Author: Greg Gerber

All Learning Is Transformational

Being formed through learning or being involved in the formation of others through our teaching is a BIG DEAL. It is a big deal because we are talking about change – changing how we think, how we interpret experiences because of what we know, how we see things, how we come to interact with others. Over time, our learning informs what we value and what we believe. Click into my article from the May 2018 issue of The Link and delves into this truth with me. All Learning Is...

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Inquiry: Learning Is Not Passive

The Inquiry-based framework for teaching and learning is cited as one of the pillars of the BC curriculum modernization. One model that is particularly helpful in constructing and planning learning inquiries is that of the 5 E’s: Engage, Explore, Explain, Extend, and Evaluate. I created a diagram to help clarify the 5E process as a framework for learning, and for lesson and unit planning. You are invited to download it as a poster here:  For an overview of the 5 E’s model, read my article in The Link Online, SCSBC’s quarterly newsletter: Inquiry...

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Aligning Assessment Practice with the BC Education Plan

Provincial Ministry of Education Outreach Pro-D, 2017 by Greg Gerber, Director of Learning, SCSBC ◊  Conversations and questions abound among teaching staff about assessment and its alignment with the modernized BC curriculum. Why is there a renewed focus on assessment strategies within the education system? What are the requirements or best practices? If assessment has always been integral to schooling, haven’t we been doing okay? Do we really need to pay attention? How people choose to answer these questions depends largely on what they believe the ultimate purposes of assessment to be. Is assessment about measurement against standards, about growth and learning,...

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Learning and Self-Assessment

Hoops or Authenticity? Stating that an educator’s goal should centre on authentic student learning is nothing new and is referenced time and time again in the tomes of educational research literature written during the past 150 years. Despite this acknowledged goal, the common narrative of school presenting a series of hoops students must jump through persists. So how might we, now, do better in aligning our goal for authentic learning with classroom practice? Read the full article in The Link Online, SCSBC’s quarterly newsletter: Learning and Self-Assessment: Hoops or Authenticity?...

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Assessment Is Central to Learning

“What is the purpose of assessment?” The BC Ed Plan and BC’s newly released interim reporting policy have re-ignited the assessment conversation, capturing the attention of most educators. The new curriculum stipulates that all students are to perform self-assessments on the core competencies. These self-assessments are then to be included in final summative reports. This represents a significant shift in thinking. What are the implications? How might we begin to engage staff in deep consideration of assessment practices can  facilitate student learning? Read the full article in The Link Online, SCSBC’s quarterly newsletter: Assessment Is Central to Learning    ...

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Engage Your Planning with Core Competency as the Starting Point

Acquiring Your BC Ed Plan Core Competencies Learning Targets In the article featured below, I wrote about a way to ease teachers’ discomposure when first setting out to plan curriculum to encompass student core competencies in compliance with the BC Ed Plan. As planning shifts to focusing on learner competencies, our frame of reference for what constitutes good planning and effective teaching shifts too. We have to sort out what it means to plan and assess for competency development. The article describes a simplified method for planning a lesson or unit while maintaining core competency development as the primary goal and learning target. Here is a poster of the core competency learning targets dart board...

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Core Competency Planning Grid

Core Competency Planning Grid Master One of the often expressed challenges associated with intentional development of student core competencies centers around how to plan for and track purposeful engagement of the competency areas.  The Core Competency Planning Grid provides one possible format for teachers or schools to track Core Competency engagement as they apply to unit planning (represented by the Big Ideas).  The Grid is configured with ALL subject Big Ideas for inclusive of the BC Ed Plan kindergarten through grade 9 and can be very easily filtered to display only the areas you require. This is the full...

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Discover, Embrace, Echo

The BC Ed plan represents a major change in how curriculum is planned in British Columbia. The first step in adapting in to acknowledge the change of paradigm from content-focused to competencies-focused. This article explores the process of discovering, embracing, echoing as schools shift to the new normal. Discover, Embrace, and...

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Toward a Common North Star

While visiting SCSBC member schools during the first few months of our roles as Directors of Learning, we discovered that, within all the diversity, our schools have a  unanimously held ideal of biblically-founded, engaged learning for all students. This ideal guides each school in their unique journey. My article below explores the concept of the “North Star” to guide decisions and actions, and explores why different schools’ approaches inevitably vary even through they are aiming for the same North Star. Toward a Common North Star...

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