INTRODUCTION TO CURRICULUM TOPIC STUDY (CTS)

1. INTRODUCTION TO CURRICULUM TOPIC STUDY (CTS) CSSS Annual Meeting March 27, 2007 Millennium Hotel St Louis, MO Page Keeley, Senior Science Program Director Maine Mathematics and Science Alliance www.mmsa.org

2. Purpose of This Session • To learn about an NSF-funded professional development resource that systematically uses standards and cognitive research to improve classroom practice • To experience a “mini- CTS” • To consider how you might use CTS in your work, including MSP’s • To share information about CTS field testing opportunities

3. The CTS Project • NSF-funded TPC Professional Development Materials Project awarded to the Maine Mathematics and Science Alliance in partnership with West Ed • 2 resources guides: Science and Mathematics Curriculum Topic Study books • Facilitator’s Guide to Using Curriculum Topic Study (with Susan Mundry) • Web Site: www.curriculumtopicstudy.org • National Field Testing and Professional Development

4. What is CTS? A methodical study process – organized by curricular topics (147 in science, 92 in mathematics)-that incorporates a systematic study of standards and research and links study findings to state standards. A set of tools and collective resources for improving content knowledge, instruction, and assessment. An intellectually engaging, rigorous professional development strategy that can be embedded within a variety of PD programs and designs.

5. What CTS Is Not CTS IS NOT: • A remedy for weak content knowledge (CTS is used to enhance and support content learning) • A collection of teaching activities (CTS describes considerations teachers must take into account when planning or selecting teaching activities) • A description of “how to’s” (CTS helps teachers think through effective teaching based on knowledge of learning goals and how students learn) • A quick fix (CTS takes time and practice to use it effectively) • The end-all for professional development (CTS helps teachers identify the need for additional experiences that will help them grow as a teacher) – “You don’t know what you don’t know”

6. Why Use CTS? • Clarify and deepen content and pedagogical knowledge of relevant curricular topics and student learning goals • Develop a common language and knowledge base about standards and research • Promote evidence-based discourse based on ideas and recommendations developed through national consensus by the science education community • “Stand on the Shoulders of Giants”- Experts at your fingertips 24/7!

7. Who Uses CTS? • Pre-service Teachers • Beginning Teachers • Experienced Teachers • Teacher Leaders, Mentors, and Coaches • Professional Developers • Science and Mathematics Specialists and Supervisors • Pre-Service and Graduate Science and Mathematics Education Faculty • Curriculum Developers • Curriculum, Instruction, and Assessment Committees

8. CTS Collective Resources- Experts at Your Fingertips 24/7- Science     Indicates the resource (or parts of it) is online

9. Resource Jigsaw – 20 min Purpose: Build background understanding of the CTS resources At your tables, divide up the CTS resources and read the description on pp 24-27 for your resource. Briefly describe each book, including ways you have used the resource in your own work

10. And….

11. Having State and National Standards Is Not Enough… What has been missing is a systematic, scholarly, deliberate process to help educators intellectually engage with standards and research on student learning so they can make effective use of them. CTS provides that “Missing Link.” AND gets the books off the shelf!

12. Whirlwind Tour of the Book= mark page with a sticky note! ix-x: List of topics (replace with handout) Ch 1: Introduction to Curriculum Topic Study Ch 2: CTS Study Guide  pp 20-21- Purposes of 6 CTS sections pp 24-27- Descriptions of CTS resources Ch 3: Engaging in CTS  pp 37-39- Guiding Questions for CTS readings  pp 40-44 Stages of the CTS Learning Cycle of Inquiry and Reflection Ch 4: CTS Contexts- CIA  pp 80-83- Developing CTS Assessment Probes Ch 5: p 91-111- Vignettes Ch 6: p 113-271 CTS Study Guides

13. At the Heart of CTS- The CTS Study Guide • CTS Sections and Outcomes • Selected Readings from CTS Resources • Web Site- Supplementary Material www.curriculumtopicstudy.org

14. CTS Science Categories (147 Topics) • Diversity of Life (7) • Ecology (11) • Biological Structure and Function (11) • Life’s Continuity and Change (10) • Matter (16) • Earth (18) • Astronomy (10) • Energy, Force, and Motion (23) • Inquiry and the Nature of Science and Technology (26) • Implications of Science and Technology (11) • Unifying Themes (4)

15. The CTS Guide- See Anatomy of a Study Guide • Each guide has 6 CTS sections (Left Column) • Purposes of the sections • I : Identify Adult Content Knowledge • II : Consider Instructional Implications • III : Identify Concepts and Specific Ideas • IV : Examine Research on Student Learning • V : Examine Coherency and Articulation • VI : Clarify State Standards and District Curriculum • Each section links to CTS sources and pre-vetted Readings (Right Column)

16. CTS Supplementary Resources • www.curriculumtopicstudy.org • Atlas 2 Correlation Guide • Crosswalks to state standards (Maine, Texas and…) • Science and Mathematics CTS database Search by: • Topic • Category • Supplement Type - Assessment Task, Journal Article, CD-Rom or DVD, Content Tradebook, Instructional Resource, Journal Article, Professional Book, Video, Web Site

17. Title: Investigating Students' Ideas about Plate TectonicsBibliographic Citation: Ford, B. and Taylor, M. (2006). Investigating Students' Ideas about Plate Tectonics. Science Scope. Vol 30(1). pp 38-41. Description: This article can be used as a supplement to CTS Section II and IV. The authors describe the beliefs middle school students have about plate tectonics and the implications for instruction. The article includes a detailed list of related plate tectonics misconceptions including commonly held ideas about plates, plate movement and plate interactions, events and features resulting from plate interactions, and recycling of plate material. Strategies for moving students beyond their misconceptions are also described. Supplement Type: Journal ArticleCategory: EarthCTS Topic(s):     • Earthquakes and Volcanoes    • Plate Tectonics    • Processes that Change the Surface of the Earth

18. Companion Resources Developed Using CTS and Used in CTS PD Uncovering Students’ Ideas in Science- 25 Formative Assessment Probes (Vol 1 &2)

19. Getting to Know the Resources Parallel Resources in Mathematics CTS Science Pages 24-26 Science for All Americans Science Matters Benchmarks for Science Literacy The National Science Standards Making Sense of Secondary Science Atlas of Science Literacy Mathematics Pages 27-30 Science for All Americans Beyond Numeracy Benchmarks for Science Literacy Principles and Standards for School Mathematics Research Companion Atlas of Science Literacy

20. CTS: The Swiss Army Knife of Curriculum, Instruction, and Assessment Improve adult science and mathematical literacy(I) Improve knowledge of content teachers teach(I) Examine instructional considerations(II) Identify alternative conceptions(IV) Consider developmental implications(II, IV) Examine scope and sequence(III) See connections within and across topics(V) Clarify state standards and district curriculum (VI) Identify “Big Ideas”, Concepts, Specific Ideas, and Skills(III)

21. CTS Versatility • Full, in-depth topic studies using all sections I-VI • Partial studies focused on a teaching or learning question- one or a few sections

22. Mini-CTS Purpose- To see how teachers can quickly and efficiently use the CTS process and resources to answer specific questions about teaching and learning. This is not a full topic study!

23. The CTS Scaffold Scaffold: The structure and supports that a teacher or more knowledgeable helper provides to allow a learner to perform a task he or she cannot yet perform independently. (Vygotsky, 1978; Dixon-Krauss, 1996; Wertsch,1991.)

24. Learning Problem

25. Quick Scaffold PracticeSteps 1-3 “Many of my students think the mass changes during a change in state. I wonder how the research can help me understand this misconception?” Category? Matter CTS Topic Guide? Conservation of Matter Page Number of CTS Guide? Page163

26. Step 4 and 5 “Many of my students think the mass changes during a change in state. I wonder how the research can help me understand this misconception?” Section? Section IV Outcome? Examine Research on Student Learning Which resource will I use? Benchmarks and/or Driver

27. Step 6- Read and Examine Related Parts Students cannot understand conservation of matter and weight if they do not understand what matter is, or accept weight as an extrinsic property of matter, or distinguish between weight and density. By 5th grade many students can understand qualitatively that matter is conserved in transforming from solid to liquid. They also start to understand that matter is quantitatively conserved in transforming from solid to liquid and qualitatively in transforming from solid or liquid to gas- if the gas is visible. For chemical reactions, especially those that evolve or absorb gas, weight conservation is more difficult for students to grasp. (Section IVA- Benchmarks 4D)

28. Related Parts Students cannot understand conservation of matter and weight if they do not understand what matter is, or accept weight as an extrinsic property of matter, or distinguish between weight and density. By 5th grade many students can understand qualitatively that matter is conserved in transforming from solid to liquid. They also start to understand that matter is quantitatively conserved in transforming from solid to liquid and qualitatively in transforming from solid or liquid to gas- if the gas is visible. For chemical reactions, especially those that evolve or absorb gas, weight conservation is more difficult for students to grasp. (Section IVA- Benchmarks 4D)

29. Guiding Questions to Focus Reading Pp 24-27 (see handout) Example: Are there suggestions as to what might contribute to students’ difficulties or misconceptions?

30. CTS Snapshots • Choose a snapshot that interests you. • Select a packet of readings for that snapshot from the labeled folders. • Practice using the scaffold to answer the question in your snapshot. Do not take shortcuts! • Record notes from your reading that address the question (not the entire topic). • Reflect- How could this process be used in your work?

31. CTS and Professional Development • Lesson Study • Collaborative Inquiry into Examining Student Thinking • Looking at Student Work • Immersion and Course Content • Study Groups • Action Research • Mentoring and Coaching • Case Discussions • Curriculum Implementation • Demonstration Lessons • Various Workshop Models

32. Benefits to MSP Projects • Bridge between content and practice • Professional Toolkit • Embedded into any PD Design • Increased focus on relevant content • Rich, intellectual engagement • Increase coherency in using standards • Consistency and coherency across projects

33. CSSS CTS Users? • Has anyone used CTS in their work or know of groups who are using CTS (such as in MSP projects)? • Briefly describe how and why CTS is being used in your context

34. Field Test Opportunities“Cold, Warm, and Hot” • Introduction to CTS (“CTS 101”) • CTS Full Topic Workshops • CTS Applications (Hierarchy of Content Knowledge, Instructional design, Designing Assessment Probes, designing performance Tasks) • CTS PD Strategies- CIEST, Analyzing Students’ Ideas (science), Case Discussions (mathematics), Looking at Student Work, Curriculum Implementation, Action Research, Lesson Study, CTS Seminars, Demonstration Lessons, Mentoring, Instructional Coaching

35. For Additional Information • Visit the CTS web site at www.curriculumtopicstudy.org • Contact: Page Keeley, CTS Principal Investigator and Project Director pkeeley@mmsa.org Cheryl Rose, CTS Co-Principal Investigator for Mathematics CTS crose@mmsa.org Susan Mundry, CTS Co-Principal Investigator for the CTS Facilitator’s Guide smundry@wested.org Joyce Tugel, CTS Facilitator and Field Test Coordinator jtugel@mmsa.org