STANDARDS & CURRENT EDUCATIONAL INITIATIVES

1. STANDARDS & CURRENT EDUCATIONAL INITIATIVES

2. Outline of Presentation 1) Importance of Standards 2) Pros and Cons of Standards 3) Some current efforts impacting standards in the U. S. a) Framework for K-12 Science Standards • Common Core State Standards • Standards of Mathematical Practice • Capacities of a Literate Individual • Argumentative writing • Explanatory Writing • Content Literacy • STEM • National Assessment of Educational Progress (NAEP)

3. Importance of Standards in U. S. • In a recent survey of policy makers, standards were acknowledged as the central framework guiding state education policy.* • A standard is a written statement or statements about what is valued that can be used for making a judgment of quality.

4. Why are Standards Important?* • Standards are guideposts for schools. Teachers, parents and students use them as a tool to focus on what students are expected to learn in each grade and each subject. • These standards become the basis for the way teachers are trained, what they teach and what is on state standardized tests that students take. • For example, a first-grade math standard may state that by the end of first grade students are expected to count by 2s, 5s and 10s to 100. *GreatSchools, Inc. <http://www.greatschools.org>

5. The Pros of Having Standards* • National standards would raise the level of expectations for all. • National standards would assure that all American students meet international levels of achievement. • National standards would make it easier for students to adjust to a new school when they move from one state to another. * http://www.greatschools.org

6. The Cons of Having Standards* • Education has traditionally been a right of the states. The United States has a long history of "local control" of schools that would be hard to change. • National standards would create a one-size-fits-all framework. The needs within each state are different. National standards would not take into account the cultural and geographical diversity of our country. • National standards would discourage innovation and creativity in the classroom. *http://www.greatschools.org

7. Types of Standards ➽Content Standards: Subject–matter descriptions of what students should know and be able to do. ➽Performance Standards: Concrete examples and explicit definitions of what students have to know and be able to do to demonstrate proficiency in the skills and knowledge outlined by the content standards (more like passing scores on a test).

8. Three Essential Ingredients in the Educational Process

9. Evolution of Educational Standards in the U. S. • Technological Literacy for All Americans: A Rationale and Structure for the Study of Technology (ITEA/ITEEA, 1996)(Revised in 2006 as Technological Literacy for All: A Rationale and Structure for the Study of Technology). • Standards for Technological Literacy: Content for the Study of Technology (ITEA/ITEEA, 2000, 2002, 2007) • Advancing Excellence in Technological Literacy (ITEA/ITEEA, 2003) • Addenda to STL and AETL: • Measuring Progress: Assessing Students in Technological Literacy (ITEA/ITEEA, 2004). • Realizing Excellence: Structuring Technology Programs (ITEA/ITEEA, 2005). • Planning Learning: Developing Technology Curricular (ITEA/ITEEA, 2005). • Developing Professionals: Preparing Technology Professionals (ITEA/ITEEA, 2005).

10. Addenda Documents Measuring Progress:Student Assessment Realizing Excellence:Program Development Developing Professionals: Preservice&Inservice Planning Learning: Curriculum

11. THE BIG PICTURE AETL & DevelopingProfessionals AETL & Measuring Progress STL RealizingExcellence AETL & PlanningLearning

12. Some Current National Efforts Impacting Technology Education in the U. S. • A Framework for K-12 Science Standards • Common Core State Standards • Standards of Mathematical Practice • Capacities of a Literate Individual • Argumentative writing • Explanatory Writing • Content Literacy • STEM • National Assessment of Educational Progress (“The Nation’s Report Card”)

13. www7.nationalacademies.org/bose A Framework for K-12 Science Standards: Practices, Crosscutting Concepts, and Core Ideas Board on Science Education, The National Research Council July, 2011

14. HOW THE FRAMEWORK WAS DEVELOPED: • NRC convened a 18 person committee in 2009-2010 to develop a framework • Draft of framework was released in summer of 2010 for first review • Committee revised draft based on input received • Framework went through NRC review process also with more than 20 experts providing detailed comments • Committee revised framework in 2011 • Final framework was released in July 2011

15. Dimension 1: Scientific and Engineering Practices • Dimension 2: Crosscutting Concepts That Have Common Application Across Fields • Dimension 3: Core Ideas in Four Disciplinary Areas: • 1. Physical Sciences • 2. Life Sciences • 3. Earth and Space Sciences • 4. Engineering, Technology, and the Applications of Science

16. Framework for Standards • The Framework for K-12 Science Standards: Practices, Crosscutting Ideas, and Core Ideas is now being used to develop the next version of the National Science Standards.

17. Scientific & Engineering Practices • Asking questions (for science) and defining problems (for engineering) • Developing and using models • Planning and carrying out investigations • Analyzing and interpreting data • Using mathematics and computational thinking • Constructing explanations (for science) and designing solutions (for engineering) • Engaging in argument from evidence • Obtaining, evaluating, and communicating information

18. How the Practices Are Integrated into Both Inquiry(S) and Design(E)

19. What Could this mean for T & E

20. Common Core State Standards National Governors Association Center for Best Practices and Council of Chief State School Officers 2010 www.corestandards.org

21. Common Core State Standards(Continued) • Standards for English-language arts and mathematics • Grades K-12 • Developed in collaboration with a variety of stakeholders including content experts, states, teachers, school administrators and parents. • The standards establish clear and consistent goals for learning that will prepare America’s children for success in college and work.  • Forty-five states and 3 territories have stated that they will adopt these standards.

22. Standards of Mathematical Practice Makes sense of problems and perseveres in solving them • Students are given an open-ended problem that they will discuss and develop clearly defined details. • Students will review the constraints and research the information to develop their design solution • Students will develop and present a viable solution to their problem • Students test their solutions based on the criteria and constraints of the problem and make improvements as needed. Reasons abstractly and quantitatively • Students brainstorm possible solutions without regards to feasibility • Students will explore the possibilities of reasonable proposed solutions Construct viable arguments and critiques the reasoning of others • Students will utilize a decision matrix to evaluate competing solutions • Students will communicate and defend their solutions using objects, drawings, diagrams, and actions

23. Standards of Mathematical Practice Models with mathematics • Students will apply prior knowledge to solve the problem • Students will model their solutions using tools such as, diagrams, tables, graphs, flow charts, and appropriate formulas. • Students will make appropriate assumptions and approximations to their problem. • The students model their solutions Use appropriate tools strategically • Students will use appropriate tools and machines. Rulers, compasses, protractors, pencils, calculators, and other hand tools. • Students will use design software to model their solutions. Attends to precision • Students use appropriate conventions in communicating solutions. • Students use symbols, units of measure, and labels to accurately communicate solution designs.

24. Standards of Mathematical Practice  Looks for and makes use of structure • Students will use the Engineering Design Process in developing solutions. • Students will employ the Scientific Method in recognizing patterns and structure in building a knowledge base for solutions. Looks for and expresses regularity in repeated reasoning • Students will research current and past solutions to similar problems for appropriate reapplication • Students will continually evaluate, test, and make changes to solutions to ensure repeatability and reliability.

25. Capacities for a literate Individual • Introduces claim(s) about a topic or issue acknowledge and distinguishes the claim(s) from alternate or opposing claims, and organizes the reasons and evidence logically. • Supports claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. • Uses words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. • Establishes and maintains a formal style. • Provides a concluding statement or section that follows from and supports the argument presented.

26. Argumentative Writing • Create an argument on why your design is the best solution to the problem or why it is not. This argument must be based on logic, facts, and data. A valid argument also provides the facts and data for the opposing argument. Your argument must be well written and make use of the references from your research

27. Explanatory Writing • Communicate the Processes and Results. • Explain how your design solves the problem and how it meets the constraints

28. Content Literacy • Content literacy is the ability to read, write, create, interpret and present a range of media, in subjects such as science, social studies and mathematics. • Content literacy is essential for success in both secondary and post-secondary education, where most of what students read will be non-fiction. Fortunately, developing content literacy can draw on students’ authentic interests in the world around them.

29. READING LIKE AN ENGINEER • Engineers read back and forth between text and visual diagrams to develop a deeper meaning • Think critically and visualize about changing information • Look for patterns during reading • Make conjectures to create new ideas • Create questions based on facts • Make predictions based on evidence • Visualize during reading • Use imagery to project concepts

30. STEM Initiatives

31. What is STEM Education?

32. STEM DEFINITIONS Science is the study of our natural world (National Science Education Standards, National Research Council, 1996). Technology is the modification of the natural world to meet to human wants and needs. (ITEA, 2000) Engineering is design under constraint (William Wulf, Past-president of National Academy of Engineering) Mathematics is the study of any patterns or relationships (AAAS, 1993)

33. STEM: Integrated or Separated? Integrated STEM: The principles of science and the analysis of mathematics are combined with the design process of technology and engineering in the classroom. Separated S.T.E.M.: Each subject is taught separately with the hope that the synthesis of disciplinary knowledge will be applied. This may be referred to as STEM being taught as “Silos”

34. TECHNLOGY Design ENGINEERING MATH SCIENCE

35. Page 1 ?

36. High School STEM Education Goals • All Students • All Courses • Students interested in • science, technology, • engineering, & mathematics. • Offered through specialized • programs, academies, • courses, etc.

37. Two Ways to Incorporate STEM Transdisciplinary or In Classroom difficult easier One STEM Lesson a Year

38. In Classroom • Much Easier • Present content through the context of a real world issue • Shows the application of all practice standards (Math, STEM, ELA) • Not teaching Digital Electronics • Allow students to work collaboratively to find a solution through the development of their own content knowledge • Uses the 5 E Lesson Plan • Allows students to communicate results and receive feedback from mentors and peers • Authentic Learning Experience • The students should seek out subject matter experts • In other words it is UDL • Student centered experience • Shows possible career pathways

39. Trans Disciplinary • More Difficult • Develop lesson seeds with other teachers • MRHS NCTAF STEM Team currently does this • Collaborate with the school STEM team • Assessment still requires you to reach content • Studies show that students in this type of learning environment generally perform better on content assessments

40. National Assessment of Educational Progress (NAEP) (“The Nation’s Report Card”) 2014 Technology and Engineering Literacy Framework www.naeptech2012.org

41. NAEP 2014 Technology and Engineering Literacy Framework • What is NAEP? • Evolution and Background • Process of Framework Development • Steering Committee • Planning Committee

42. Overall Purposes • Develop the recommended framework and specifications for NAEP Technology and Engineering Literacy Assessment in the U. S. • Recommend grade levels are 4, 8, and 12 for the “probe” assessment. The 2014 assessment will be at the 8th grade. • Recommend important background variables associated with student achievement in Technology and Engineering Literacy that should be included in NAEP Assessment. • The assessment will be entirely computer-based.

43. Major Assessment Areas

44. Teaching to the Test • There is some concern in the U. S. that states and local school districts are using the content in the state and local “high stakes tests” as a basis of curriculum. This is because some states and local school districts want their students to score as high as possible on these tests, so teachers are encouraged to teach their students to learn the content in the test rather than in the standards.

45. Impact of Standards in the U. S. • Developing and using standards to provide the content for what every student should know and be able to do in a subject is a dynamic and changing process. • Standards give us structure.  They give us guidelines and foundations. • Standards provide uniformity across the school curriculum.

46. Impact of Standards in the U. S. (Cont.) • Since its beginning, standards have served as a basis of educational reform across the nation as educators and policy makers respond to the call for a clear definition of desired outcomes of schooling and a way to raise student success in terms of these outcomes.* *( National Research Council. (2002). Investigating the Influence of Standards: A Framework for Research in Mathematics, Science, and Technology Education. Washington, DC: National Academy Press)