cte standards revisions (phase ii) workshop bethany king wilkes, ph.d.bethany king wilkes, ph.d....
TRANSCRIPT
CTE Standards Revisions (Phase II) Workshop
Bethany King Wilkes, Ph.D.Career Cluster Consultant
STEM, Manufacturing, Information Technology
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CTE Standards Revisions (Phase II) Workshop
Bethany King Wilkes, Ph.D.Career Cluster [email protected]
(615) 532-2844
www.tn.gov/education/[email protected]
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Objectives
By the end of training today, each of you will be able to:1. Understand the instructional expectations of the
new standards, including:– Alignment to Common Core State Standards for Literacy in
Technical Subjects– The knowledge and skills expected in each standard– Connections to general education course standards
2. Develop initial resources for use in your classroom to implement the new standards, including:– High quality objectives – Curriculum map
3. Know where to find resources, tools, and support for implementing the new standards.
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Agenda
Time Activities
9 – 9:10 Welcome and Introductions
9:10 – 9:40
Setting the Context: Overview of Standards Revisions
9:40 – 10 New Course Description Documents
10 – 11:30 Breaking Down Standards into Knowledge and Skills*
11:30 – 1 Lunch (on your own)Optional brown-bag work session and Q&A tables
1 – 2 Developing High Quality Objectives & Units*
2 – 3:45 Developing a Curriculum Map*
3:45 – 4:30
Bringing it all Together
* Participant work time, take breaks as needed
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Setting the Context
Overview of CTE Standards Revisions Process (Phase II)
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Setting the Context: Standards Revision Process
Clear, specific,
measurable standards
Common Core
General Education
WBL
Teachable and
Learnable
Logical Progression
Industry & Post-
secondary Aligned
Building Pathways for Students
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Setting the Context: Standards Revision Results
Courses Approved on Final Reading: Introduction to Geographic Information
Systems Programming and Logic I Cabling and Internetworking Introduction to Electromechanical Mechatronics I Mechatronics II Collision Repair: Estimating and
Customer Service
Courses Approved on First Reading: Principles of Machining II Programming and Logic II STEM Explorers STEM Innovators STEM Designers Principles of Engineering and Technology
Engineering Design I Engineering Design II Engineering Practicum STEM I: Foundation STEM II: Applications STEM III: In Context STEM IV: Practicum Robotics and Automated Systems Foundations of Transportation,
Distribution, and Logistics Distribution and Logistics I Distribution and Logistics II Introduction to Aerospace Aviation I: Principles of Flight Aviation II: Advanced Flight
STEM
IT Manufacturing
Transportation
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New Course Description Documents
Features of new and revised standards that will help you in your classroom.
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New Course Description Documents: Overview
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Existing: Principles of Engineering11.0 Students will explore
careers available in the engineering and manufacturing areas.11.1 Investigate possible
career paths for engineers and
engineering technicians.11.2 Examine potential roles
and responsibilities of an engineer or engineering technician.
Revised: Principles of Engineering and Technology
5 As a team, develop a written explanation of how society benefits from the contributions of engineers in at least three different engineering disciplines. Provide detailed descriptions of each discipline and describe the specific benefits derived from each. For example, describe how civil engineers improve the efficiency and safety of transportation networks through construction of bridges, highways, and other public infrastructures. Documents should contain links to relevant websites to illustrate the ideas presented. (CCSS Reading 1, 2; CCSS Writing 2, 6, 7, 8)
New Course Description Documents: Look and Feel
Knowledge and Skills
How to Unpack a Standard
Bethany King Wilkes, Ph.D.Career Cluster Consultant
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What’s Happening Today
Part One of Three-Part Series “Knowledge and Skills: Unpacking Course Standards” is
part one of a three-part series developed to assist CTE teachers in preparing for implementation of the new and revised CTE course standards (Phase II) for 2014-15 school year.
You will walk away this afternoon with tools to use in your classroom.
Pull out your Knowledge and Skills worksheet.
Objective for this Session1. Understand the instructional expectations of the new
standards, including:– Alignment to Common Core State Standards for Literacy in Technical
Subjects– The knowledge and skills expected in each standard– Connections to general education course standards
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Why Unpack a Standard?
Unpacking a standard into knowledge and skills allows for a sequenced approach to instruction that is grounded in real world application.
Once teachers have broken down the knowledge and skills inherent in their standards, they can start to group standards with like content to conceptually deepen student understanding.
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Process for Unpacking a Standard
The first step in translating CTE course standards into relevant, engaging and student outcome-focused lessons involves a careful reading of the standards to ensure clarity and an understanding of how the parts fit together.
Process we’ll be using today:1. Identify and highlight nouns and verbs in the standard
• Determine the “knowledge” and “skills” students need to be proficient
2. Reference aligned Common Core State Standards for additional detail• Enhance K&S with embedded CCSS expectations for
students
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Process for Unpacking a Standard
Process can be started by simply underlining or highlighting the nouns and verbs within the standard. The nouns are the “what” and the verbs are the “how.”
Know
ledg
e • Nouns within the standards
• What a student should know
Skill
s • Verbs within the standards
• What a student should be able to do
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Process for Unpacking a Standard: Knowledge
Example: Principles of Engineering and Technology
Standard 7) In teams, evaluate an existing large-scale engineering design using the engineering design process. Produce a report on the chosen design, and assume the role of the engineering design team that produced the design. Document constraints that may have been faced by the design team, criteria for measuring effectiveness of the design, and progress through each step of the engineering design process. Create and deliver a presentation appropriate for a career and technical student organization (CTSO) event. (TN CCSS Reading 3, 4, 5, 7; TN CCSS Writing 2, 4, 9)
Step 1: Highlight/Underline the NOUNS to identify the “knowledge” components.
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Process for Unpacking a Standard: Knowledge
Example: Principles of Engineering and Technology
Standard 7) In teams, evaluate an existing large-scale engineering design using the engineering design process. Produce a report on the chosen design, and assume the role of the engineering design team that produced the design. Document constraints that may have been faced by the design team, criteria for measuring effectiveness of the design, and progress through each step of the engineering design process. Create and deliver a presentation appropriate for a career and technical student organization (CTSO) event. (TN CCSS Reading 3, 4, 5, 7; TN CCSS Writing 2, 4, 9)
Step 1: Highlight/Underline the NOUNS to identify the “knowledge” components.
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Process for Unpacking a Standard: Skills
Example: Principles of Engineering and Technology
Standard 7) In teams, evaluate an existing large-scale engineering design using the engineering design process. Produce a report on the chosen design, and assume the role of the engineering design team that produced the design. Document constraints that may have been faced by the design team, criteria for measuring effectiveness of the design, and progress through each step of the engineering design process. Create and deliver a presentation appropriate for a career and technical student organization (CTSO) event. (TN CCSS Reading 3, 4, 5, 7; TN CCSS Writing 2, 4, 9)
Step 1 Continued: Highlight/Underline the VERBS to identify the “skills” components.
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Process for Unpacking a Standard: Skills
Example: Principles of Engineering and Technology
Standard 7) In teams, evaluate an existing large-scale engineering design using the engineering design process. Produce a report on the chosen design, and assume the role of the engineering design team that produced the design. Document constraints that may have been faced by the design team, criteria for measuring effectiveness of the design, and progress through each step of the engineering design process. Create and deliver a presentation appropriate for a career and technical student organization (CTSO) event. (TN CCSS Reading 3, 4, 5, 7; TN CCSS Writing 2, 4, 9)
Step 1 Continued: Highlight/Underline the VERBS to identify the “skills” components.
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Process for Unpacking a Standard: Descriptive Phrases
Example: Principles of Engineering and Technology
Standard 7) In teams, evaluate an existing large-scale engineering design using the engineering design process. Produce a report on the chosen design, and assume the role of the engineering design team that produced the design. Document constraints that may have been faced by the design team, criteria for measuring effectiveness of the design, and progress through each step of the engineering design process. Create and deliver a presentation appropriate for a career and technical student organization (CTSO) event. (TN CCSS Reading 3, 4, 5, 7; TN CCSS Writing 2, 4, 9)
Step 1 Continued: Be careful! Sometimes, you need to search for descriptive adjectives to really know what the standard is looking for.
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Process for Unpacking a Standard: Add to Chart
Step 1 Continued: Once the knowledge and skills are identified in the standard, the teacher can place these into a knowledge and skills chart.
Standard Knowledge SkillsIn teams, evaluate an existing large-scale engineering design using the engineering design process. Produce a report on the chosen design, and assume the role of the engineering design team that produced the design. Document constraints that may have been faced by the design team, criteria for measuring effectiveness of the design, and progress through each step of the engineering design process…
Engineering Design Process
Role (of a design team)
Constraints
Criteria
Evaluate Produce a report, document
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Process for Unpacking a Standard: Add to Chart
Step 1 Continued: It is important to not stop here! Many times, you will need to expand concepts into what students would need to know to fully grasp concepts. This needed detail will be necessary to plan thorough lessons.
KnowledgeEngineering Design Process Identify the problem; identify the criteria and specify constraints; brainstorm possible solutions;
research and generate ideas; explore alternative solutions; select an approach; write a design proposal; develop a model or prototype; test and evaluate; refine and improve; create or make a product; and communicate results
Role (of a design team) Team consists of individuals knowledgeable of various perspectives of the final product.
Constraints Restrictions or limits to the design process.Criteria Requirements for the design that are used to determine the most optimal solution.
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Process for Unpacking a Standard: CCSS
Step 2: Once you have identified the knowledge and skills within the standard, reference the aligned Common Core State Standards in Technical Subjects and relevant general education standards (if applicable) listed at the end of the standard.Example: Principles of Engineering and Technology
Standard 7) In teams, evaluate an existing large-scale engineering design using the engineering design process. Produce a report on the chosen design, and assume the role of the engineering design team that produced the design. Document constraints that may have been faced by the design team, criteria for measuring effectiveness of the design, and progress through each step of the engineering design process. Create and deliver a presentation appropriate for a career and technical student organization (CTSO) event. (TN CCSS Reading 3, 4, 5, 7; TN CCSS Writing 2, 4, 9)
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Process for Unpacking a Standard: CCSS
Step 2: These referenced standards will assist you in creating strong objectives, understanding how to present information to students and what additional types of information should be used to support conceptual understanding of the knowledge and skills identified in the CTE standard. Use your CCSS poster.Example: Principles of Engineering and Technology (Standard 7)
TN CCSS Reading 3: Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
TN CCSS Writing 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
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Process for Unpacking a Standard: CCSS
Step 2: These referenced standards will assist you in creating strong objectives, understanding how to present information to students and what additional types of information should be used to support conceptual understanding of the knowledge and skills identified in the CTE standard. Use your CCSS poster.Example: Principles of Engineering and Technology (Standard 7)
TN CCSS Reading 3: Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
TN CCSS Writing 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
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Process for Unpacking a Standard: Add to Chart
Step 2 Continued: Once the knowledge and skills are identified in Common Core standards, add these into the knowledge and skills chart.Standard Knowledge Skills
In teams, evaluate an existing large-scale engineering design using the engineering design process. Produce a report on the chosen design, and assume the role of the engineering design team that produced the design. Document constraints that may have been faced by the design team, criteria for measuring effectiveness of the design, and progress through each step of the engineering design process. Create and deliver a presentation…
Engineering Design Process Identify the problem; identify
the criteria and specify constraints; brainstorm possible solutions; research and generate ideas; explore alternative solutions; select an approach; write a design proposal; develop a model or prototype; test and evaluate; refine and improve; create or make a product; and communicate results
Role (of a design team) Team consists of individuals
knowledgeable of various perspectives of the final product.
Evaluate Judge product/design
solution to determine its value and alignment to criteria and constraints.
Produce a report, document (verb) Organized, clear, and
complete written communication that includes text and graphic illustrations about the design process and solution, as well as considers the knowledge of the audience.
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Let’s do one together
Standard 8Complete a simple design activity and apply the engineering design process to produce a model that an engineer would test. Define criteria for determining an effective design, describe constraints, design, and document each step in an engineering notebook. At completion of the design process, present the model to the class and critique the design to other classmates. (TN CCSS Reading 3, 4, 5, 7; TN CCSS Writing 2, 4, 7)
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Let’s do one together
Standard Knowledge SkillsComplete a simple design activity and apply the engineering design process to produce a model that an engineer would test. Define criteria for determining an effective design, describe constraints, design, and document each step in an engineering notebook. At completion of the design process, present the model to the class and critique the design to other classmates. (TN CCSS Reading 3, 4, 5, 7; TN CCSS Writing 2, 4, 7)
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Let’s do one together
Standard 8Complete a simple design activity and apply the engineering design process to produce a model that an engineer would test. Define criteria for determining an effective design, describe constraints, design, and document each step in an engineering notebook. At completion of the design process, present the model to the class and critique the design to other classmates. (TN CCSS Reading 3, 4, 5, 7; TN CCSS Writing 2, 4, 7)
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You do!
Now, continue this process for the rest of the standards in your selected course.
Resources: Common Core State Standards Poster Course Description Document Knowledge and Skills worksheet
Strong Objectives
How to Write Aligned, Specific and Measurable Statements
Bethany King Wilkes, Ph.D.Career Cluster Consultant
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What’s Happening Today
Two of Three-Part Series “Strong Objectives: How to Write Aligned, Specific
and Measurable Statements” is part two of a three-part series developed to assist CTE teachers in preparing for implementation of the new and revised CTE course standards (Phase II) for 2014-15 school year.
You will walk away this afternoon with tools to use in your classroom.
Pull out your Strong Objectives worksheet.
Objective for this Session Develop initial resources for use in your classroom to
implement the new standards, including:• High quality objectives
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Recap
New look of course description document• Course at a glance• Endorsement requirements• Content buckets
New format of course standards• CCSS aligned with and embedded in standards• Comprehensive standard with competencies embedded
Knowledge and Skills identified• Nouns• Verbs
Now: Use knowledge and skills to breakdown of standards to write strong objectives.
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Why Write Strong Objectives?
Objectives guide the activities and assessments we chose to improve and evaluate our students’ understanding of concepts.
Objectives should be the learning related to the standards, meaning, they describe the intended student learning outcome inherent in a standard.
Objectives refer to a description of observable student knowledge and/or performance.
The stronger the objective, the higher the level of understanding the students are able to reach.
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Components of a Strong Objective
A strong objective should be clearly aligned to standards, specific and measurable. The objective should tell us explicitly what a student should be able to do fluently by the end of the lesson or unit to demonstrate proficiency of a specific standard or set of standards.
It should answer two questions:What should the student be able to do? What new pieces of knowledge (such as the description of a concept or
the definition of a key term) will students be able to understand and explain?
What new skill will students be able to perform? This is something each student is going to walk away with inside his or her head that wasn’t there before.
How is the student going to reach that outcome? What process or strategy will students use to achieve the learning goal? What activities will we use to assess student understanding?
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Components of a Strong Objective
Work It OutObjective StructureStudents will be able to ________________, by ___________. What?/Nouns How?/VerbsCheck the Strength□ Is it clear how this objective connects to a standard or set of standards in my
course?□ Is it clear what methods/activities students will use to gain and demonstrate
their understanding?□ Is it specific enough to differentiate the distinct pieces of knowledge and/or
skills students need?□ Is it measurable? Does it give details on specific activities a proficient student
would be able to complete effectively to demonstrate their understanding?
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Components of a Strong Objective
Writing Process:1. Determine the specific knowledge and skills you are trying
to accomplish.2. Arrange the knowledge and skills into a “students will be
able to” statement, noting the distinct concept(s) you will be covering and also the approach you will be using with your students.
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Components of a Strong ObjectiveMake it Specific!A specific objective differentiates the distinct pieces of knowledge and/or skills a student needs to become proficient in a standard. It clearly describes, in detail, exactly what the teacher is going to cover and what the student will know by the end of the lesson/unit.
Strong WeakDemonstrate understanding of the engineering design process by describing what occurs during each step of the 12-step process.
Understand the engineering design process.
Make it Measurable!A measurable objective outlines specific activities students will be using to gain, and demonstrate, an understanding of the concept in the standard. It clearly describes, in detail, what a proficient student would be able to accomplish by the end of the lesson/unit. How a teacher would assess the knowledge/skill should be clear.
Strong WeakConsider the design and function of a glass ketchup bottle, and identify a problem with the design. Then, list the criteria and constraints that were possibly used during the design process that led to the plastic squeezable ketchup bottle.
Evaluate a design solution.
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Writing a Strong Objective: Example Overview
Start with knowledge and skills from previous worksheet. Remember to also consider the referenced standards in CCSS for technical subjects, general education, and others.
Example: Principles of Engineering and Technology
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Checking our work
Let’s take a look at our sample objectives and see if they meet the criteria we established earlier for strong objectives. We said that strong objectives should be specific and measurable.
Did we accomplish this?
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You do!
Now, continue this process for the rest of the standards in your selected course.
Resources: Common Core State Standards Poster Course Description Document Knowledge and Skills worksheet Objectives worksheet
Using a Curriculum Map
How to Plan Instruction
Bethany King Wilkes, Ph.D.Career Cluster Consultant
What’s Happening Today
Part Three of Three-Part Series “Using a Curriculum Map: How to Plan Instruction” is
part three of a three-part series developed to assist CTE teachers in preparing for implementation of the new and revised CTE course standards (Phase II) for 2014-15 school year.
You will walk away this afternoon with tools to use in your classroom.
Pull out your Using a Curriculum Map worksheet.
Objective for this Session Develop initial resources for use in your classroom to
implement the new standards, including:• Curriculum map
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Recap
New look of course description document New format of course standards Knowledge and Skills identified
Used the knowledge and skills to develop strong objectives (SWBAT)• Specific• Measurable• Aligned to standards
Now: Use knowledge, skills, and strong objectives to plan curriculum and create assessments.
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What is a Curriculum Map?
A curriculum map is a plan for how a teacher will teach a specific course.
Curriculum maps: address the major ideas and projects that drive a class, in
order to help a teacher plan out a basic schedule for units, activities and assessments
are meant to be used to answer basic questions about sequencing, pacing, and unit planning
can be used to plan lessons effectively and efficiently throughout the course
Curriculum maps are not: meant to be an exhaustive list of every class topic
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Why use a Curriculum Map?
The purpose of creating and using curriculum maps is to help teachers pace the year to ensure all the standards within a course will be covered. Curriculum maps offer a sequence for delivering content and provide a clear scope for what must be taught to all students, based on course standards.
Mapping curriculum: Enables teachers to assure that they allocate sufficient time to
cover each standard and objective. Provides clarity for teaching strategies with full-course picture. Allows you to see full-course balance between teacher-directed
concepts and student-generated investigations. Allows you to plan proactively for activities that might take
advance notice (like scheduling a guest speaker or ordering laboratory materials) and allow preparation time for longer research projects.
Facilitates assessment planning.
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Curriculum Map Development Process
Process Overview:1. Set-up the Curriculum Mapping Tool with basic information2. Transfer course content from Knowledge and Skills
worksheet3. Transfer strong objectives from Writing Objectives
worksheet and estimate timing for each4. Plan instructional activities and assessments
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Curriculum Map Tool
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Step 1: Start by inserting the “Course Name” and appropriate “Grade” information for the course in the header of the curriculum map tool.
Using the Curriculum Map Tool
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Step 1 Continued: Continue by looking at the course description document and scroll down the standards to find the thematic concepts that serve as headings for groups of standards. These group headers can serve as an initial organization of units. Place these bolded titles into the “Unit Title” column to get started. Units can be tweaked later if necessary to better organize activities.
Using the Curriculum Map Tool
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Using the Curriculum Map Tool
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Step 2: The next step is to take the standards and the knowledge and skills within each standard that you have worked to break down and input them into the appropriate columns in the curriculum map tool.
Using the Curriculum Map Tool
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Step 3: The next step is to take the strong objective statements that you have been crafted based on the knowledge and skills and input them into the appropriate column in the curriculum map tool. As you do this, estimate the amount of time teaching each objective will take.
Using the Curriculum Map Tool
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Step 4: Once you have inputted your knowledge, skills, and objectives, you can start to plan for what instructional activities you will use to complete your objectives.
If you’ve written strong objectives statements, many will already include aligned activities that you should be using to increase student understanding.
You can also review the reference standards (found at the end of the course description document in the Standards Alignment Notes section) for additional ideas for activities.
Enter aligned activities into the appropriate column in the curriculum map tool.
Using the Curriculum Map ToolPlan instructional activities
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Step 4 Continued: It is important to also think about how you will be assessing your students’ learning during this step.
Formative assessments (activities to diagnose student understanding and inform ongoing instruction) should be included in the “Activities” column, as they will serve as important day-to-day actions with your students.
Culminating summative assessment activities should be included in the “Assessments” column.
Don’t be worried if you feel you have duplication. Good teachers often plan backwards and use similar authentic activities throughout their teaching to ensure students are prepared for the summative test.
Using the Curriculum Map Tool
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Using the Curriculum Map Tool: Formative Assessment Examples
Often referred to as “check for understanding,” formative assessments provide information needed to adjust teaching and learning while they are still happening. These are low stakes assessments meaning point values associated with them are not normally high.
Here are a few examples which may be used in the classroom as a formative assessment to collect evidence of student learning. Observations
Questioning Discussion Exit/Admit Slips Learning/Response Logs
Graphic Organizers Peer/Self Assessments Practice Presentations Visual Representations Think Pair Share
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Using the Curriculum Map Tool
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Using the Curriculum Map Tool: Summative Assessment Examples
Summative assessments evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark.
The assessments are used to determine whether students have learned what they were expected to learn. In other words, what makes an assessment summative is not the design of the assessment, but rather the way it is used—i.e., to determine whether and to what degree students have learned the material they have been taught.
Midterm exam Final project Presentation Research paper Practical
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Using the Curriculum Map Tool
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You do!
Now, continue this process for the rest of the standards in your selected course.
Resources: Common Core State Standards Poster Course Description Document Knowledge and Skills worksheet Writing Objectives worksheet Curriculum Map worksheet
Bringing it All Together
Bethany King Wilkes, Ph.D.Career Cluster Consultant
Realizing Postsecondary and Career Readiness through CTE 62
Agenda
Time Activities
9 – 9:10 Welcome and Introductions
9:10 – 9:40
Setting the Context: Overview of Standards Revisions
9:40 – 10 New Course Description Documents
10 – 11:30 Breaking Down Standards into Knowledge and Skills*
11:30 – 1 Lunch (on your own)Optional brown-bag work session and Q&A tables
1 – 2 Developing High Quality Objectives & Units*
2 – 3:45 Developing a Curriculum Map*
3:45 – 4:30
Bringing it all Together
* Participant work time, take breaks as needed
Objectives
By the end of training today, each of you will be able to:1. Understand the instructional expectations of the
new standards, including:– Alignment to Common Core State Standards for Literacy in
Technical Subjects– The knowledge and skills expected in each standard– Connections to general education course standards
2. Develop initial resources for use in your classroom to implement the new standards, including:– High quality objectives – Curriculum map
3. Know where to find resources, tools, and support for implementing the new standards.
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Finding Resources
What is available to assist you in implementing your new standards?
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Available Resources
Recorded Webinars for TeachersWalked through standards changes in-depth
Reviewed transition to Career Clusters that occurred in 2012-13Gave overview of new courses and programs of study
Provided Answers to QuestionsFrequently Asked Questions
Myths vs. FactsOverview One-Pager
Process HighlightsNext Steps Checklist
Developed Materials for SupportResource List
Equipment ListStandards Crosswalk
EachCluster
EachCourse
http://www.tn.gov/education/cte/
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Available Resources
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Available Resources
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New Course Standards
Available Resources
WebinarFAQ & Myths/FactsResource ListEquipment Listand more!
New Programs of Study
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Available Resources: Resource Lists
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Available Resources: Lesson Plans
http://www.tncore.org
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Available Resources: Lesson Plans
http://www.tncore.org
Next Steps to Support Standards Revisions
Goal: Support teachers in teaching the new standards – instructional shifts, content, and materials
Offer robust teacher professional development • Develop additional equipment and resource lists for new courses• Release additional lesson plans on www.TNCore.org • Offer spring PD sessions regionally across all three grand divisions• Provide self-study modules and facilitation resources to teachers and
administrators• Focus on new standards during 2014 Institute for CTE Educators
Teacher & Administrator To-Do: Visit Career Cluster websites and www.TNCore.org to find helpful
materials. Save the date for Institute for CTE Educators: July 7-11 at Music City
Center, Nashville.
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Next Steps to Support Standards Revisions
Goal: All CTE courses are rigorous and relevant.
Continue Phase II Course Revisions • Remainder of CTE courses for revision are underway, will be
presented by October 2014 meeting.• Work-based learning programs are under review. New courses,
standards, and guidelines will also be presented by October 2014.
Teacher & Administrator To-Do: Email Career Cluster Consultant if interested in serving as a
teacher reviewer for upcoming courses. Read emails on teacher listserves to stay up-to-date on next steps. Continue to use [email protected] for questions and feedback.
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Bethany King Wilkes, Ph.D.
Career Cluster [email protected]
(615) 532-2844
www.tn.gov/education/[email protected]