An Introduction to Science Curriculum Topic Study

1. An Introduction to Science Curriculum Topic Study MSP Summer Institute August 13th WVC, Wenatchee Presenter: Jeff Bullock;Regional Science CoordinatorNorth Central Educational Service District

2. 3 Goals • (Learn about) Curriculum Topic Study (CTS) as a toolfor connecting standards and research on learning to the classroom. • (Practice)using CTS. • (Reflect, discuss) ways you might apply CTS to your work.

3. Whatis CTS? An organized approach for studying, connecting, and applying, in the classroom: ) current research on the learning process ) national standards ) state standards Bridging the gap Research on learning National Standards Classroom State Standards

4. CTS Collective Resources- Experts at Your Fingertips 24/7     Indicates the resource is online Indicates parts of the resource are online

5. What CTSIs Not CTS IS NOT: • A remedy for weak content knowledge • A collection of teaching activities • A description of “how to’s” • A quick fix • The end-all for professional development

6. Components of a CTS Study Guide • CTS Sections and Outcomes • Selected Readings from CTS Resources • Web Site- Supplementary Material www.curriculumtopicstudy.org See Chapter 2- The CTS Study Guide pp 19- 27

7. The CTS 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) • Supplementary materials for each topic can be found at www.curriculumtopicstudy.org

8. Getting to Know the CTS Resources State Standards or Frameworks

9. Getting to Know the CTS Resources • Divide the resources among your table group. Choose one “expert” for each resource. • Read the description of your resource from the CTS book, pp 24-26 • Examine the resource, looking for notable features • Describe the resource to your table group, pointing out notable features and uses for CTS

10. Quick Summary of CTS Steps for a Group STEP 1: Scan and select a CTS topic (ix-x). STEP 2: Turn to page in CTS of the topic you selected. STEP 3: Select a Selection and Outcome description (left-hand side). STEP 4: Select resources, readings, and grade span (right-hand side). STEP 5: Examine the reading for your topic and task. STEP 6: Record and discuss your findings.

11. Example What should I provide my students when learning about the functions of cellular organelles? Category? (ix-x) Biological Structure and Function CTS Topic Guide? Cells Page Number of CTS Guide? Page135

12. Example (cont.) Section and Outcome. Section II Outcome. Consider Instructional Implications Selected Resources and Readings with page numbers. Benchmarks- Cells general essay p 110; grade span essays, pp 111-113. NSES- Standard C (if 9-12) essay pp 181, 184

13. Let’s Get Started!

14. Eliciting Your Prior Knowledge • As a group choose a topic that interests you. Individually • What do you know about the topic? What other scientific concepts do you think are related to the understanding of the topic? • What do you think your students know (or should know) about the topic and other concepts related to the topic coming into and leaving your grade level)? • Summarize your responses to the questions, based only on your prior knowledge before using CTS. • Save your response for later. As a group repeat what you did individually. • Summarize your responses to the questions, based only on your prior knowledge before using CTS. • Save your response for later.

15. Reflection Wall Examine your responses to the questions before and after doing CTS. Do you think CTS could impact your teaching practices and/or your schools science program?

16. For Additional Information Visit the CTS web site at www.curriculumtopicstudy.org Contact: Jeff Bullock at: jeffb@ncesd.org