Transcript Curriculum Topic Study – An SRB Tool for Leaders

Introduction to
Curriculum Topic Study –
Bridging the Gap Between
Standards and Practice
Learning Goals
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To develop awareness of Curriculum Topic
Study as an essential tool for teachers to build
research and standards-based practice in
science (and mathematics).
To provide guided practice in using
Curriculum Topic Study.
Who’s in the Room?
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That’s Me!
Let’s Take a First Glance
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Pair up at your tables.
Find your Science Curriculum Topic Study
book.
Open the book at random. With your partner
take a first glance. What do you see?
Repeat 2-3 times and discuss what you find.
Report out a few examples.
CTS IS Based on Knowledge and
Research
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National, State, and Local Standards
Cognitive Research
Changes in Professional Development
Reading Research
Science Teachers and Teaching
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Content Knowledge
Pedagogical Content Knowledge (PCK)
Beliefs about Teaching and Learning
Importance of a Professional Knowledge Base
The Teacher Professional Continuum
(See Chapter 1- pages 10-18)
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CTS Helps Educators
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Improve understanding of science content
Identify big ideas, concepts, and important facts and terminology
Clarify learning goals
Improve K-12 coherency and articulation
Identify developmental issues and misconceptions
Learn effective teaching and assessment strategies
Make relevant connections among ideas
Link their professional development to standards and research
on learning
Develop a common language and knowledge base about science
teaching and learning
147 Curricular Topics
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Organized into 11
Categories
Topics are Core Science
Content, not Thematic
Topics Include Content
and Skills
Grain Sizes Vary
(See Preface pp ix-x & Chapter 6 pp 113-271)
Matter
Primary Domain: Physical Science
Number of CTS Guides: 16
Overview: The primary focus of this
section is the structure of matter and the
changes it can undergo. Ideas such as the
parts that make up matter and how they are
arranged, types of matter and their
combinations, properties and changes matter
undergoes, factors that affect these changes,
and the behavior of matter are developed
through a study of the topics in this section.
Components of a CTS Study Guide
(See Physical Properties and Change Example on p 170)
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Sections and Outcomes
Selected Readings
Supplementary Material
www.curriculumtopicstudy.org
(See Chapter 2- The CTS Study Guide pp 19- 22)
VERSATILITY
Full Blown Study – 6 Step Process
Or
Selected Sections for a Defined Purpose
(focused on a student or teacher need)
Examples of a Variety of CTS Applications p 33
(See Chapter 3- Defining Your Purpose and Choosing Your Outcomes pp 31-33)
Collective Set of Common
Professional Readings
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Organized in a CTS Study Guide
Common Resources:
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Science for All Americans
Science Matters
Benchmarks for Science Literacy
National Science Education Standards
Making Sense of Secondary Science
Atlas of Science Literacy
State or District Standards, Frameworks, or
Curriculum Guides
(See Chapter 2- pages 19-27)
Experts at Your
Fingertips!
INTRODUCTION TO SCAFFOLD
Quick Summary of Steps (See handout p. 1.)
STEP 1:
Scan and select the CTS category (see handout p. 2
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STEP 2:
Scan the list of topics within the category and select one
that addresses your question or task and select the CTS
guide you will use.
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STEP 3:
Determine which section(s) of the CTS guide will help
you find the information you need.
INTRODUCTION TO SCAFFOLD
Quick Summary of Steps
STEP 4:
Select the resource(s) you will use, the grade span(s), and the
readings. (See handout p. 6 for Anatomy of a Study Guide.)
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STEP 5:
Examine the reading for information relevant to your topic and
task.
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STEP 6:
Record your findings. If you do not find what you need, go back
to Step 2 and see if you find another topic that better addresses
your area.
Experiencing a
Curriculum Topic Study
Snapshots of Science CTS Topics
Follow the Scaffold
Record your Findings on Handouts p. 7-9
Check on Key p.10
Teaching Dilemmas
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Review the dilemmas on the sheet.
Star 2-3 that you have experienced or heard
other teachers voice.
Go and stand by one that you starred.
Have a conversation about this dilemma.
What could help this teacher?
Jan’s Dilemma
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What is inquiry?
What would you expect to see in a classroom
where students were engaged in inquiry?
Think about your own grade band (K-4, 5-8, 912) and generate a list of what you would see
and what inquiry knowledge and skills students
would demonstrate.
Topic Elicitation- KWL
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What do you know about inquiry before you begin the
study?
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What types of instructional opportunities or contexts help
students learn skills and knowledge of inquiry?
What are some important concepts at your grade level?
What difficulties or misconceptions are associated with
inquiry?
What do your state standards require?
What would you like to learn about inquiry?
CTS on Inquiry
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26 CTS Guides addressing equity (p. 228)
Science as Inquiry p. 245
Working as a table group, identify up to three
CTS Sections you would like to examine. Refer
to Anatomy of a Study Guide handout p. 6
Topic Study
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Follow the steps on the scaffold (handout p. 1)
Take notes using the Recording Sheet (handout p. 19)
Assign sections to your group (IA, IIA&B, III A&B, IV,
V) A-E
Jot down notes. Record key points.
Discuss ideas- Use the EVIDENCE from your
reading- not your PERSONAL perspectives with your
“expert group”
Summarize findings for the whole group
Reflection
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Find a partner
Have a conversation about:
What you learned from using CTS
 What you think teachers can learn from CTS
 A topic you would like to examine on your own
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