Docstoc

Tutorial

Document Sample
Tutorial Powered By Docstoc
					Curriculum Support for Catholic Schools:
 Enhancing the Religious Dimension of
           Catholic Education



               Tutorial

     Eastern Ontario Catholic Curriculum
                Cooperative
                    2005
Welcome to this tutorial.
You may move through it at your own
speed by striking the Enter key, the
Spacebar or the directional arrows on your
keyboard.
Depending on how your computer is
configured, the slideshow may be more
stable if you download it onto your hard
drive.
This tutorial has been designed with a
number of purposes in mind:

• to familiarize yourself with the general
philosophy of this resource
 • to familiarize yourself with the
 technical aspects of the resource
 • to address some frequently asked
 questions which have arisen from
 version 1.0
It will be helpful if you open the CD in a
separate window at this time.

This will allow you to move back and forth
between this tutorial and the CD in order to
locate within the resource those aspects that
will be referenced.

Let’s begin.
  Philosophy of Curriculum Support for
Catholic Schools: Enhancing the Religious
    Dimension of Catholic Education

Put most simply, this resource exists to
facilitate the authentic integration of
fundamental Catholic values into all aspects of
the life of a Catholic school.
  Philosophy of Curriculum Support for
Catholic Schools: Enhancing the Religious
    Dimension of Catholic Education


In this sense, curricula is understood in its
broadest sense, most fundamentally all
learning within classrooms, but including all
school activities such as liturgies, assemblies,
fundraisers, community projects, ongoing adult
faith formation, and school and system
improvement planning.
 Ontario Catholic School Graduate
          Expectations
This set of 52 expectations, ordered into
seven categories or “arenas of living”
articulate the vision of the learner in
Catholic schools.
These core values, integrated
throughout the Catholic curricula,
formulate the basic distinctiveness for
Catholic education.
When these CGEs are thoughtfully
used by Catholic educators, they
provide clear expression, in a common
language, to the distinctive faith
dimension of education in Catholic
schools.
Our common baptism in Christ calls us
to participate, with families, in the
Church’s mission to bring the Good
News of Jesus Christ to the world.
The material found in the Preface of the
CD contains a more comprehensive
discussion of these themes and more,
including:

• why CGEs now
• why these 12 themes
• why these 21 anchor concepts
• the design down approach to
curriculum development
• essential elements of the resource
• an overview of the 12 themes
• a presentation of 3 ways to
integrate these core values into the
curricula
• a number of useful planning
checklists
• an overview of a variety of useful
planning templates
• and a complete listing of the
CGEs
            Getting to Work
Different people will begin planning a
lesson, a unit, or even a school-wide
activity from a variety of starting points.




Before starting, the user should consider:
 What is my purpose for using
      the CD at this time?

Depending on your answer, you will
want to consider using one of the
standard templates available.
        Planning Templates
Included with the resource are
templates for planning:
• school improvement based on the
religion and family life programs
• units or lessons
• school activities
• liturgical events
• adult faith formation activities
  Does your project require a
     customized format?

If this is the case, you can create
your own template in another
window and simply move back and
forth between it and the CD.
You may share responsibilities for
planning a fundraising assembly, a school
play or perhaps your school’s graduation
ceremony.




Your initial needs might be reflected in the
following customized template:
School Graduation

 Quote for front of program




      Opening Prayer




      Closing Prayer
Now that your general purpose has been
established, you can move on to the next
consideration.

Am I starting from scratch or is there an
existing resource I intend to modify?
Note - there is a LINKS page with a
number of useful curriculum sites from
which resources may be drawn. In
many cases, however, there will be a
need to integrate Catholic values with
such material in order to make it more
suitable for use in a Catholic school.
Three Entry Points – One Destination

• 52 CGEs
• 21 Anchor Concepts

• 12 Catholic Themes
              Navigation Chart

If you would like to have a hard copy of this
navigation chart, you will find a printable
version on the CD in the Additional
Resources Folder.
   Three Entry Points – One Destination

Your area of study now in hand, it is now
time to consider which of the 12 Catholic
Themes most appropriately relates to your
task.
Several may apply; it is suggested that you
work with one Theme at a time – you may
be surprised at the richness of the result.
 Three Entry Points – One Destination


If you have a specific CGE already in mind
as your starting point, click on the CGE link
provided and you will be taken to a
complete list of these expectations; proceed
to the particular expectation you have
chosen.
  Three Entry Points – One Destination

Next you will notice a number of Anchor
Concepts and Catholic Themes related to
this particular CGE.

Click on the Anchor Concept or Theme that
you think is most closely related to your
topic, considering the description that you
find there.
    52           21
 Catholic      Anchor       12
 Graduate                 Themes
Expectations
               Concepts
  Three Entry Points – One Destination

If you choose to start with an Anchor
Concept that resonates with your purpose,
the next step is to scroll down and consider
the list of related CGEs.

Click on the CGE that best relates to your
expectation.
You then will be taken to the main CGE
list where you will find again a list of
related Anchor Concepts and Catholic
Themes.


You may explore another Anchor
Concept, repeating the above process, or
you may wish to explore one of the
Catholic Themes.
      Destination – Catholic
             Theme
Once you have identified the Catholic
Theme which relates to your project,
you really have arrived at the heart of
the CD.

From here you will be copying and
pasting material for the template
which you have created in another
window. For example …
Each of the Catholic Themes are
organized in the same manner, featuring
the following categories:

• an introductory scripture passage
that illuminates the biblical basis of the
Theme
• a description of the Theme and a
listing of related concepts

• a more extensive listing of related
scripture passages
• Church teachings, including relevant
selections from the Documents of Vatican
II, the Catechism of the Catholic Church,
other statements from Rome, and
documents from the Canadian Bishops

• an annotated listing of relevant web
sites

• a listing of the most relevant CGEs
• a list of Quotations inspired by your Theme


• a listing of the most relevant CGEs

• questions for personal or small group
reflection
By this point, you should have begun to
select, from what you have gleaned from
these sources, the particular material you
want to integrate into your task.

Follow the “best fit” rule,
remembering that more does not
mean better.
For example, if you are able to integrate
one CGE into your lesson or activity, you
have been successful.
The chart on the next slide, available to
you in the Preface of the CD, illustrates
the relationships between the CGEs and
Anchor Concepts. Some relationships will
be stronger than others.
Insert best fit chart
  Some Frequently Asked Questions

Am I expected to integrate all 52 Catholic
Graduate Expectations into my entire
curriculum over the course of a school
year?
In a word, no.

A teacher or administrator, for example,
should select for any given activity,
whether related to a lesson or a school-
wide activity, at most 2 or 3 CGEs that
best relate to the Catholic dimension of
their project.
The CGEs are meant to express the depth
and breadth of experience in a Catholic
school over the course of a student’s
entire K-12 education.
If all of us are attentive to the Catholic
identity of our schools, the overall
experience will be not only distinctive,
but thorough and authentic for our
students.
But if students are participating in
religion and family life lessons, why do I
need to be so attentive to the CGEs?
Catholic schools are committed to giving
witness to the transformative power of the
Good News of Jesus Christ as it applies to
ALL areas of our lives.
If we are intentional about linking our faith
to all aspects of the curriculum, we are
sending the certain message that there is no
real separation between ourselves, our
world and God’s vision for us. Anything
else would be tragic.
Do I need to be connected to the internet to
use this CD?
To maximize the potential of the resource,
you should be connected to the internet.
While the CD contains much useful
material within itself, it is through its links
to the world wide web that its potential is
exponentially increased.
Are there samples of work based on the
Planning Templates that I can view before I
get started?
Absolutely!


The resource provides not only blank
Planning Templates from which you can
work, but a number of examples for you to
consider.
Moreover, if you go to the EOCCC web
site (http://www.eoccc.org/), you will
find archived material based on the
resource as produced by Catholic
educators from around the country.
In fact, you are invited to send us your
own projects to add to this collection so
that others might benefit from your own
creative efforts.
I am confused about the Anchor Concepts
and the Catholic Themes. Why are they
both included?
Good question. Most Catholic educators are
still becoming familiar with the curricular
territory marked out by the 52 CGEs – it
truly is a large area!

Most of us would find it a challenge to
quickly and easily bring most, let alone all,
of the 52 to mind when we are preparing
lessons.
The 21 Anchor Concepts, then, each
provide broader links to these 52
expectations.

The 12 Catholic Themes, in turn,
provide yet other connecting points.
By starting your searches with one
of these broader concepts, it offers
you the opportunity to refine your
search to a single expectation and to
discover the exciting and multiple
possibilities for integration that exist
with each one.
The next slide illustrates the
relationship between the Anchor
Concepts and the Catholic Themes.

You will find the complete chart in
the Preface of the CD.
The Preface contains other checklists and
charts designed to help you understand how
these three key elements of the CD (i.e.
CGEs, Catholic Themes and Anchor
Concepts) are used to structure the resource
and provide helpful entry points from which
to launch your work.
These include:

• Catholic Themes Checklist
• Anchor Concepts Embedded in Catholic
Themes
• Catholic Themes in Relation to Anchor
Concepts
• CGEs in Relation to the Anchor Concepts
(“Best Fits”)
At this point, you are encouraged to explore
the resource, but with a particular goal in
mind.
Perhaps you could start with a lesson or
school activity that has already proven useful
to you.

Investigate how this resource can assist you
in more effectively bringing to your work a
language that will reinforce its Catholic
character.
You are encouraged to contact the EOCCC
through its web site at http://www.eoccc.org/ if
you have any questions or concerns.


Someone will be pleased to assist you in
your efforts to incorporate this resource
into your tool kit.
Thank you for taking the time to learn
more about this resource and for your
ongoing commitment to Catholic
education in whatever role you may have!

				
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
views:11
posted:8/21/2011
language:English
pages:58