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

Compatible Content Creates Coherent Curriculum One Small Step at Kindergarten Leads to One Giant Leap at High School Graduation. Sponsored by the National Science Foundation under Grant No. HER-0315060. Goals/Outcomes for LCF Focus: what to teach.

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

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  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... What’s to be learned? • What’s 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. Science for All Americans Benchmarks for Science Literacy Atlas of Science Literacy Intended as curriculum design tools What to teach Project 2061’s Learning Goals Tool set

  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 LiteracyEstablishing Goals • Grades 2, 5, 8, and 12 • Specific learning goals — standards • Avoids technical language • Informed by research • “Also See” boxes

  10. 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 What are Literacy Learning Goals (Benchmarks and Standards)?

  11. 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 2061’s thinking from the beginning Developed by the Project 2061 school district teams Led by Dr. Andrew Ahlgren, Associate Director and Chief Cartographer A New Way of Looking at Benchmarks and Standards

  12. Map-like thinking was part of Benchmarks from the start

  13. Integration is not a requirement

  14. 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

  15. 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 Atlas Components

  16. Benchmarks make up the boxes

  17. The connecting arrow implies “contributes to” The connections are often learning goals, too!

  18. Strands tell a “story” of connected ideas

  19. 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 How can you use the Atlas?

  20. Maps help in choosing materials

  21. Analysis: What the reviewers looked for

  22. Analysis: What the reviewers found

  23. 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! Future Atlas Components

  24. 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 Project 2061’s Curriculum Tool set

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

  26. Resources for Science Literacy:Professional 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

  27. 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

  28. 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

  29. 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

  30. 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

  31. 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

  32. 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

  33. 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

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

  35. Curriculum Coherence Across Grade Levels • Why? • Provides a “story” that students can follow • Defines specific learning goals at grades • Avoids needless redundancy—students 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

  36. 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

  37. 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

  38. 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) • Don’t forget that learning about Inquiry is also content that must be addressed explicitly—not just done (Chapter 1) Sponsored by the National Science Foundation under Grant No. HER-0315060

  39. 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

  40. 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

  41. 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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