The Journey of Simcoe Street School is a case study focussing on the first year of a three-year change initiative where holistic curriculum was implemented in a K—8 school. Simcoe Street School is located in the downtown core of an... more
The Journey of Simcoe Street School is a case study focussing on the first year of a three-year change initiative where holistic curriculum was implemented in a K—8 school. Simcoe Street School is located in the downtown core of an Ontario border town. The project is now completed and undergone a leadership change; however, the identity of the school as holistic has continued. The author acted as an external change agent in the first year and offers a retrospective analysis of this period. Data were obtained from the first year end report, journals kept by two external change agents, and interviews with many of the key educators.
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... 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 curriculum. In general, participants appreciated the transdisciplinarity of the program. Concerns revolved around implementation issues. Suggestions on how to implement transdisciplinary teaching and learning in other contexts are provided.
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... 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.
This is the application of the transdisciplinary Story Model curriculum in a grade nine science classroom. The topic of exploration is green plants. The learning goes far beyond traditional grade nine science to see the interconnections... more
This is the application of the transdisciplinary Story Model curriculum in a grade nine science classroom. The topic of exploration is green plants. The learning goes far beyond traditional grade nine science to see the interconnections in the world.
This Ministry report is on the basics of an integrated curriculum. The rationale for such a curriculum is explored. A process for creating an integrated curriculum is offered. and how to actually go through the process of doing it.
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... 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...
