NSELA PDI:INTRODUCTION TO CURRICULUM TOPIC STUDY (CTS) Page Keeley and Joyce Tugel Maine Mathematics and Science www.mmsa.org Ted Willard AAAS Project 2061 www.project2061.org
PowerPoint Slides Available www.mmsa.org/science/NSTA2007.php
3 Goals for the CTS Introductory Session • (Learn about)To develop awareness of Curriculum Topic Study (CTS) and the collective resources it uses for connecting standards and research to classroom practice. • (Practice) To provide guided practice in conducting partial and full topic studies. • (Apply) To consider ways you might use CTS and its various applications in your leadership work.
Agenda Flow • Introduction to CTS Project (Page) • Book Tour and Intro to a CTS Study Guide (Joyce) • Getting Familiar with the Resources (Joyce) • Introduction to the Atlas and the new Atlas Vol. 2 (Ted) • “Mini” CTS Practice- Snapshots (Joyce and Ted) • Full Topic Study Practice- Experimental Design (Joyce) • Professional Development Designs for CTS and Field Test Opportunities (Page) • What’s Next? (All)
Practicing Accountable Talk • Listen to each other attentively • Refrain from telling your own personal “stories” or other side talk • Build on each other's ideas and challenge each other respectfully • Refer regularly to the CTS resources and your notes • Provide evidence from the CTS resource readings to back up your statements • Ask questions to clarify each other's ideas • Monitor time during discussion
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
What is CTS? A process that incorporates a systematic study of a topic using pre-selected readings from standards and research A set of tools and collective resources for improving curriculum, instruction, and assessment An intellectually engaging professional development experience that encourages rich, evidence-based conversation about teaching and 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 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 practice to use it effectively) • The end-all for professional development (CTS helps you identify additional needs that will help you grow as a teacher)
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 researched and accepted through consensus by the science education community • “Stand on the Shoulders of Giants”- Experts at your fingertips 24/7!
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
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.”
Whirlwind Tour of the Book= mark page with a sticky note! Ch 1: Introduction to Curriculum Topic Study Ch 2: CTS Study Guide pp 20-21- Purposes of 6 CTS sections pp 24-27- Descriptions of CTS resources Ch 3: Engaging in CTS pp 37-39- Guiding Questions for CTS readings pp 40-44 Stages of the CTS Learning Cycle of Inquiry and Reflections Ch 4: CTS Contexts pp 80-83- Developing CTS Assessment Probes Ch 5: p 91 - Vignettes Ch 6: p 113 CTS Study Guides
Introduction to the CTS Study Guide • CTS Sections and Outcomes • Selected Readings from CTS Resources See Chapter 2- pp 19-22 and “Anatomy of a Study Guide” handout
Dissecting a CTS Study GuideSee Chapter 2- pp 19-22 and “Anatomy of a Study Guide” handout • 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-selected readings (Right Column) • Supplementary resources at www.curriculumtopicstudy.org
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)
CTS Collective Resources- Experts at Your Fingertips 24/7 Indicates the resource (or parts of it) is online
Getting to Know the CTS Resources for Sections I-IV • Count off by 8, grab a packet, and meet your group • 1’s: CTS Section IA: Science for All Americans Packet – Green • 2’s: CTS Section IB: Science Matters Packet- lavender • 3’s: CTS Section IIA: Benchmarks Essays- pink • 4’s: CTS Section IIB: NSES Essays- salmon • 5’s: CTS Section IIIA: Benchmarks Learning Goals- blue • 6’s: CTS Section IIIB: NSES Learning Goals- yellow • 7’s: CTS Section IVA: Benchmarks Research- gold • 8’s: CTS Section IVB: Driver’s Research Summaries- tan
Purpose of This Task • To become familiar with the resource you are assigned • To be able to identify sections of a CTS Study Guide • To become familiar with the types of readings from different sections and resources • To become familiar with the types of questions and information you can gain from the readings from different sections of a CTS guide.
Reminder This is not a topic study! The purpose is to be able to describe the resource- some background on the resource and how it is used in CTS. You might include an example from the section of the resource in your packet to explain what the reading contributes to a study of the topic.
Task • Find your assigned resource on pp 24-26 and read the description. • Find the CTS topic guide and practice locating your section and readings for your assigned resource on the guide. • Skim through the pages of your resource in your packet to get a sense of what it provides. • Examine the guiding questions on pp 37-39 for your assigned section and resource to see what type of information it provides. • Debrief with your expert group and come up with a few key points to help others know more about your resource and section it is used in. You will share this with the whole group. • Watch the clock! Read/jot notes 15 min; discuss 10 min; break 10 min.
Groups Will Share A few key points about: • Your resource • Your section • The types of questions you can ask, the information you can gain from reading different sections, resources.
Expert Groups Share A few key points about: • Your resource • Your section • The types of questions you can ask, the information you can gain from reading different sections, resources. Up to 3 minutes of “air time”
Mini-CTS Purpose- To see how teachers can quickly and efficiently use the CTS process and resources to answer specific questions about teaching and learning. This is not a full topic study!
The CTS Scaffold Scaffold: The structure and supports that a teacher or more knowledgeable helper provides to allow a learner to perform a task he or she cannot yet perform independently. (Vygotsky, 1978; Dixon-Krauss, 1996; Wertsch,1991.)
Quick Scaffold PracticeSteps 1-3 “Many of my students think the mass changes during a change in state. I wonder how the research can help me understand this misconception?” Category? Matter CTS Topic Guide? Conservation of Matter Page Number of CTS Guide? Page163
Step 4 and 5 “Many of my students think the mass changes during a change in state. I wonder how the research can help me understand this misconception?” Section? Section IV Outcome? Examine Research on Student Learning Which resource will I use? Benchmarks and/or Driver
Step 6- Read and Examine Related Parts Students cannot understand conservation of matter and weight if they do not understand what matter is, or accept weight as an extrinsic property of matter, or distinguish between weight and density. By 5th grade many students can understand qualitatively that matter is conserved in transforming from solid to liquid. They also start to understand that matter is quantitatively conserved in transforming from solid to liquid and qualitatively in transforming from solid or liquid to gas- if the gas is visible. For chemical reactions, especially those that evolve or absorb gas, weight conservation is more difficult for students to grasp. (Section IVA- Benchmarks 4D)
Related Parts Students cannot understand conservation of matter and weight if they do not understand what matter is, or accept weight as an extrinsic property of matter, or distinguish between weight and density. By 5th grade many students can understand qualitatively that matter is conserved in transforming from solid to liquid. They also start to understand that matter is quantitatively conserved in transforming from solid to liquid and qualitatively in transforming from solid or liquid to gas- if the gas is visible. For chemical reactions, especially those that evolve or absorb gas, weight conservation is more difficult for students to grasp. (Section IVA- Benchmarks 4D)
Guiding Questions to Focus Reading Pp 24-27 (see handout) Example: Are there suggestions as to what might contribute to students’ difficulties or misconceptions?
Let’s Get Started! CTS is like learning any new skill. It takes practice, focus, and effort!
CTS Snapshots • Choose a snapshot that interests you. • Select a packet of readings for that snapshot from the labeled folders. • Practice using the scaffold to answer the question in your snapshot. Do not take shortcuts! • Record notes from your reading that address the question (not the entire topic).
JIGSAW Record and discuss major points related to experimental design. Group A: Section IA: SFAA Group B: Section IIA: BSL essays, supplementary reading Group C: Section IIB: NSES essays Group D: Section IIIA: BSL “bullets” Group E: Section IIIB: NSES “bullets” Group F: Section IVA: BSL Chapter 15 Group G: Section V: Atlas
Experimental Design Scaffold Flying Bunnies!
How did CTS inform? How does the scaffold reflect the findings from your reading?
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
Field Test Opportunities“Cold, Warm, and Hot” • Introduction to CTS (“CTS 101”) • CTS Full Topic Workshops and Combined 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