Compatible Content Creates Coherent Curriculum One Small Step at Kindergarten Leads to One Giant Leap at High School Graduation - PowerPoint PPT Presentation

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Compatible Content Creates Coherent Curriculum One Small Step at Kindergarten Leads to One Giant Leap at High School Graduation

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Title: Compatible Content Creates Coherent Curriculum One Small Step at Kindergarten Leads to One Giant Leap at High School Graduation


1
Compatible Content Creates Coherent
CurriculumOne Small Step at Kindergarten Leads
to One Giant Leap at High School Graduation

Sponsored by the National Science Foundation
under Grant No. HER-0315060
2
Goals/Outcomes for LCF Focus what to teach
  • Have a better understanding of the AAAS resources
  • Focus on Benchmarks and Atlas
  • Increase comfort level using the resources
  • Compatibility with GLEs
  • Begin thinking about coherent curriculum
    development
  • Begin K-12 conversation

Sponsored by the National Science Foundation
under Grant No. HER-0315060
3
Informed and Reformed
  • Hello? Are you a big idea?
  • Page Keeley Curriculum Topic Study
  • Science Literacy- Science For All Americans
  • From teaching units to... Whats to be learned?
  • Whats important and understandable

Sponsored by the National Science Foundation
under Grant No. HER-0315060
4
Voyage of Discovery
  • Began with Curriculum Topic Study
  • More time spent with resources, more learned
    about learning goals for grade band
  • Unburdened my teaching
  • Liberating
  • Using the resources

Sponsored by the National Science Foundation
under Grant No. HER-0315060
5
Project 2061 Tools for Reform
  • Why Help the radical reform of the education
    system in America
  • Goal All students will be literate in science
    (mathematics, natural science, social science,
    engineering)
  • Strategy Develop and disseminate tools for
    reform (including helping you help students pass
    the WASL!)

Sponsored by the National Science Foundation
under Grant No. HER-0315060
6
A Little History
  • 1985 Project started by Jim Rutherford at AAAS
  • 1989 Published Science for All Americans
  • 1993 Published Benchmarks for Science Literacy
  • 1996 Hired me as director, Published Resources
    for Science Literacy Professional Development
  • 1998-2000 Developed and applied Curriculum
    Analysis Tool, Published Blueprints for Reform,
    and analysis of middle school mathematics and
    science materials
  • 2001 Published Designs for Science Literacy,
    Atlas of Science Literacy, and analysis of H.S.
    biology materials
  • Today Developing curriculum and assessment
    development tools, about to publish Atlas II

Sponsored by the National Science Foundation
under Grant No. HER-0315060
7
Project 2061s Learning Goals Tool set
  • Science for All Americans
  • Benchmarks for Science Literacy
  • Atlas of Science Literacy
  • Intended as curriculum design tools
  • What to teach

8
Science for All AmericansDefining Science
Literacy
  • Describes adult literacy
  • Necessary knowledge and skills for all citizens
  • Science, mathematics, and technology core
  • Emphasize connections across disciplines

9
Benchmarks for Science Literacy Establishing
Goals
  • Grades 2, 5, 8, and 12
  • Specific learning goals  standards
  • Avoids technical language
  • Informed by research
  • Also See boxes

10
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11
What are Literacy Learning Goals (Benchmarks and
Standards)?
  • What every child should know and the skills every
    child should have
  • A coherent set leading to Science Literacy
  • Not everything children should know or be able to
    do
  • High standards does not mean more or harder
    material, it means students are expected to
    achieve the learning specified by the goals

12
A New Way of Looking at Benchmarks and Standards
  • Until now, we have had lists, but benchmarks is
    really a connected web of ideas. Maps display
    these connections
  • Maps have really been a part of Project 2061s
    thinking from the beginning
  • Developed by the Project 2061 school district
    teams
  • Led by Dr. Andrew Ahlgren, Associate Director and
    Chief Cartographer

13
Map-like thinking was part of Benchmarks from the
start
14
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15
Integration is not a requirement
16
Atlas of Science LiteracyCo-published with NSTA
  • Large-format collection of maps displaying
    knowledge and skills acquired over time leading
    to understanding of major concepts.
  • Explicit display of connections across time and
    across disciplines
  • Soren Wheeler, Ted Willard, Ryan Arndt,
    cartographers

17
Atlas Components
  • Complete set of literacy goals for major topics
  • Does not specify or advocate any particular style
    or type of instruction
  • Explicit connections among benchmarks
  • contributes to
  • Connections to other maps
  • Story lines
  • Notes, research summaries, reflections on mapping

18
Benchmarks make up the boxes
19
The connecting arrow implies contributes to
The connections are often learning goals, too!
20
Strands tell a story of connected ideas
21
How can you use the Atlas?
  • Studying, Understanding, Sorting Standards
  • Professional Development
  • Understanding growth of understanding and role of
    each grade level
  • Curriculum Analysis, Design, and Development
  • Grade-by-grade and interdisciplinary coherence
  • Prerequisites and What comes next
  • Assessment Analysis, Design, and Development
  • Aiding curriculum selection

22
Maps help in choosing materials
23
Analysis What the reviewers looked for
24
Analysis What the reviewers found
25
Future Atlas Components
  • Next edition will include all the benchmarks
  • Electronic version will allow navigation among
    maps with common benchmarks
  • Resources can be attached to individual
    benchmarks to integrate all Project 2061 tools
  • Connections to State Standards
  • Assessment items
  • Recommended Curriculum materials and trade books
  • Video clips
  • Research
  • Phenomena -- and much more!

26
Project 2061s Curriculum Tool set
  • Designs for Science Literacy
  • Resources for Science Literacy
  • Professional Development
  • Instructional Materials (in work)
  • Assessment (in work)
  • Help with What and How to Teach
  • Still not Instructional Materials

27
Designs for Science LiteracyDesigning K-12
Curriculum
  • Critical criteria for reformed curricula
  • Redesigning current curricula
  • How to get started today

28
Resources for Science LiteracyProfessional
Development
  • Collected resources for pre- and in-service
    reference and training book and CD
  • Recommended trade books
  • Cognitive research abstracts
  • College Courses
  • Comparisons of Benchmarksto national standards
  • Complete scripts and materials for workshops

29
How is NCOSP using the tools?
  • Using Curriculum Topic Study
  • Understanding the specific content of a lesson
  • Understanding the GLEs and EOLs (that were based
    on the Benchmarks)
  • Thinking about curriculum coherence over time
    (and eventually across subjects)
  • Evaluating instructional materials for alignment

Sponsored by the National Science Foundation
under Grant No. HER-0315060
30
(No Transcript)
31
Tying Benchmarks/Atlas to GLEs/EOLs
  • You are responsible for the EOLs
  • Benchmarks and Atlas are tools for helping you
    use the EOLs to help your students succeed
  • The Benchmarks describe knowledge, the EOLs
    behaviors that demonstrate the knowledge
  • The WASL may not be true to the EOL verbs so the
    knowledge is the goal!

Sponsored by the National Science Foundation
under Grant No. HER-0315060
32
Flow of Energy and Matter Through Ecosystems
Survey
  • To get big ideas out on the table
  • Complete learning goals for grade band that you
    teach
  • Elementary, Middle, High School
  • Complete what you think are the learning goals
    for grand bands that you do not teach
  • Elementary, Middle Elementary, High Middle, High

Sponsored by the National Science Foundation
under Grant No. HER-0315060
33
Atlas/GLE Work Session
  • Explore compatibility, similarities and
    differences of Science K-10 Grade Level
    Expectations and Benchmarks
  • With focus on what to teach
  • Working in pairs, read introduction to Flow of
    Matter and Energy in Ecosystems pgs 76 and 78

Sponsored by the National Science Foundation
under Grant No. HER-0315060
34
Atlas Exploration
  • Questions to consider
  • Do learning goals match your survey answers?
  • Are there learning goals that you did not
    consider?

Sponsored by the National Science Foundation
under Grant No. HER-0315060
35
Matching GLEs to Learning Goals
  • GLE Review
  • Matching learning goals to the GLEs/EOLs
  • Now you try it!

Sponsored by the National Science Foundation
under Grant No. HER-0315060
36
Break Time! - Before taking a break
shuffle seating - Elementary, Middle
and High school represented at each table

Sponsored by the National Science Foundation
under Grant No. HER-0315060
37
Curriculum Coherence

Sponsored by the National Science Foundation
under Grant No. HER-0315060
38
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39
Curriculum Coherence Across Grade Levels
  • Why?
  • Provides a story that students can follow
  • Defines specific learning goals at grades
  • Avoids needless redundancystudents learn it
    right the first time!
  • Liberates teachers to really apply Less is More
  • Helps students learn more science that will stay
    with them throughout their lives

Sponsored by the National Science Foundation
under Grant No. HER-0315060
40
(No Transcript)
41
Curriculum Coherence Across Grade Levels
  • How?
  • Work together in multi-grade groups to sort
    learning goals into coherent maps
  • Eliminate the extraneous and redundant to make
    room for the essential (this is the hardest part)
  • Identify instructional materials and assessments
    (this is the second hardest part)
  • Coordinated PD (Content, CSP, Collaboration)
  • Establish trust in grades above and below

Sponsored by the National Science Foundation
under Grant No. HER-0315060
42
Using the Atlas
  • Make a GLE/EOL map
  • Assess which learning goals your instructional
    materials target
  • Look for gaps, holes, extras, and redundancies

Sponsored by the National Science Foundation
under Grant No. HER-0315060
43
(No Transcript)
44
What if the Curriculum Falls Short?
  • Coherence over a few important topics is more
    important the hitting all the EOLs
  • Modify or supplement only in response to evidence
    of student learning (student work, valid
    assessments)
  • Dont forget that learning about Inquiry is also
    content that must be addressed explicitlynot
    just done (Chapter 1)

Sponsored by the National Science Foundation
under Grant No. HER-0315060
45
Coherent Curriculum Work Session
  • Compare findings of grade band maps
  • Begin conversation across grade level
  • Look at the roles of each grade band in creating
    coherence.
  • How does what is taught in kindergarten affect
    what is taught in high school?
  • Compare the learning goals/GLEs to the survey
    results at each grade band.

Sponsored by the National Science Foundation
under Grant No. HER-0315060
46
Review of Goals/Outcomes Focus what to teach
  • Have a better understanding of the AAAS resources
  • Focus on Benchmarks and Atlas
  • Increase comfort level using the resources
  • Compatibility with GLEs
  • Begin thinking about coherent curriculum
    development
  • Begin K-12 conversation

Sponsored by the National Science Foundation
under Grant No. HER-0315060
47
Conclusion
  • Progression of understanding
  • What going to take back and apply to the
    classroom?
  • Revisit resources during May Learning Community
    Forum

Sponsored by the National Science Foundation
under Grant No. HER-0315060
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