When educators create rich learning experiences for their students, they engage in the complex act of curricular interpretation and planning. The act of moving from curriculum as written to curriculum as embodied through learning requires thoughtful consideration and continuous design, iteration and revision. Research informed by the learning sciences (Bell, Lewenstein, Shouse, & Feder, 2009), growth mindset (Dweck, 2012), and PISA results (Programme for International Student Assessment, 2012) has shown that what we know about learning and how students learn has changed. As well, the needs of Canadian society, especially in terms of what constitutes a skilled workforce, have changed over the last few decades. These changes require educators to reconsider how students might engage differently with mandated curricular intentions, suggesting a multi-disciplinary and multi-faceted approach to instructional delivery focused on active learning and problem finding and problem solving situated in real world contexts is appropriate.
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