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  1. CURRICULUM TOPIC STUDY (CTS) Using National Science Standards and Research on Student Learning to Transform Science Teaching and Learning Joyce Tugel Maine Mathematics & Science Alliance jtugel@mmsa.org

  2. Establishing the Need Because you taught it doesn’t necessarily mean they learned it!

  3. Giant Sequoia Tree Where did most of the matter that makes up the wood and leaves of this tree come from? • Sunlight • Water • Soil • Carbon dioxide • Oxygen • Minerals • Chlorophyll

  4. Establishing the Need When students learn facts instead of big ideas, their ideas do not change much from one grade span to the next. However, their words get bigger!

  5. Science Literacy vs Scientific Literacy Comparing 4th grade ideas to college graduate ideas

  6. 2 Minute Partner Talk Implications for Science Teaching and Learning

  7. 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

  8. What is CTS? A process that incorporates systematic study of standards and research A set of tools and collective resources for improving curriculum, instruction, and assessment An intellectually engaging professional development experience where teachers focus on and discuss student learning

  9. 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 one must take into account when planning or selecting teaching activities) • A description of “how to’s” (CTS helps you 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 you identify additional experiences that will help you grow as a teacher)

  10. Why Use CTS? • Clarify and deepen knowledge of relevant curricular topics • Develop a common knowledge base and language about standards and research • Move beyond personal opinions and assumptions to consider key ideas and practices developed through consensus by the science and mathematics education community • “Stand on the Shoulders of Giants”- Experts at your fingertips 24/7!

  11. Who Uses CTS? • Pre-service Teachers • Beginning Teachers and Experienced Teachers • Teacher Leaders, Mentors, and Coaches • Professional Developers • Pre-Service and Graduate Science and Mathematics Education Faculty • Scientists and Mathematicians Working with K-12 Teacher Education • Curriculum Developers • Informal Science Educators • Curriculum, Instruction, and Assessment Committees

  12. 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.”

  13. 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)

  14. 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)

  15. Introduction to the CTS Study Guide • CTS Sections and Outcomes • Selected Readings from CTS Resources Examine “Anatomy of a Study Guide”

  16. 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 pre-vetted Readings (Right Column) • Supplementary Resources

  17. CTS Collective Resources- Experts at Your Fingertips 24/7     Indicates the resource is online

  18. CTS Collective Resources- Experts at Your Fingertips 24/7- Mathematics     Indicates the resource is online

  19. Getting to Know the Resources Parallel Resources in Mathematics CTS Science Pages 24-26 Science for All Americans Science Matters Benchmarks for Science Literacy The National Science Standards Making Sense of Secondary Science Atlas of Science Literacy Mathematics Pages 27-30 Science for All Americans Beyond Numeracy Benchmarks for Science Literacy Principles and Standards for School Mathematics Research Companion Atlas of Science Literacy

  20. CTS: The Swiss Army Knife of Curriculum, Instruction, and Assessment Improve adult science literacy(I) Improve knowledge of content teachers teach(I) Examine instructional considerations(II) Identify alternative conceptions(IV) Consider developmental implications(II, IV) Examine scope and sequence(III) See connections within and across topics(V) Clarify state standards and district curriculum (VI) Identify “Big Ideas”, Concepts, Specific Ideas, and Skills(III)

  21. 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

  22. CTS Content Knowledge Applications • 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

  23. CTS and Curriculum • Curriculum Coherence and Articulation • Curriculum Selection • Supporting Curriculum Implementation • Developing Conceptual Storylines and Learning Paths

  24. CTS and Instruction • Reviewing and Modifying Lessons • Developing a Standards and Research-based Lesson • Connecting Science or Mathematical Content to Inquiry • Inquiry Scaffolds (Science)

  25. CTS and Assessment • Improving Alignment of Assessments • Developing Assessment Probes • Developing Culminating Performance Tasks

  26. 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

  27. Benefits to Science and Mathematics Initiatives • 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

  28. For Additional Information • Visit the CTS web site at www.curriculumtopicstudy.org • Contact: Joyce Tugel, CTS Facilitator and Field Test Coordinator jtugel@mmsa.org