Standards-Based Curricula

1. Standards-Based Curricula Dr. Dennis S. Kubasko, Jr. NC Teach Summer 2009

2. My Agenda • PowerPoint Presentation: Standards-Based Curricula • Position Paper Discussion • Hands-on Activity • Readings • Evaluation - A Standards-Based Lesson Plan

3. Position Statement • Standards are good for educators…how we assess those skills is another argument all together! • Supportive and informative rationale for building a course • Local: New Hanover, Pender, and Brunswick Counties • State: NCDPI Standard Course of Study • National: Benchmarks and NSES

4. Issues • What content do standards stress as being important? • What strategies are advised to deliver the content deemed important? • Does a standards-based course of study limit the academic freedom of educators? If so, how? If not, why?

5. Foundational Documents • Benchmarks for Scientific Literacy • National Science Education Standards

6. NSES: TEACHING STANDARD A • Teachers of science plan an inquiry-based science program for their students. • Develop a framework of yearlong and short-term goals for students. • Select science content and adapt and design curricula to meet the interests, knowledge, understanding, abilities, and experiences of students. • Select teaching and assessment strategies that support the development of student understanding and nurture a community of science learners. • Work together as colleagues within and across disciplines and grade levels.

7. NSES: TEACHING STANDARD B • Teachers of science guide and facilitate learning. • Focus and support inquiries while interacting with students. • Orchestrate discourse among students about scientific ideas. • Challenge students to accept and share responsibility for their own learning. • Recognize and respond to student diversity and encourage all students to participate fully in science learning. • Encourage and model the skills of scientific inquiry, as well as the curiosity, openness to new ideas and data, and skepticism that characterize science.

8. NSES: TEACHING STANDARD C • Teachers of science engage in ongoing assessment of their teaching and of student learning. • Use multiple methods and systematically gather data about student understanding and ability. • Analyze assessment data to guide teaching. • Guide students in self-assessment. • Use student data, observations of teaching, and interactions with colleagues to reflect on and improve teaching practice. • Use student data, observations of teaching, and interactions with colleagues to report student achievement and opportunities to learn to students, teachers, parents, policy makers, and the general public.

9. NSES: TEACHING STANDARD D • Teachers of science design and manage learning environments that provide students with the time, space, and resources needed for learning science. • Structure the time available so that students are able to engage in extended investigations. • Create a setting for student work that is flexible and supportive of science inquiry. • Ensure a safe working environment. • Make the available science tools, materials, media, and technological resources accessible to students. • Identify and use resources outside the school. • Engage students in designing the learning environment.

10. NSES: TEACHING STANDARD E • Teachers of science develop communities of science learners that reflect the intellectual rigor of scientific inquiry and the attitudes and social values conducive to science learning. • Display and demand respect for the diverse ideas, skills, and experiences of all students. • Enable students to have a significant voice in decisions about the content and context of their work and require students to take responsibility. • Nurture collaboration among students. • Structure and facilitate ongoing formal and informal discussion based on a shared understanding of rules of scientific discourse. • Model and emphasize the skills, attitudes, and values of scientific inquiry.

11. NSES: TEACHING STANDARD F • Teachers of science actively participate in the ongoing planning and development of the school science program. • Plan and develop the school science program. • Participate in decisions concerning the allocation of time and other resources to the science program. • Participate fully in planning and implementing professional growth and development strategies for themselves and their colleagues.

12. Science Curriculum • http://www.ncpublicschools.org/ • Overview: Process • Goals • Nature of Science • Science as aHuman Endeavor • Historical Perspectives • Nature of Scientific Knowledge • Science as Inquiry • Science And Technology • Science in Personal and Social Perspectives

13. Science Curriculum • Competency Goals: Content • EES #1: The learner will build an understanding of lithospheric materials, processes, changes, and uses with concerns for good stewardship. • Physics #1: The learner will build an understanding of linear motion. • Curriculum Support Resources

14. Loucks-Horsley & Bybee • One single set of standards establishes a shared vision for science education in this country • Critics say that focusing on standards takes attention away from larger social issues • The challenge of implementation • Defining success • Component checklists

15. Inquiry: Martin-Hansen • Structured inquiry • Directed inquiry by the teacher • Cookbook lesson implementation • Endpoint or product is known • Limited student engagement • Implementation: • All levels: Large classes • Teacher can take away components • Beginning of the teacher evolution process

16. Inquiry: Koballa et al. • The Spectrum of Scientific Literacy: Koballa • NSES defines scientific literacy as “the knowledge and understanding of scientific concepts and processes required for personal decision making, participation in civic and cultural affairs and economic productivity.” • Educational goal? Something achievable by all students at the end of a period of instruction

17. Inquiry: Koballa et al. • Three-dimensional framework • 1. Level of scientific literacy • Range of understanding and abilities that enable people to function to different degrees in our scientific orientated world • Seven levels • Figure 1: DNA • Figure 2: General • Expectations now? Levels IV or V on many science related topics • Novice teacher verses experienced teacher • Where should we expect our students to be?

18. Inquiry: Koballa et al. • Multiple Domains • Profile of teacher understanding • Biology, Physics, EES, Chemistry • Student profiles • Scientific Literacy as a value • Different degrees of value for scientific literacy • Social-cultural issue…does society have a need for scientific literacy? • Cloning? Stem-cell research? Missile defense system? Global warming? • Life-long objective

19. Assignments • Assignment 2 due midnight Wednesday • Note the website for the readings for next week • Meet next week at Hoggard High School!