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WELCOME. Please Sign In. Today’s Agenda. Next Generation Science Standards??? and the College, Career, and Civic Life (C3) Standards Preparation for upcoming changes in assessment Teaching for Mastery Content Maps Overview of the Three C’s (Content, Context, Cognition)

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  1. WELCOME Please Sign In

  2. Today’s Agenda Next Generation Science Standards??? and the College, Career, and Civic Life (C3) Standards Preparation for upcoming changes in assessment Teaching for Mastery Content Maps Overview of the Three C’s (Content, Context, Cognition) Design Planning/Design Delivery

  3. Next Generation Science Standards (NGSS) First Draft was released in 2011 suggestions/comments were made Second draft of the NGSS are expected to be released November/December of 2012 Expected completion of the NGSS by Achieve is April 2013 Precision review of the Science GPS will be conducted in the Spring/Summer of 2013 Tentative date to submit revised Science GPS for adoption by the Georgia Board of Education in the Fall of 2013 Professional Development beginning in 2013 First year of implementation of the revised Science GPS in the 2015-2016 school year

  4. College, Career, and Civic Life (C3): The State Standards for Social Studies The first draft of the standards is scheduled for release November the 17th at the NCSS Conference in Seattle, Washington Based on general searching, I believe there are about 18-20 states involved in these standards which are based upon the NCSS standards. At this point, I cannot find any additional information on the standards

  5. Preparation for Upcoming Assessment Changes Although Science and Social Studies are still a few years away from new standards and assessments, we must begin preparing ourselves and our students for higher-level questioning Constructed-Response (short-answer) questions are on the horizon We must begin including this type of questioning in our teaching and on our own assessments

  6. Constructed-Response Putting the Pieces Together

  7. Teaching for Mastery Acquisition places content into short-term memory. This requires mass practice over several “sleep” periods. TCSS units and Pacing Guides provide for the acquisition of ALL content prior to testing (CRCT) Acquisition lessons should include a variety of teaching strategies to help engage students; therefore, increase acquisition. Mastery places learning into long-term memory. This requires distributed practice, or reinforcement, every 2-3 months.

  8. Teaching for Mastery cont’d TCSS applies “teaching for mastery” throughout the year in the form of benchmark/posttests; whereby, teachers use data to remediate students. In some content areas, “remediate/accelerate” days are incorporated into the Pacing Guide. (This varies depending on the amount of content required for each grade level) ALL subject areas have weeks prior to state testing to review content for mastery Although TCSS provides some means for “teaching to mastery”, teachers must incorporate additional strategies in their own classrooms to reach mastery. These strategies should be based on the needs of each student/classroom.

  9. Teaching for Mastery cont’d Strategies for “distributed practice” over long periods of time (not all inclusive): Bellwork that reviews previous content Review days Include questions on activities/tests that cover multiple concepts from previous units Sponge/Anchor Activities which review prior content Create review activities in various websites that students can do at home or when finished with other assignments (quizlet, flashcardmachine, etc)

  10. Distributed Summarizing (of the lesson) Using the cards provided, show your answer to the question below when prompted. Acquisition places content into __________. Short-term memory Long-term memory Higher-level thinking Lower-level thinking

  11. Distributed Summarizing (of the lesson) Using the cards provided, show your answer to the question below when prompted. Mastery places content into __________. Short-term memory Long-term memory Higher-level thinking Lower-level thinking

  12. Distributed Summarizing (of the lesson) Using the cards provided, show your answer to the question below when prompted. Teaching for mastery involves _________ practice of the content over long periods of time. easier longer distributing challenging

  13. Content Maps Unit Content Maps are an essential component of the written curriculum Unit Content Maps should reflect the “what” of our content and provide the order of teaching within each unit As a group, we need to revise content maps to accurately reflect the standards and our teaching Revisions, if needed, should include: changing/combining EQ’s, reordering EQ’s or Concepts, limiting vocabulary to no more than 10-15 words (if possible)

  14. Overviewof theThree C’s

  15. Questions • What is the “resource list”? • Will we be able to add to it? • What does the finished product look like? • How do we get there?

  16. What are the 3 C's?

  17. CONTENT • Is the content of the activity/lab an exactmatch to the standard being taught? • Is this the most effective material available to me to teach the standard?

  18. CONTEXT • Does how I teach this lesson/activity match the standard? • Have I chosen a lesson/activity that matches those parts of the standard that are most representative of the language in the standard?

  19. COGNITION • Does the lesson/activity match the depth of knowledge that is called for in the standard? • Does the DOK of test questions presented in CRCT match the level or type of questions being presented in the activities being used to teach the concept?

  20. Same verb—used at all three DOK levels • DOK 3-Describe a model that you might use to represent the relationships that exist within the rock cycle. (Requires deep understanding of rock cycle and a determination of how best to represent it) • DOK 2-Describe the difference between metamorphic and igneous rocks. (Requires cognitive processing to determine the differences in the two rock types) • DOK 1-Describe three characteristics of metamorphic rocks. (Simple recall)

  21. Distributed Summarizing (of the lesson) Using the cards provided, show your answer to the question below when prompted. Matching the “verb” of the standard to the teaching activities/strategies is referred to as… content context cognition distributed

  22. Congruence of Resources

  23. Design Planning/Delivery Planning Handout The Design Planning and Delivery Planning handout is intended to help ensure that our units have the necessary components for effective teaching, and include a variety of resources/strategies to serve multiple teacher and student needs. [The Congruence of Resources ensures the content is aligned to the standards]

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