Classroom Activity Teacher-Centered Learner-Centered

Didactic Interactive
Teacher Role Fact Teller Collaborator
Always Expert Sometimes Learner
Student Role Listener Collaborator

Always Learner Sometimes Expert
Instructional Facts Relationships
Emphasis Memorization Inquiry and Invention
Concept of Accumulation of Transformation of Facts

Knowledge Facts
Demonstration of Quantity Quality of Understanding
Success
Assessment Norm-Referenced Criterion-Referenced

Multiple-Choice Portfolios and Performances
Items
Technology Use Drill and Practice Communication, Collaboration, Information
Access, Expression
Figure 1. Shifts Underlying New Student Competencies. Reprinted from Apple Classrooms of
Tomorrow: What we've learned, by David Dwyer, April 1994. Retrieved from http://
www.ascd.org/publications/educational-leadership/apr94/vol51/num07/Apple-Classrooms-of-
Tomorrow@-What-We've-Learned.aspx. Copyright 1994, by Apple Computer, Inc.
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Appendix B
The New Learner and the New Teacher
THE NEW LEARNER:

is actively and purposefully engaged in their learning; the most effective learning is engaged
learning.
belongs in their learning, connecting their identity, subjectivity and agency into their learning.
brings their experience, interests and voice to the learning task at hand.
takes responsibility for their learning through a measure of autonomy and self-control.
is a knowledge producer, drawing upon a range of available knowledge resources.
works effectively in pairs or groups on collaborative knowledge projects, and creates knowledge
to be shared with peers.
continues to learn beyond the classroom, using the social media to learn anywhere and anytime
the phenomenon of ubiquitous learning.
is comfortable in multimodal, digital knowledge creation spaces, bringing together text, image,
diagram, video, sound, dataset, instant messaging, etc.
critically self-assesses and reflects upon their learning.
uses and gives feedback in social networking interactions, learning in recursive feedback loops
involving peers, parents, experts and invited critical friendsas well as teachers.
engages in intensive horizontal communications and collaborative learning.
is a comfortable player in environments where intelligence is collectivenot just the sum of
things that can be retained in the individuals head, but a capacity to source specialised
knowledge from experts or group members, to negotiate and synthesise knowledge in groups and
to search and critically evaluate knowledge from a variety of online sources.
THE NEW TEACHER:

takes a greater degree of control of their professional lives, designing learning experiences for
their learners based on broad learning goals and curriculum standards.
is a purposeful learning designer, rather than (just) a curriculum implementer.
is able to let go, allowing learners to take more responsibility for their own learning
knows that to be authoritative does not mean being authoritarian.
is comfortable in online learning design and delivery platformsspaces with are not just lesson
planning, nor just a textbook, nor just a student workbook.
is comfortable working with learners in new, multimodal, online social media spaces.
has a new professional identity, as teaching increasingly moves from being the talking profession
to the online documentation profession.
is collaborative, sharing their learning designs online, reusing and adapting others learning
designs, jointly writing learning designs in teams, peer reviewing others learning designs, team
teaching in classes that can at times be smaller-than-normal and bigger-than-normalin other
words, developing a professional culture of mutual support and sharing.
puts more work into documentation of best practices whilst creating less work for themselves
through a culture of sharing and building a reusable knowledge bank.
engages their learners identities and harnessing lateral knowledge-making energies amongst
learners.
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manages a multifaceted learning environment in which not every student has to be on the same
page at the same time.
differentiates instruction in order to cater effectively to learner diversity.
is a leader in a dynamic, knowledge-producing community.
is practitioner-researcher, building and interpreting the evidence base of pedagogical inputs in
relation to learner outcomes.
creates and implements ubiquitous assessment for learning, not just end-of-program assessment
of learning.
creates and applies evaluation protocols to measure the effectiveness of pedagogies and
programs.
The New Learner and the The New Teacher. Reprinted from The teacher as designer: Pedagogy in the
new media age, by Mary Kalantzis & Bill Cope, 2010. Retrieved from http://
journals.sagepub.com.ezproxy.library.ubc.ca/doi/pdf/10.2304/elea.2010.7.3.200.
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Appendix C
CORE COMPETENCIES PROFILE FACETS KEYWORD

DESCRIPTIONS
COMM Communication 1. Connect and Engage Active listening,
UNICA with Others meaningful
TION Abilities to exchange responses, respect
information, participate in perspectives
conversation, intentionally 2. Acquire, Interpret, and Explore interest
engage digital media, Present Information topics, increasing
demonstrate technological range of audiences
expertise
3. Collaborate to Plan, Integrate
https:// Carry Out, and Review information, take
curriculum.gov.bc.ca/sites/ Constructions and Activities responsibility,
curriculum.gov.bc.ca/files/ provide leadership,
pdf/ manage conflict
CommunicationCompetenc 4. Explain/Recount and Share experiences,
yProfiles.pdf Reflect on Experiences and make connections,
Accomplishments constructive
feedback
THINKI Creative Thinking 1. Novelty and Value Novelty for student,
NG peers, community;
Develop metacognitive valued for impact,
reflection on intellectual fun, accomplishment
processes, carrying valuable 2. Generating Ideas Free play,
ideas from thought to spontaneously
reality, recombining unconscious, quiet
concepts into new filters, take risks,
expressions, innovations expect ambiguity
and products
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and products
3. Developing Ideas Evaluate, refine,
https:// work, realize,
curriculum.gov.bc.ca/sites/ persevere through
curriculum.gov.bc.ca/files/ productive failure
pdf/
CreativeThinkingCompeten
cyProfiles.pdf
Critical Thinking 1. Analyze and Make judgments,

Critique consider purposes,
Examine problem solving adapt criteria, refine
and decision making, plans
reasoning options, drawing 2. Question and Open-ended inquiry,
conclusions, reviewing Investigate experimental
alternatives, assessing analysis, interpret
implications evidence, adjust
procedures
https://
curriculum.gov.bc.ca/sites/ 3. Develop and Design Transform products,
curriculum.gov.bc.ca/files/ consider audience,
pdf/ explore possibilities,
CriticalThinkingCompetenc monitor progress
yProfiles.pdf
PERSO Positive Personal and 1. Relationships and Context shapes
NAL Cultural Identity Cultural Contexts identity: Ethnicity,
AND nationality,
SOCIA Student identity as language, ability,
L individuals and community gender, age,
members, understanding geography,
background narratives, sexuality, religion
evolving through 2. Personal Values and Life experiences
interconnected (virtual) Choices influence values and
spaces societal choices
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https:// 3. Personal Strengths Explicitly

curriculum.gov.bc.ca/sites/ and Abilities acknowledge unique
curriculum.gov.bc.ca/files/ assets as individuals
pdf/
PPCICompetencyProfiles.p
df
Personal Awareness and 1. Self-Determination Personal efficacy,
Responsibility self-advocacy,
valuing self
Internally motivated 2. Self-Regulation Take responsibility,
perseverance strategies,
accept consequences
setting realistic goals,
managing stress and 3. Well-Being Mental, physical,
respecting ethics emotional, social,
cognitive, spiritual
https:// health within safe
(online) interactions
curriculum.gov.bc.ca/sites/
curriculum.gov.bc.ca/files/
pdf/
PersonalAwarenessRespons
ibilityCompetencyProfiles.p
df
Social Responsibility 1. Contributing to Community-minded,

Community and Caring for working
Examine interdependence Environment independently and
between people and collaborating
environment, making effectively to benefit
positive contributions to everyone
family and society
2. Solving Problems in Evaluate strategies
https:// Peaceful Ways to support
curriculum.gov.bc.ca/sites/ perspectives
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pdf/ 3. Valuing Diversity Respectful
SocialResponsibilityCompe inclusion, ethical
tencyProfiles.pdf interaction,
advocating rights
4. Building Intergenerational
relationships responsibilities,
purposeful roles,
sustainable change

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Running Head: CURRICULUM GUIDE: EMPOWERING CREATIVITY

Curriculum Guide: Empowering Creativity

Incorporating Core Competencies in Constructivist Middle School Classrooms:

A Resource for BC Middle School Educators

ETEC 510 / 65A

University of British Columbia

Instructor: Dr. Jeffrey Miller

Purpose of our Site

on resources examined. By providing multiple activities we hope to support teacher professional

frameworks, practical recommendations and key interactivities to support development of a

Constructivist mindset in middle school teachers, focusing on BCs Core Competencies:

Communication, Thinking, and Personal/Social. As project team, we recognize that educators

continue to accommodate for audiences within educational design by incorporating both

support teachers in usage, challenging entrenched beliefs by removing stumbling blocks to

professionals to network support and enhance growth with technology integration.

A Constructivist classroom is one where cognitive development and deep understanding

incorporated Fosnots principles, prototyping a series of Constructivist activities for educators to

development with Core Competencies in BCs curriculum.

before." Close examination of Appendix A shows a practical breakdown of traditional roles

focused on teachers as experts imparting knowledge to learners as passive recipients, towards a

problem solvers, critical thinkers, knowledge constructors, multimodal communicators -

as participatory culture, transitioning media education towards experimental, innovative,

provisional and responsive platforms within ad hoc communities.

BC redesigned curriculum and assessment to introduce development of Core

Competencies ranging from intellectual to social proficiencies. The Communication competency

lifelong learning. The Thinking competency incorporates metacognitive awareness of identity,

actively doing learning via technology as contributing members in the world.

familiarizing with affordances technology has to offer.

return to respective schools:

Release teachers from their regular classrooms to participate.

Allow time each day for teachers to meet and plan.

Provide time for teachers to reflect on their practice.

Specifically for educators, technology can be used to facilitate cross-curricular opportunities,

meet like minded educators to support and celebrate accomplishments.

Finally as we examine technology integration within our classrooms, it is essential to

development of competencies. (Introduction To British Columbia's Redesigned Curriculum,

As a group, we recognize the importance of appropriate, timely and honest feedback as it

pertains to ongoing professional development of British Columbia Middle School teachers. To

ensuring teachers understand and demonstrate appropriate pedagogical underpinnings. We have

Competencies in a Constructivist manner.

@Construct_ivist, we can start to build a professional development community based on shared

responses and contributions.

in a Constructivist/Constructionist context. With the educational technology industry exploding,

help teachers assess technologies for classroom implementation.

seamlessly between devices, accessing learning (a)synchronously regardless of geography makes

Competencies within your classroom.

- Piaget was a founder of Constructivist Theory. Piaget (1952) believed in a genetic

epistemological explanation of child development, with children moving through developmental

whereas Vygotsky (1978) emphasized social effects of development (nurture). Constructivist

Theory is based heavily on both Piaget and Vygotsky.

Constructionism is another theory proposed by Simon Papert, a protege of Jean Piaget

with using technology in the classroom.

sharing resources through embedded apps and interactivities to explore.

Educators looking for models on how to implement educational technologies in their

Puenteduras 2006 SAMR: Substitution, Augmentation, Modification, and Redefinition model.

TPACK philosophy appears to be more teacher-driven, while SAMR highlights student-centered

philosophy, the TPACK model has been supported by educational research.

In our web-based community building resource, we assist teachers in using educational

models such as TPACK, to encourage technology implementation within Constructivist middle

and how technology innovations can assist global interactions.

21st Century Teaching

Classroom education is moving away from Instruction to Construction of knowledge by learners

educators must be purposeful designers, providing educational experiences based on broad