Winter Curriculum Update

New from the Ministry of Education re: Graduation Numeracy Assessment (also posted in Assessment Strategies)

There is still time to register for upcoming Professional Learning Series opportunities. (These contribute to in-lieu time for the May Pro D day.)

Coming up….

  • SET-BC Universal Design for Learning (UDL) Part 1 (January 15th), Part 2 (January 29)  (3:30-4:45, Riverside College) (K-12) (Limited space available. Visit our new Pro-D page to register)SET-BC Digital Storytelling and Math Apps sessions are FULL.
  • Stefan Stipp: Critical Thinking and the Redesigned Curriculum


February 27th, 3:30-6:00 (K-12) (Visit our new Pro-D page to register)

Stefan brings a classroom teacher’s perspective in his journey with the re-designed curriculum. Using Critical Thinking as a foundation and the TC2 model and resources, Stefan demonstrates how to help students become thoughtful, active citizens.  He has pioneered a global perspective program which uses an inquiry-based approach to integrate psychology, history, film studies and social justice courses and has taught  and mentored students as a faculty associate with Simon Fraser University.  Stefan received the Prime Minister’s Award for Teaching Excellence.

Stefan’s work with TC2 (a resource available to all Mission educators) includes authoring and contributing to various publications. He facilitates workshops on promoting self-regulated learning, student engagement, critical thinking and historical thinking.  Stefan’s work is grounded in his day to day experience with students in the classroom.

  • Peter Liljedahl: Building Thinking Classrooms 

April 23rd and May 14th, 2018 (3:30-6:00, HPMS Cafetorium) (Grade 7-12) Attendees must attend both sessions. (Limited space available. Visit our new Pro-D page to register)

Peter Liljedahl, Professor of Mathematics, Simon Fraser University, is offering two sessions for 7-12 Math and Science Educators.  Dr. Liljedahl is a former high school mathematics teacher who has kept his research interest and activities close to the classroom. His research interests are creativity, insight, and discovery in mathematics teaching and learning; the role of the affective domain on the teaching and learning of mathematics; the professional growth of mathematics teachers; mathematical problem solving; numeracy; and engaging student thinking. He consults regularly with schools, school districts, and ministries of education on issues of teaching and learning, assessment, and numeracy.