Content standards deciding what works for michigan
Download
1 / 24

- PowerPoint PPT Presentation


  • 159 Views
  • Updated On :

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?.

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about '' - yul


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
Content standards deciding what works for michigan l.jpg

Content Standards:Deciding What Works for Michigan


Making the pieces fit together l.jpg
Making the Pieces Fit Together

Content Standards

Curriculum Framework

Assessment

Instruction


Building an instructional system l.jpg
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?


What decisions do we need to make l.jpg
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)?


What decisions do we need to make5 l.jpg
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)?


Slide6 l.jpg

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?


What decisions do we need to make7 l.jpg
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)?


Slide8 l.jpg

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


What decisions do we need to make9 l.jpg
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)?


Slide10 l.jpg

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


Slide11 l.jpg

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


Slide12 l.jpg

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


Slide13 l.jpg

  • 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?


Slide14 l.jpg

  • 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?


Slide15 l.jpg

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


Slide16 l.jpg

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


Slide17 l.jpg

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


Slide18 l.jpg

  • 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?


Slide19 l.jpg

  • What do you think?

  • Group 2

  • Are assessment crosswalks necessary for:

    • TABE

    • CASAS

    • Official GED Practice Test

    • Other assessments?


What decisions do we need to make20 l.jpg
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)?


Slide21 l.jpg

Selecting a Template

  • What template will best serve your purpose identified in Decision #1?

  • What template will best format your desired components?


Slide22 l.jpg

  • 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)


Slide23 l.jpg

  • 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?


Slide24 l.jpg

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


ad