Curriculum Services Canada (CSC) is the Pan-Canadian standards agency for quality assurance in learning products and programs.

The Impact of Expectations

Posted by Gina Melvin

Ahhh May ... and for those of us with young adults in College or University, it’s the end of another learning year.   Our second child has just completed her third year of a four year degree and it has been an interesting journey so far.  Obviously our child is having her own successes and challenges along the way, but what I’m most intrigued by are my own expectations and responses to those expectations.

There’s no argument that there is a lot of time, effort, and money involved in pursuing a “higher” education and not surprisingly, the expectation is that if we’re going to support this financially, let alone all of the other support that goes with it, then “dag nab it” she’s going to work hard and do well!!

But what if they do work hard and still don’t do as well as I or they expected?  All good intentions aside ... I can’t help feeling that the road to hell is actually paved with expectations. 

What’s the impact of being disappointed when one’s child doesn’t do as well as expected?  What’s the response?  What’s the learning?  My child is doing fine but is not getting the grades she was accustomed to in high school.   This has been very challenging for her and us as we watch her frustration.  What happens to the motivation, the desire to work hard, and to do well when the results don’t reflect the amount of time and effort that is being generated?  

As we’ve moved through the past three years, we’ve continued to have conversations and discussions around the expectations.  We, as parents, have needed to be willing to make adjustments that will support the success of our child to come out the other end as a healthy and emotionally stable individual ready to take her place as a contributing member of society.  We have chosen to look at our expectations and made a conscious decision to focus on the larger goal –what’s being learned by the experience as a whole and not determine success or failure on the final mark. 

Has this been easy?  Not always ... those old expectations have a knack of creeping back in when one is not careful.  However, the result of everyone’s awareness of each other’s expectations is that our child is better able to communicate with us without fear of disappointing us; hence, without that added stress to everything else, she can relax and commit herself to giving her best. There’s really not much more a parent can “expect” than that.

Is Your Business Accessible?

Posted by Reanne Decairos

Did you know that approximately 1.85 million (1 in 7) people in Ontario have a disability?
That’s 15.5% of Ontario’s population.

In 2005, Ontario passed the Accessibility for Ontarians with Disabilities Act(AODA). Its goal is to make Ontario accessible for people with disabilities by 2025. This is being achieved by setting and enforcing mandatory accessibility standards in key areas of daily life.

The Accessibility Standard for Customer Service (customer service standard) was the first standard to become a regulation under the AODA. It came into effect for businesses and not-for-profit organizations on January 1, 2012. Requirements of this standard include training staff on how to serve customers with different kinds of disabilities, including those with assistive devices or service animals, and what to do when a customer with a disability needs help accessing your goods and services. Accessible customer service is not about ramps or automatic door openers. It’s about understanding that people with disabilities may have different needs. It can be as easy as asking “How can I help?” and making simple changes to how you serve customers with disabilities. 

The next three standards that came into effect were the:

• Information and Communications Standard
• Employment Standard, and
• Transportation Standard

These standards have been combined under one regulation called the Integrated Accessibility Standards Regulation (IASR). The IASR also includes a section of general requirements that apply to all three of the standards.

The IASR came into effect July 1, 2011 and requirements are being phased in over time to give organizations time to make accessibility a part of their daily business.

Creating a province where every person who lives or visits can participate fully makes good sense — for our people, our businesses and our communities. Here are some numbers that show why accessibility makes good business sense:

• As the population ages, it’s expected that the number of Ontarians with disabilities will increase, as will the need for accessibility.
• According to a Royal Bank of Canada report, the purchasing power of people with disabilities in Canada is an estimated $25 billion dollars a year.
• According to the Martin Prosperity Institute’s report “Releasing Constraints: Projecting the Economic Impacts of Increased Accessibility in Ontario“, the benefits of Ontario’s accessibility standards include a projected increase in tourism spending of up to $1.6 billion over the next five years and increased sales for the retail sector of between $3.8 billion and $9.6 billion.

These numbers only reinforce the fact that people with disabilities are valued contributors to our economy and society as a whole. So, are you prepared to make changes to your business?

Curriculum Services Canada (CSC) with the Government of Ontario under the EnAbling Change Partnership Program is developing a series of short e-learning modules designed to help organizations meet the training requirement set out in the IASR. The resources will provide a high-level overview of the requirements of the IASR, as well as the compliance deadlines.The training resources arefree and will be available in the coming months! Continue following the CSC twitter page (@curriculum.org), CSC Facebook page (http://ow.ly/a1Wbv) and website for updates. If you would like to receive more information please contact Reanne at rdecairos@curriculum.org.

CSC Gearing Up for the Premier’s Awards for Teaching Excellence

Posted by Anita Sherwin-Hamer

Once again, the members of our Evaluation Services (ES) department are preparing to support the Premier’s Awards for Teaching Excellence, a program which honours the work of educators and support staff in publicly funded schools in the province of Ontario.  Since 2008, Curriculum Services Canada (CSC) has administered this program on behalf of the Ontario Ministry of Education.  This year, there are two new awards, Early Childhood Educator of the Year and Full-Day Kindergarten Team of the Year. The other awards are Teacher of the Year, New Teacher of the Year, Excellent Support Staff, Excellence in Leadership, Team of the Year and Lifetime Achievement. Although it can be hectic at times (we normally process approximately 1,000 submissions), it is nonetheless an invigorating experience. The short listing of candidates involves close to thirty evaluators chosen by CSC because of their experience as educators or support staff at various levels within the publicly funded Ontario education system. The evaluators rate the candidates according to criteria established by the ministry. Twelve candidates in each category are then considered by a selection panel appointed by the ministry to make the final decision regarding award recipients.  As CSC facilitates the meetings where evaluators and panellists deliberate, we are consistently amazed at the exemplary practice and dedication of countless educators and support staff in schools across the province. As one evaluator so aptly put it during last year’s deliberations, “this candidate does so much for the educational community...I wonder if this person ever sleeps!” For more information about the Premier’s Awards for Teaching Excellence, please visit http://www.edu.gov.on.ca/teachingawards/. 

-Anita Sherwin-Hamer

Harnessing the Power of Technology

Posted by Kate Robayo Sheridan

We are shaped by our social interactions with technology. Ayesha Khanna and Seth Priebatsh, for example, believe in the potential for technology to shape human behaviour because technology is ubiquitous — it’s part of what we eat, what we wear, where we live, and where we work.

Khanna and Priebatsh each speak to the power of modern technology on a web cast of Spark—my favourite technology and culture radio program on CBC.  They challenge us to become more knowledgeable about how we are influenced by technology to harness its potential to lead fuller lives.

The more we understand technology the better equipped we would be to unleash its power, and the more adept our children would be at creatively engaging with technology. Khanna suggests that children need an intuitive understanding of how technology influences our lives, not simply how technology carries out simple applications.

How can we foster a greater understanding of technology’s role in our lives? For starters, we could choose how we use technology. In other words, we need to highlight choices that are easily rendered invisible. Khanna argues, for example, that we give away so much information about ourselves in everyday life through credit cards, social networks and smart phones; hence, we choose convenience over privacy -- and that’s ok if we are aware that this is a choice. Similarly, Priebatsh asserts that the more we understand our interactions with technology, the better able we are to identify what we like and speak out about the things that we don’t like.

Being involved in creating technology is empowering and it is also a way to deepen our understanding of it. We are moving into a new era that Priebatsh calls the « Game Layer », which takes video game concepts and translates them into real world experiences, encouraging – or nudging – people to do things at specific times or in specific locations. An example of this is the app, Foursquare,which assigns badges and rewards for going to specific locations. For instance, restaurant customers earn badges when they publicize repeat visits. According to Priebatsh, we must seize the opportunity to think about how the « Game Layer » can be used for the good of society.

Understanding how we interact with technology is the first step to unleashing its potential. If technology shapes us why are we not utilizing it more effectively to benefit society? We can do better.

Technology in the Classroom

Posted by Reanne Decairos

Technology in the Classroom

The fast-paced society in which we live requires one to change, evolve, and adapt as quickly as you can say “iPod.”  21^st Century learning is no exception to the rule. Classrooms across Canada are embracing change, and integrating new aspects of technology into curriculum.  While humans are prone to resist change, the exciting new possibilities of technology in education should be explored. The importance of staying connected and learning to adapt to a technology-driven society is more relevant than ever.

 Over the next several years, we have witnessed the emergence of e-readers, e-learning programs, interactive learning technology, social media and even video games in the classroom and workplace. Studies conducted by PBS and Grunwald Associates have found that nearly all K-12 teachers reported in 2010 that they use some form of digital media--including interactive games, activities, lesson plans, and simulations--for classroom instruction (Grunwald). In similar studies in Canada, The Canadian Council on Learning reports “In 2003–2004, more than one-third (36%) of secondary schools across Canada had students participating in electronic or online courses” and “Many workplace organizations have adopted a blended approach—a combination of online and in-class instruction.” Since then, the use of digital media has become even more sophisticated. 

 So what are the benefits of new e-learning technologies? Well, for starters, e-learning can be customized to accommodate the learner’s learning style. Whether auditory (hearing), visual (seeing), or kinesthetic (touching) learning, e-learning modules can be specifically created in the style that will most benefit the learner and the material. Secondly, online, in-class, or workshop-based e-learning modules/courses can be used in a variety of settings. No longer do you need to trek across the city, country or globe to take part in a course, seminar or learning opportunity. With e-learning all you have to do is log-in or download, sit back and engage. And finally, e-learning can be targeted towards adult or younger learners; it is extremely versatile while maintaining educational integrity.

 The truth is, technology opens up a range of learning opportunities. Its applications are still revealing themselves every day. Technology has the potential to expand our learning environment into a global classroom. It is our choice to give in to habit and resist change or embrace and adapt to this new technology-driven society. There is no doubt that technology is the way of the future. Our challenge is to find a way to integrate the tried and true practices of the past with emerging tools to optimize success and outcomes. The most obvious solution may be to incorporate a blended learning approach.  Blended Learning “combine(s) multiple instructional approaches with the use of different web technologies (Canadian Council on Learning, 2010)”. It is the right hand of the past holding the left hand of the future. Blended learning takes the best of both worlds and presents them in a way that is most beneficial to educators and learners. It adapts and evolves with and within the world we live. In the end, the general opinion when it comes to using technology in the classroom or the workplace seems to be, “the more we use it, the more we love it!”

-Erinn Bourassa and Reanne DeCairos

New! CSC’s Interactive Annual Report

Posted by CSC Interns

New! CSC’s Interactive Annual Report

Curriculum Services Canada has created an interactive version of the 2010-2011 Annual Report at http://resources.curriculum.org/csc/report2011/.  At CSC, we are increasingly using technology as a pathway for learning, a concept that is reflected in this year’s theme – Standards: The Foundation of Quality Learning.

In addition to the content from the print copy, we have included extra information for you to explore – right at your fingertips! Included are links to external websites, areas of our own website, (http://www.curriculum.org) messages from our Chair of the Board and Executive Director, a commentary from the summer intern, and more!

We welcome you to leave your comments right here on our blog to share your thoughts with us and other online viewers.

We look forward to the discussion, thanks for visiting!

The Net Generation Brain

Posted by Anita Sherwin-Hamer

I was reading in Don Tapscott’s book, Grown Up Digital, about the Net Generation brain. Tapscott points out that, although not everyone is in agreement, early evidence suggests that those who are digitally immersed, experience a positive impact on brain development.  He points to studies which support the notion that a brain region which is used continually and intensely responds like a muscle and increases in size and efficiency. He also discusses studies which have shown that playing action video games increases one’s ability to gather information in one’s field of vision and also increases the speed at which an individual can process visual information (Tapscott, 2009).

That sounds pretty positive to me!  But contrast this with an article in an edition of “Educational Leadership” where Marilee Sprenger talks about the downside of hyperconnectivity for tweens and teens.  Sprenger points out that digitally immersed young people run the risk of placing themselves in a constant state of partial attention in which they perform tasks inefficiently.

I guess the question is “How do we help learners capitalize on what digital immersion can offer them while mitigating the possible negative impacts?”

The “raison d’être” of Bilingualism in the Workplace

Posted by Carrie McLaren

 It is a well known fact that bilingualism in the workplace is an asset. Bilingualism can enhance your resume, give you an edge over other applicants and can even help you develop a deeper relationship with clients by better understanding their needs. 

 Top 10 Benefits of Being Bilingual:

1. More job opportunities
2. Better job security
3. Deeper cultural understanding
4. Breaks down communication barriers
5. Meet new people
6. Expand your thinking
7. Broaden your horizons
8. Helps you to make connections
9. Facilitates the learning of third or fourth language
10. Combat ignorance

 What is bilingualism?

Webster’s Dictionary defines bilingualism as “the ability to speak two languages”.  However, it must be noted that there is a distinct difference between basic comprehension of two languages and fluency in two languages. 

When employers list French as a requirement, the applicant knows that a high level of proficiency is expected. For example, because the majority of my day as a bilingual project leader at CSC is spent speaking, reading, and writing in French, I know that bilingualism is a requirement in my job.

You might be asking, what if I can easily read French but have trouble participating in a conversation? What if I can speak French but don’t understand all of the grammatical rules necessary for writing in French? Will I be able to get the job done?

The answer to these questions depends on your comfort level with the language. If you feel comfortable speaking another language, even if you make a mistake, you’re still further ahead than someone who avoids speaking the language for the fear of making a mistake. Keep in mind that because languages are a mode of communication and can be used at a whole range of understandings, perfection does not have to be the end goal. In the workplace, the level of language that is expected for a job should be something that you are comfortable with.  If you are comfortable reading, writing, and conversing in another language, your confidence will surely be noticed. It has been my experience that people appreciate the efforts of others to speak their language, even if it isn’t perfect.

 Here are some ways to get comfortable with a second language:

1. Practice, practice, practice.  The saying is true: what you don’t use, you lose.  
2. Immerse yourself.  Go to an area where they only speak French.
3. Join a class.  It is always a good idea to brush up on your skills with the help of an expert.
4. Join a group.  There are lots of people who would love to practice too.
5. Watch French TV.  Lots of people have learned English this way.
6. Read in French.  Read anything you can in French (book, magazine, newspaper, menu)
7. Listen to French.  There is so much French around us.  Listen to the radio, audio books, songs, etc.
8. Use the internet.  There are a lot of great resources on the web to help you learn, including chat groups and courses.

Coaching in the Education System

Posted by Amy Coupal

These days, the term coaching is all the rage in education.  It has become synonymous with mentoring, feedback, performance management, and advice.  We hear of principals coaching teachers, teachers coaching students and colleagues coaching colleagues.  People are certainly recognizing that coaching skills can be powerful tools to achieve increased effectiveness, improved performance and the development of capacities such as leadership. 

Because coaching is so popular, and has many different definitions depending on who you talk to, it is important to clarify what someone means when they use the term.  For example, coaching, as I understand it, entails supporting an individual in making meaningful, lasting change by accessing their own strengths and resources.  In other words, coaching is not about telling someone what to do or even directing them down a certain path.  It is about leveraging their own motivation to change and working with them to develop a personalized strategy to achieve it. 

Another important distinction is between coaching skills and being a coach.  Anyone can use coaching skills, however, a professional coach, should be someone who has no vested interest in the outcome of the coachee’s choices.  These days there are life coaches, business coaches, executive coaches and many, many more.  The International Coaching Federation sets standards for how these coaches are certified, what code of ethics they must adhere to and the types of relationships that are and are not appropriate for coaching.  

Coaching skills, whether practiced by a professional coach or someone who uses coaching skills in their own professional capacity, can be used effectively to support the development of an individual or group.  The popularity of coaching in the education system today speaks to a recognition that we can each continuously improve and serve learners more effectively. 

As coaching is increasingly recognized as a powerful development tool in education, there are many excellent opportunities to develop one’s coaching skills.  For example, the Ontario Principals’ Council provides training for principals on both mentoring and coaching.  As we all strive to improve, the development of coaching skills will not only support the educators, learners and other stakeholders we serve but also help each of us to become better at what we do.

Online Education: Breaking Down the Barriers to Post-Secondary Education

Posted by Amanda Doggart

Human Resources and Skills Development Canada (HRSDC) predicts that 70% of new jobs created across Canada will require some form of post-secondary education, and only 6% of new positions will require less than high school. With so much emphasis being placed on the attainment of these credentials, it is critical that post secondary education is accessible and affordable for all who have the desire to pursue it.

Online education has the potential to break down some of the barriers to post-secondary education faced by Canadian learners.

What are some of the advantages to online education?

1) Communication with peers and instructors:

Unlike traditional paper correspondence courses, online education allows for continuous discussion between course participants, and significant interaction with the instructor. Many courses have real-time discussion components using chat functions, and the ability to write questions and respond to readings on a class message board. Additionally, because of the collaborative nature of these courses, students are also free to post content that they feel would be beneficial to the learning of other students in the course.

2) Availability of a comprehensive suite of courses, certificates, diplomas and degrees that can be completed mostly, or entirely online:

The amount of full certificates, degrees, and diplomas that can be earned online has increased exponentially in the last five years with most accredited colleges and many universities offering programs of study in this format. A link below to Ontario Learn (a consortium of 22 community colleges that have partnered to deliver online education) and Athabasca University will provide two examples of the breadth of programs available to learners.
http://www.ontariolearn.com/avail_programs/programs.htm
http://www2.athabascau.ca/programs/undergraduate.php

3) User friendly applications:

Many institutions offer free seminars to first time online learners to acquaint them with the programs that they will be using in their courses. Help functions are available to assist users trying to figure out software on their own, and most schools have toll free numbers dedicated to helping learners through technical issues. The amount of assistance available, combined with new user-friendly technologies make online learning a possibility even for novice computer users.

4) Flexibility:

Though most distance education courses do have a course schedule and deadlines for assignments and exams, all other aspects of the learning experience are controlled by the student. Studying can take place at anytime and anyplace, and online course materials are usually web-based so the student can sign into their class from any computer with an internet connection with no programs to install or download.

 Technology advances, ongoing improvements to distance education teaching methods, and the availability of full online programs of study are leading to greater options for students looking for an alternative to a traditional “bricks and mortar” institution. This greater flexibility combined with lower tuition fees might open post-secondary education up to students who otherwise would not be able to attain a college or university credential. By making accessible education a priority we are moving towards a more equal and inclusive society where the barriers of location, family responsibilities, work schedules, and financial constraints are no longer as significant a hindrance to educational pursuits.

Distance Education/Professional Development at Curriculum Services Canada (CSC):

 In keeping with the ideal of breaking down geographic barriers to learning, CSC brings educators from different locations together for virtual professional development. Through the use of web conferences, social networking, and online course management systems (such as Moodle) CSC is able to facilitate educators coming together to further develop their professional competencies and knowledge base. By eliminating the cost and time constraints that physical travel places on face to face meetings, educators are able to meet more frequently and maximize their professional development time and resources.