1 / 21

NYSCEA Presentation

NYSCEA Presentation. Friday, March 1, 2013. Social Studies and Science Updates. Social Studies K-12 Framework Updates K-8 Update & Next Steps 9-12 Update & Next Steps NGSS 2 nd Public Release Draft Next Steps. Current State of Social Studies.

calder
Download Presentation

NYSCEA Presentation

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. NYSCEA Presentation Friday, March 1, 2013 EngageNY.org

  2. Social Studies and Science Updates • Social Studies • K-12 Framework Updates • K-8 Update & Next Steps • 9-12 Update & Next Steps • NGSS • 2nd Public Release Draft • Next Steps EngageNY.org

  3. Current State of Social Studies EngageNY.org

  4. Integrating the Common Core into the Social Studies Framework Current NY State Social Studies Focus NY State Social Studies Focus with the Common Core (CCLS) Emphasis on content in the context of key ideas and coherent themes Understanding of concepts within and across time periods (recognizing themes and patterns) Use of primary and secondary source documents to learn concepts (case study analysis) to promote informational reading, critical thinking and writing through instruction and on Regents • Emphasis on content • Understanding of concepts within a time period • Use of primary and secondary source documents for Thematic Essay and DBQ on Regents EngageNY.org

  5. Emphasis on content in the context of key ideas and coherent themes

  6. Understanding of concepts within and across time periods (recognizing themes and patterns) EngageNY.org

  7. Promote informational reading, critical thinking and writing through instruction and on Regents EngageNY.org

  8. Course of Study Remains Same EngageNY.org

  9. Aligned to the CCLS for Social Studies and Technical Subjects EngageNY.org

  10. A Framework that Supports Teaching, Learning and Assessment EngageNY.org

  11. K-8 Framework Update • Utilizing feedback from the field and the Content Advisory Panel, the Department is in the process of revising the K-8 frameworks. • Work is beginning on identifying key materials for the field guide, designed to assist teacher in implementing the key ideas and conceptual understandings. Examples of materials will include historical documents, maps, visual and audio/video resources as appropriate. EngageNY.org

  12. Sample 9-12 Framework

  13. Global Split Survey • Survey: The survey presented three options for dividing the Global History and Geography course of study into two units of study: • Thematic approach: In this option, Unit of study 1 would be a foundational course concentrating on building skills in economics, geography, civics and world history. Unit of study 2 would be a thematic approach to contemporary world history and geography; or • Chronological approach: Unit of Study 1 would address the Neolithic Revolution to the Age of Enlightenment (approximately 8000 BCE to 1600). Unit of Study 2 would address the Age of Enlightenment to present (approximately 1600 to present). • Chronological approach: Unit of Study 1 would address the Neolithic Revolution to the end of the Napoleonic Period (approximately 8000 BCE to 1815). Unit of Study 2 would address 1815 to the present. This option would narrow the scope of the study of the classical civilizations in Unit 1. EngageNY.org

  14. Global Split Proposal in the 9-12 Framework PROPOSAL • Unit of Study 1 would address the Neolithic Revolution to the beginnings and causes of the Industrial Revolution (approximately 1765) • Unit of Study 2 would address 1750 to the present RATIONALE • The split at 1750 was based on multiple research sources that indicate 1750 is the transition between the pre-modern world and the post-modern world. • Enable students to use the causes and beginnings of the Industrial Revolution from Unit of Study 1 to understand the Industrial Revolution itself as the foundations for imperialism and social revolutions in Europe. • Benefits also include more concentrated content in Unit of Study 2, allowing for a greater depth of focus to help students understand today’s global world. The overlapping time periods would enable students to have some historical continuity between Unit of Study 1 and Unit of Study 2 for instruction and assessment purposes (a brief review of the late 18th century can build a strong foundation for later historical events). EngageNY.org

  15. Next Steps • Public comment period is underway utilizing EngageNY.org and an on-line survey. Comments will be accepted until March 8, 2013. • Return to the Board with revised P-8 and 9-12 Frameworks that reflect the CCLS and widespread public input for approval. • Upon approval of the Frameworks by the Board, develop a unified K-12 social studies Field Guide to provide teachers with resources for classroom implementation. EngageNY.org

  16. Social Studies and Science Updates • Social Studies • K-12 Framework Updates • K-8 Update & Next Steps • 9-12 Update & Next Steps • NGSS • 2nd Public Release Draft • Next Steps EngageNY.org

  17. Building on the Past; Preparing for the Future 1990s-2009 Phase I Phase II 1990s 7/2011 – March 2013 1/2010 - 7/2011

  18. Conceptual Shifts in the NGSS • K-12 science education should reflect the interconnected nature of science as it is practiced and experienced in the real world. • The NGSS are student performance expectations – NOT curriculum. • The science concepts build coherently from K-12. • The NGSS focus on deeper understanding of content as well as application of content. • Science and engineering are integrated in the NGSS from K–12. • The NGSS and Common Core State Standards (English Language Arts and Mathematics) are aligned.

  19. Three Dimensions Intertwined The NGSS are written as Performance Expectations NGSS will require contextual application of the three dimensions by students.

  20. Available Resources • Appendices and other documents have been added to support the NGSS and in response to feedback • Appendix A – Conceptual Shifts • Appendix B – Responses to May Public Feedback • Appendix C – College and Career Readiness • Appendix D – All Standards, All Students • Appendix E – Disciplinary Core Idea Progressions • Appendix F – Science and Engineering Practices • Appendix G – Crosscutting Concepts • Appendix H – Nature of Science • Appendix I – Engineering, Technology, and the Applications of Science • Appendix J – Model Course Mapping in Middle and High School • Appendix K – Connections to CCSS - Mathematics • Please visit www.nextgenscience.org

  21. NGSS Timeline • Projected final release – March 2013 • Advice from: • SCAP • SLT • Science Professional Education Associations • Public, at large

More Related