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CURRICULUM TOPIC STUDY (CTS) Using National Standards and Research on Student Learning to Transform Professional Development Page Keeley and Joyce Tugel Maine Mathematics and Science Alliance www.mmsa.org Purpose of This Breakout Session • To learn about an NSF-funded professional development resource that can be used with MSP projects • To consider how you might use CTS in your project • To share information about CTS field testing opportunities and CTS PD for MSP professional developers and faculty The CTS Project • NSF-funded TPC Professional Development Materials Project awarded to the Maine Mathematics and Science Alliance in partnership with West Ed • 2 resources guides: Science and Mathematics Curriculum Topic Study books • Facilitator’s Guide to Using Curriculum Topic Study • Web Site: www.curriculumtopicstudy.org • National Field Testing and Professional Development Purpose of CTS Build a bridge between K-16 teachers’ existing knowledge and practice and a practice informed by standards and research on student learning Current knowledge and practice Knowledge and practice informed by standards and research Having State and National Standards Is Not Enough… What has been missing is a systematic, scholarly, deliberate process to help educators intellectually engage with standards and research on student learning so they can make effective use of them. CTS provides that “Missing Link.” Underlying Knowledge and Research Base that Informed Development of CTS • National, State, and Local Standards • Expanded View of “Content Knowledge” • Research on Students’ Ideas/Thinking • Effective Professional Development • Reading Research • Beliefs about Teaching and Learning • Professionalism of Teaching • Reality of Practice What is CTS? A methodical study process – organized by curricular topics (147 in science, 92 in mathematics)-that incorporates a systematic study of standards and research A set of tools and collective resources for improving content knowledge, instruction, and assessment An intellectually engaging professional development experience where teachers build a common knowledge base to focus on and discuss content, learning goals, and student learning What CTS Is Not CTS IS NOT: – A remedy for weak content knowledge (CTS is used to enhance and support content learning) – A collection of teaching activities (CTS describes considerations teachers must take into account when planning or selecting teaching activities) – A description of “how to’s” (CTS helps teachers think through effective teaching based on knowledge of learning goals and how students learn) – A quick fix (CTS takes time and dedication to use it effectively) – The end-all for professional development (CTS helps teachers identify additional experiences that will help them grow as a teacher) – “You don’t know what you don’t know” Why Use CTS? • Clarify and deepen knowledge of relevant curricular topics and student learning goals • Develop a common knowledge base and language about standards and research • Move beyond personal opinions and assumptions to consider learning goals and recommendations developed through consensus by the science and mathematics education community • “Stand on the Shoulders of Giants”- Experts at your fingertips 24/7! CTS Collective Resources- Experts at Your Fingertips 24/7- Science Indicates the resource is online CTS Collective Resources- Experts at Your Fingertips 24/7- Mathematics Indicates the resource is online Who Uses CTS? Pre-service Teachers Beginning Teachers Experienced Teachers Teacher Leaders, Mentors, and Coaches Professional Developers Science and Mathematics Specialists and Supervisors Pre-Service and Graduate Science and Mathematics Education Faculty Curriculum Developers Curriculum, Instruction, and Assessment Committees At the Heart of CTS- The CTS Study Guide • CTS Sections and Outcomes • Selected Readings from CTS Resources • Web Site- Supplementary Material www.curriculumtopicstudy.org CTS Science Categories (147 Topics) • • • • • • • • • • • Diversity of Life (7) Ecology (11) Biological Structure and Function (11) Life’s Continuity and Change (10) Matter (16) Earth (18) Astronomy (10) Energy, Force, and Motion (23) Inquiry and the Nature of Science and Technology (26) Implications of Science and Technology (11) Unifying Themes (4) CTS Mathematics Categories (92 Topics) • • • • • • • Numbers and Operations (23) Algebra (12) Geometry (19) Measurement (10) Data Analysis (9) Integrated Topics (10) Problem Solving and Processes (9) 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 prevetted Readings (Right Column) CTS Supplementary Resources • www.curriculumtopicstudy.org • Science and Mathematics CTS database • Search by: – Topic – Category – Supplement Type - Assessment Task, Journal Article, Atlas Maps (Vol 2), CD-Rom or DVD, Content Tradebook, Instructional Resource, Journal Article, Professional Book, Video, Web Site Title: Investigating Students' Ideas about Plate Tectonics Bibliographic Citation: Ford, B. and Taylor, M. (2006). Investigating Students' Ideas about Plate Tectonics. Science Scope. Vol 30(1). pp 38-41. Description: This article can be used as a supplement to CTS Section II and IV. The authors describe the beliefs middle school students have about plate tectonics and the implications for instruction. The article includes a detailed list of related plate tectonics misconceptions including commonly held ideas about plates, plate movement and plate interactions, events and features resulting from plate interactions, and recycling of plate material. Strategies for moving students beyond their misconceptions are also described. Supplement Type: Journal Article Category: Earth CTS Topic(s): • Earthquakes and Volcanoes • Plate Tectonics • Processes that Change the Surface of the Earth Title: Understanding a Child’s Development of Number Sense Bibliographic Citation: National Council of Teachers of Mathematics Illuminations Collection CLICK HERE to view video online Description: The video clips in this example illustrate the range in understanding of students in grades Pre K-2 of numbers and their relationships. The clips display students demonstrating different levels of understanding numbers and place value concepts. These clips can be used with CTS Section II. Supplement Type: Streaming Video on Demand Category(s): Numbers and Operations CTS Topic(s): • Number Sense • Place Value Companion Resources Developed Using CTS and Used in CTS PD • Uncovering Students’ Ideas in Science- 25 Formative Assessment Probes (Vol 1 &2) • Uncovering Student Thinking in Mathematics- 25 Formative Assessment Probes Parallel Resources in Getting to Know the Resources Mathematics CTS Science Mathematics Pages 24-26 Pages 27-30 Science for All Americans Science Matters Benchmarks for Science Literacy The National Science Standards Making Sense of Secondary Science Atlas of Science Literacy Science for All Americans Beyond Numeracy Benchmarks for Science Literacy Principles and Standards for School Mathematics Research Companion Atlas of Science Literacy CTS: The Swiss Army Knife of Curriculum, Instruction, and Assessment Improve adult science and mathematical literacy (I) Consider developmental implications (II, IV) Examine scope and sequence (III) Improve knowledge of content teachers teach (I) See connections within and across topics (V) Clarify state standards and district curriculum (VI) Examine instructional considerations (II) Identify “Big Ideas”, Concepts, Specific Ideas, and Skills (III) Identify alternative conceptions (IV) CTS Content Knowledge Applications- Chapter 4 • Using CTS to improve adult content knowledge for science or mathematics literacy • Improving understanding of K-12 content needed to teach a topic • Examining the hierarchal structure of knowledge in a topic CTS and Curriculum • • • • Curriculum Coherence and Articulation Curriculum Selection Supporting Curriculum Implementation Developing Conceptual Storylines and Learning Paths CTS and Instruction • Reviewing and Modifying Lessons • Developing a Standards and Researchbased Lesson • Connecting Science or Mathematical Content to Inquiry • Inquiry Scaffolds (Science) CTS and Assessment • Improving Alignment of Assessments • Developing Assessment Probes • Developing Culminating Performance Tasks CTS and Professional Development • • • • • • • • • • • Lesson Study Collaborative Inquiry into Examining Student Thinking Looking at Student Work Immersion and Course Content Study Groups Action Research Mentoring and Coaching Case Discussions Curriculum Implementation Demonstration Lessons Various Workshop Models Benefits to MSP Projects • • • • • • • Bridge between content and practice Professional Toolkit Embedded into any PD Design Increased focus on relevant content Rich, intellectual engagement Increase coherency in using standards Consistency and coherency across projects Field Test Opportunities “Cold, Warm, and Hot” • Introduction to CTS (“CTS 101”) • CTS Full Topic Workshops • CTS Applications (Hierarchy of Content Knowledge, Instructional design, Designing Assessment Probes, designing performance Tasks) • CTS PD Strategies- CIEST, Analyzing Students’ Ideas (science), Case Discussions (mathematics), Looking at Student Work, Curriculum Implementation, Action Research, Lesson Study, CTS Seminars, Demonstration Lessons, Mentoring, Instructional Coaching CTS Books Available Through: • NSTA Press nsta.org (science) • Corwin Press www.corwinpress.com (science and mathematics) • Maine Mathematics and Science Alliance (science and mathematics – non-bulk copies only) For Additional Information • Visit the CTS web site at www.curriculumtopicstudy.org • Contact: Page Keeley, CTS Principal Investigator and Project Director [email protected] Cheryl Rose, CTS Co-Principal Investigator for Mathematics CTS [email protected] Susan Mundry, CTS Co-Principal Investigator for the CTS Facilitator’s Guide [email protected] Joyce Tugel, CTS Facilitator and Field Test Coordinator [email protected]