The Canadian journal for the scholarship of teaching and learning, Dec 15, 2010
The Accord on Initial Teacher Education was created by the Canadian Deans of Education in 2006 to... more The Accord on Initial Teacher Education was created by the Canadian Deans of Education in 2006 to guide teacher educators across Canada. The Story Model (Drake et al., 1992) is aligned with the principles in the Accord and has proven useful in teacher education. Here it is explored as a framework for curriculum development and as an instructional strategy for students to analyze complex educational issues. This framework uses an inside-outside/past-future approach to analyze current issues and includes personal, cultural and global perspectives. Literacy and emerging new literacies are explored within the framework, as well as traditional assessment and assessment for and as learning. The Story Model looks toward creating a dynamic pan-Canadian "new story" in teacher education. En 2006, l' Association canadienne des doyens et doyennes des facultés d'éducation a créé l'Accord sur la formation initiale à l'enseignement afin de guider les formateurs des enseignants au Canada. Le modèle du récit (Story Model-Drake et al., 1992) correspond aux principes de l' Accord et a démontré son utilité en matière de formation des enseignants. Dans cet article, les auteurs le présentent à titre de cadre de référence pour l'élaboration de programmes d'enseignement, de même qu'à titre de stratégie d'enseignement permettant aux étudiants d'analyser des enjeux pédagogiques complexes. Ce cadre utilise une méthode intérieur-extérieur/ passé-présent pour analyser les enjeux actuels et considère les perspectives personnelles, culturelles et globales. Les auteurs étudient la littéracie et les nouvelles littéracies, tout comme l'évaluation traditionnelle et celle qui est au service de l'apprentissage. Le modèle du récit (Story Model) vise à créer un « nouveau récit » pancanadien dynamique en matière d'éducation des enseignants.
How do we compare with other schools, jurisdictions, states/provinces, and countries? How can we ... more How do we compare with other schools, jurisdictions, states/provinces, and countries? How can we ensure that teachers are teaching what they are supposed to be teaching? These questions dominate educational conversations in the 21st century. Educators are working in an era of accountability. They must show evidence that the students under their care are achieving in ways that ultimately lead to productive citizenship. They need to level the playing field so that every child has an equal opportunity to learn and to succeed. In addition, educators may experience extreme pressure to compete with other educators from within their systems and beyond to the global community in efforts to raise student achievement. 3. to validate interdisciplinary curriculum by offering examples of interdisciplinary work that provide data-based evidence of success. To this end, we offer a generic "formula" for creating an interdisciplinary curriculum and an example of how to implement it in practice. We also describe the work of educators who teach with an integrated approach and successfully address accountability issues such as maximizing student achievement and preparing for standardized testing. Their stories are both illuminating and instructive.
In Canada, the province of Ontario has had a rather turbulent relationship with interdisciplinari... more In Canada, the province of Ontario has had a rather turbulent relationship with interdisciplinarity as it has tried to implement this practice into the public school system. Specifically, the provincial government has repeatedly attempted to introduce such reforms as integrated units, harmonized objectives, and open-concept, student-centered pods, only to reverse course due to economic setbacks or popular backlashes. This paper examines the fluctuating status of interdisciplinary practices within the province since a Department of Education was first created in the mid-1800s. It also discusses the present state of interdisciplinarity in Ontario and ends with some tentative predictions of what the future may hold for this innovation.
In Canada, the province of Ontario has had a rather turbulent relationship with interdisciplinari... more In Canada, the province of Ontario has had a rather turbulent relationship with interdisciplinarity as it has tried to implement this practice into the public school system. Specifically, the provincial government has repeatedly attempted to introduce such reforms as integrated units, harmonized objectives, and open-concept, student-centered pods, only to reverse course due to economic setbacks or popular backlashes. This paper examines the fluctuating status of interdisciplinary practices within the province since a Department of Education was first created in the mid-1800s. It also discusses the present state of interdisciplinarity in Ontario and ends with some tentative predictions of what the future may hold for this innovation.
International Electronic Journal of Elementary Education, 2016
An integrated curriculum that is transdisciplinary in nature seems to be a good fit for 21st Cent... more An integrated curriculum that is transdisciplinary in nature seems to be a good fit for 21st Century learning. There are, however, few examples of transdisciplinary curriculum at the K to 12 level. One exception is the International Baccalaureate’s Primary Years Programme (PYP) which features transdisciplinary curriculum for students from ages 3 to 12 around the world. This phenomenological study explored the lived experience of 24 PYP educators to deepen understanding of what such a curriculum looks like in practice. Three main themes were identified. The first, “It’s a framework” outlines participants’ understandings of transdisciplinary teaching and learning and the freedom a transdisciplinary framework can bring. The second theme, “Get on board”, examines participants’ thoughts around what is required to successfully implement a transdisciplinary curriculum. The final theme, “Their learning journey”, discusses participants’ beliefs around the success of a transdisciplinary curri...
International Journal of Learning, Teaching and Educational Research, 2016
In an age of educational accountability there is tension between the pressure for success in larg... more In an age of educational accountability there is tension between the pressure for success in large-scale testing and the need to develop students’ 21 st Century skills such as creativity and problem-solving to prepare them for a complex global world. Integrated curriculum is popular way to develop these skills yet it is often dismissed because of accountability issues. This article explores the policy directions of several countries or jurisdictions around the world to provide a deeper understanding of the relationship between the two positions. The analysis concludes that integrated curriculum approaches do not seem to have a negative impact on large-scale testing scores.
Globally, nations are grappling with massive social and economic disruptions and the disparities ... more Globally, nations are grappling with massive social and economic disruptions and the disparities exposed by the COVID-19 pandemic. The world is in the middle of a wicked problem—one so complex that it is difficult to find a solution. The “Story Model” was developed as a transdisciplinary curriculum model and a collaborative problem-solving model for K to 16. The model can address wicked problems in ways that traditional problem-solving procedures cannot because it allows for messiness, multilayered complexity, and a big picture perspective. With a deeper understanding of the interdependent and interconnected patterns occurring both locally and globally, educators and students alike can contribute actively to shaping a new story that reflects their values, beliefs, and actions.
Asia Pacific Journal of Educational Research, 2018
There is an emerging international consensus on the importance of developing 21st Century capabil... more There is an emerging international consensus on the importance of developing 21st Century capabilities as part of education curricula. Yet, educators are uncertain about the definitions of the capabilities, and how to teach and assess them. This paper offers integrated curriculum as an effective way to resolve some of the challenges associated with developing the C21 capabilities. We present an overarching curriculum frameworkthe Know-Do-Be. Next, we identify the capabilities as they are described in various jurisdictions. Then we offer a backward design planning process that allows for creative and coherent curriculum design. Models of integrated curriculum are explored followed by research on the effectiveness of integration. Finally, we show how bringing together the competencies and integrated curriculum can create a rich learning situation. The paper concludes with recommendations for facilitating the foregrounding of the 21st Century capabilities through curriculum integration.
Page 1. Reflective Practice through Performance Assessment in Graduate Education Susan M. Drake, ... more Page 1. Reflective Practice through Performance Assessment in Graduate Education Susan M. Drake, Brock University It was time to try alternative modes of assessment. My graduate students, who were part-time students and ...
Twenty teachers working in elementary and secondary schools were interviewed from 2 school distri... more Twenty teachers working in elementary and secondary schools were interviewed from 2 school districts in southern Ontario, Canada about their understanding and use of formative assessment. Analysis of the interviews followed a constant comparison method and revealed a variety of emerging themes. Results suggested an imbalance in the use of formative assessment methods associated with improvements in student learning and achievement. Many teachers noted difficulties in utilizing self-and peer assessment within their classrooms. The discussion focuses on the implications for transforming classroom practice and outlines factors necessary to facilitate a balanced assessment approach. Descriptors: Formative assessment; teacher knowledge; professional development.
The Canadian journal for the scholarship of teaching and learning, Dec 15, 2010
The Accord on Initial Teacher Education was created by the Canadian Deans of Education in 2006 to... more The Accord on Initial Teacher Education was created by the Canadian Deans of Education in 2006 to guide teacher educators across Canada. The Story Model (Drake et al., 1992) is aligned with the principles in the Accord and has proven useful in teacher education. Here it is explored as a framework for curriculum development and as an instructional strategy for students to analyze complex educational issues. This framework uses an inside-outside/past-future approach to analyze current issues and includes personal, cultural and global perspectives. Literacy and emerging new literacies are explored within the framework, as well as traditional assessment and assessment for and as learning. The Story Model looks toward creating a dynamic pan-Canadian "new story" in teacher education. En 2006, l' Association canadienne des doyens et doyennes des facultés d'éducation a créé l'Accord sur la formation initiale à l'enseignement afin de guider les formateurs des enseignants au Canada. Le modèle du récit (Story Model-Drake et al., 1992) correspond aux principes de l' Accord et a démontré son utilité en matière de formation des enseignants. Dans cet article, les auteurs le présentent à titre de cadre de référence pour l'élaboration de programmes d'enseignement, de même qu'à titre de stratégie d'enseignement permettant aux étudiants d'analyser des enjeux pédagogiques complexes. Ce cadre utilise une méthode intérieur-extérieur/ passé-présent pour analyser les enjeux actuels et considère les perspectives personnelles, culturelles et globales. Les auteurs étudient la littéracie et les nouvelles littéracies, tout comme l'évaluation traditionnelle et celle qui est au service de l'apprentissage. Le modèle du récit (Story Model) vise à créer un « nouveau récit » pancanadien dynamique en matière d'éducation des enseignants.
How do we compare with other schools, jurisdictions, states/provinces, and countries? How can we ... more How do we compare with other schools, jurisdictions, states/provinces, and countries? How can we ensure that teachers are teaching what they are supposed to be teaching? These questions dominate educational conversations in the 21st century. Educators are working in an era of accountability. They must show evidence that the students under their care are achieving in ways that ultimately lead to productive citizenship. They need to level the playing field so that every child has an equal opportunity to learn and to succeed. In addition, educators may experience extreme pressure to compete with other educators from within their systems and beyond to the global community in efforts to raise student achievement. 3. to validate interdisciplinary curriculum by offering examples of interdisciplinary work that provide data-based evidence of success. To this end, we offer a generic "formula" for creating an interdisciplinary curriculum and an example of how to implement it in practice. We also describe the work of educators who teach with an integrated approach and successfully address accountability issues such as maximizing student achievement and preparing for standardized testing. Their stories are both illuminating and instructive.
In Canada, the province of Ontario has had a rather turbulent relationship with interdisciplinari... more In Canada, the province of Ontario has had a rather turbulent relationship with interdisciplinarity as it has tried to implement this practice into the public school system. Specifically, the provincial government has repeatedly attempted to introduce such reforms as integrated units, harmonized objectives, and open-concept, student-centered pods, only to reverse course due to economic setbacks or popular backlashes. This paper examines the fluctuating status of interdisciplinary practices within the province since a Department of Education was first created in the mid-1800s. It also discusses the present state of interdisciplinarity in Ontario and ends with some tentative predictions of what the future may hold for this innovation.
In Canada, the province of Ontario has had a rather turbulent relationship with interdisciplinari... more In Canada, the province of Ontario has had a rather turbulent relationship with interdisciplinarity as it has tried to implement this practice into the public school system. Specifically, the provincial government has repeatedly attempted to introduce such reforms as integrated units, harmonized objectives, and open-concept, student-centered pods, only to reverse course due to economic setbacks or popular backlashes. This paper examines the fluctuating status of interdisciplinary practices within the province since a Department of Education was first created in the mid-1800s. It also discusses the present state of interdisciplinarity in Ontario and ends with some tentative predictions of what the future may hold for this innovation.
International Electronic Journal of Elementary Education, 2016
An integrated curriculum that is transdisciplinary in nature seems to be a good fit for 21st Cent... more An integrated curriculum that is transdisciplinary in nature seems to be a good fit for 21st Century learning. There are, however, few examples of transdisciplinary curriculum at the K to 12 level. One exception is the International Baccalaureate’s Primary Years Programme (PYP) which features transdisciplinary curriculum for students from ages 3 to 12 around the world. This phenomenological study explored the lived experience of 24 PYP educators to deepen understanding of what such a curriculum looks like in practice. Three main themes were identified. The first, “It’s a framework” outlines participants’ understandings of transdisciplinary teaching and learning and the freedom a transdisciplinary framework can bring. The second theme, “Get on board”, examines participants’ thoughts around what is required to successfully implement a transdisciplinary curriculum. The final theme, “Their learning journey”, discusses participants’ beliefs around the success of a transdisciplinary curri...
International Journal of Learning, Teaching and Educational Research, 2016
In an age of educational accountability there is tension between the pressure for success in larg... more In an age of educational accountability there is tension between the pressure for success in large-scale testing and the need to develop students’ 21 st Century skills such as creativity and problem-solving to prepare them for a complex global world. Integrated curriculum is popular way to develop these skills yet it is often dismissed because of accountability issues. This article explores the policy directions of several countries or jurisdictions around the world to provide a deeper understanding of the relationship between the two positions. The analysis concludes that integrated curriculum approaches do not seem to have a negative impact on large-scale testing scores.
Globally, nations are grappling with massive social and economic disruptions and the disparities ... more Globally, nations are grappling with massive social and economic disruptions and the disparities exposed by the COVID-19 pandemic. The world is in the middle of a wicked problem—one so complex that it is difficult to find a solution. The “Story Model” was developed as a transdisciplinary curriculum model and a collaborative problem-solving model for K to 16. The model can address wicked problems in ways that traditional problem-solving procedures cannot because it allows for messiness, multilayered complexity, and a big picture perspective. With a deeper understanding of the interdependent and interconnected patterns occurring both locally and globally, educators and students alike can contribute actively to shaping a new story that reflects their values, beliefs, and actions.
Asia Pacific Journal of Educational Research, 2018
There is an emerging international consensus on the importance of developing 21st Century capabil... more There is an emerging international consensus on the importance of developing 21st Century capabilities as part of education curricula. Yet, educators are uncertain about the definitions of the capabilities, and how to teach and assess them. This paper offers integrated curriculum as an effective way to resolve some of the challenges associated with developing the C21 capabilities. We present an overarching curriculum frameworkthe Know-Do-Be. Next, we identify the capabilities as they are described in various jurisdictions. Then we offer a backward design planning process that allows for creative and coherent curriculum design. Models of integrated curriculum are explored followed by research on the effectiveness of integration. Finally, we show how bringing together the competencies and integrated curriculum can create a rich learning situation. The paper concludes with recommendations for facilitating the foregrounding of the 21st Century capabilities through curriculum integration.
Page 1. Reflective Practice through Performance Assessment in Graduate Education Susan M. Drake, ... more Page 1. Reflective Practice through Performance Assessment in Graduate Education Susan M. Drake, Brock University It was time to try alternative modes of assessment. My graduate students, who were part-time students and ...
Twenty teachers working in elementary and secondary schools were interviewed from 2 school distri... more Twenty teachers working in elementary and secondary schools were interviewed from 2 school districts in southern Ontario, Canada about their understanding and use of formative assessment. Analysis of the interviews followed a constant comparison method and revealed a variety of emerging themes. Results suggested an imbalance in the use of formative assessment methods associated with improvements in student learning and achievement. Many teachers noted difficulties in utilizing self-and peer assessment within their classrooms. The discussion focuses on the implications for transforming classroom practice and outlines factors necessary to facilitate a balanced assessment approach. Descriptors: Formative assessment; teacher knowledge; professional development.
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Papers by Susan Drake