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Content Standards: Deciding What Works for Michigan

Content Standards: Deciding What Works for Michigan. Making the Pieces Fit Together. Content Standards. Curriculum Framework. Assessment. Instruction. Building an Instructional System. Assessment How do we know they know it?. Instruction What are the best ways for them to learn it?.

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Content Standards: Deciding What Works for Michigan

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  1. Content Standards:Deciding What Works for Michigan

  2. Making the Pieces Fit Together Content Standards Curriculum Framework Assessment Instruction

  3. Building an Instructional System Assessment How do we know they know it? Instruction What are the best ways for them to learn it? Curriculum Frameworks What skills do they need to do it? Content Standards What do adults need to know and be able to do?

  4. What Decisions Do We Need to Make? #2 Do we want one set of GED standards, or do we want them divided by Educational Functioning Levels (e.g., low and high adult secondary? #1 Why do we want/need content standards? What purpose do we want them to serve? #4 What template do we want to use to pull it all together? (e.g., format, numbering system)? #3 What components do we want to include (e.g., strands, pre-requisite skills, assessment crosswalks, application)?

  5. What Decisions Do We Need to Make? #2 Do we want one set of GED standards, or do we want them divided by Educational Functioning Levels (e.g., low and high adult secondary? #1 Why do we want/need content standards? What purpose do we want them to serve? #4 What template do we want to use (e.g., format, numbering system)? #3 What components do we want to include (e.g., strands, pre-requisite skills, assessment crosswalks)?

  6. Why do we need/want content standards? • Your purpose impacts your template design. • How will GED or ESL standards improve learning in Michigan? • How will GED or ESL standards improve teaching in Michigan? • What will be different after you have standards?

  7. What Decisions Do We Need to Make? #2 Do we want one set of GED standards, or do we want them divided by Educational Functioning Levels (e.g., low and high adult secondary? #1 Why do we want/need content standards? What purpose do we want them to serve? #4 What template do we want to use (e.g., format, numbering system)? #3 What components do we want to include (e.g., strands, pre-requisite skills, assessment crosswalks)?

  8. One Set of GED Standards or Divided by EFL’s? • One set • Clear, continuous roadmap • Divided by EFL’s (low and high adult secondary) • Alignment with initial assessment results (TABE or CASAS) • Better indicator of where to begin instruction

  9. What Decisions Do We Need to Make? #2 Do we want one set of GED standards, or do we want them divided by Educational Functioning Levels (e.g., low and high adult secondary? #1 Why do we want/need content standards? What purpose do we want them to serve? #4 What template do we want to use (e.g., format, numbering system)? #3 What components do we want to include (e.g., strands, pre-requisite skills, assessment crosswalks)?

  10. What components do you want to include? • Strands, standards, skills • Sample Math Strands • Number Sense • Data Analysis and Probability • Algebraic Concepts • Geometric Properties and Relationships • Standardized Measurements

  11. What components do you want to include? Strand: Number Sense Sample Standard: Develops and applies number sense to solve a variety of real-life problems and to determine if the results are reasonable

  12. Strand: Number Sense Standard: Develops and applies number sense to solve a variety of real-life problems and to determine if the results are reasonable • Sample Skill (Low Adult Secondary): • Develop concepts, number sense, and number relationships related to integers and rational numbers. • Estimates the square root of any whole number to the nearest whole number • Places integers in correct sequence • Adds, subtracts, multiplies, and divides positive and negative numbers

  13. What do you think? • Group 1 • What might be some other math strands appropriate for GED? • What might be some strands for ESL? • Would strands help you develop your standards?

  14. What do you think? • Group 2 • How would you know what strands you need for GED and ESL? • How specific will teachers want the skills to be?

  15. Additional Components • Pre-requisite Skills for GED Standards • What do they already need to know and be able to do? • Helps identify gaps • Assessment Crosswalks • TABE, CASAS • Official GED Practice Test (full version) • Helps to show strands, standards, instruction, assessment alignment

  16. Additional Components • Application • How to avoid the “standards on the shelf” syndrome • Show examples of where or how adults use each skill in real life • Provides a stimulus for engaging class activities • Encourages contextualized versus discrete skill instruction

  17. Example of Application • Skill: Compare and contrast provided graphs to evaluate for contradictory or unsupported statements, or to strengthen an argument. • Application: Comparing accident-related data to make a point concerning safety

  18. What do you think? • Group 1 • How important is it to determine pre-requisite GED skills? • Are there other alternatives? • How important is it to include examples of application for each skill?

  19. What do you think? • Group 2 • Are assessment crosswalks necessary for: • TABE • CASAS • Official GED Practice Test • Other assessments?

  20. What Decisions Do We Need to Make? #2 Do we want one set of GED standards, or do we want them divided by Educational Functioning Levels (e.g., low and high adult secondary? #1 Why do we want/need content standards? What purpose do we want them to serve? #4 What template do we want to use (e.g., format, numbering system)? #3 What components do we want to include (e.g., strands, pre-requisite skills, assessment crosswalks)?

  21. Selecting a Template • What template will best serve your purpose identified in Decision #1? • What template will best format your desired components?

  22. Template Examples • Example #1: level, strand, standard, skills, pre-requisite skills, application • Example #2: level, strand, standard, skills, assessment crosswalks, application • Example #3: checklist format, level, strand, standard, skills • Example #4: comprehensive GED by content area (no EFL’s)

  23. What do you think? • Group 1: GED Group 2: ESL • In light of the “decisions” made to this point: • Is there one particular template that you like the best? • Are there components of different templates that you like? • What components would you put together as a final template that would work for Michigan?

  24. This project was developed by Florida Human Resources Development, Inc. (FHRD) and the National Adult Education Professional Development Consortium in cooperation with the Michigan Department of Career Development and funded through a grant under Section 222(a)(2) State Leadership Activities of the Adult Education and Family Literacy Act, Title II of the Workforce Investment Act of 1998, amended. For more information visit: http:www.maepd.org

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