Curriculum Topic Study Presented by Becky W. Smith Understanding what students need to know about core content and the program of studies.

Who’s All Here?

Something to think about: Why is it important to think through the flow of learning before choosing or inventing activities? How is this different from what you do now? Turn to a partner and discuss these questions.

Why are we here? Kentucky Core Content for Assessment Program of Studies Why do we have them? Are they the same thing? Why should I be concerned with PoS?

How were they developed? Stakeholders in the development of national standards Criteria for inclusion: utility, social responsibility, intrinsic value, philosophical value, and childhood enrichment

What resources can we use to make sense of what we teach? Materials – Science for All Americans, Benchmarks, Atlas, National Science Education Standards, CTS book, Science Matters, Making Sense of Secondary Science.

Benefits to teachers? How can we know what content bullets, understandings, and skills mean in order to provide effective instruction for our students? What misconceptions exist with my students on certain topics? What does instructional research say about the best way to teach the topic?

Curriculum Topic Study Materials needed: Specific content bullets, program of studies skills/understandings Books Time, time, time

Curriculum Topic Study Process Identify the specific topic you wish to study Find the study section in the CTS book Read indicated selections from resources

Properties of Matter pg. 171 CTS We will be working through a topic together. We will all complete Section I and II. We will jigsaw Section III, IV, V, and VI.

Section I ADULT CONTENT What big ideas and major concepts make up this topic? What new content did you learn or improve your understanding of? What examples or contexts were used to explain the ideas? What other new insights about the topic did you gain from the reading?

Now Pair Up! How can what you read help you to improve instruction and student understanding?

Section II INSTRUCTIONAL IMPLICATIONS What suggestions are provided for effective instruction of the topic? What student learning difficulties, misconceptions, or developmental considerations are mentioned? Does the reading suggest contexts, phenomena, representations, or everyday experiences that are effective in learning the ideas in the topic? What other new insights about the topic did you gain by reading this section?

It’s Time to Jigsaw! The next 4 sections will be done as a jigsaw. Each group will be responsible for their section and sharing out important points with the group. –Group 1—Section III –Group 2—Section IV –Group 3—Section V and VI

Section 3 – Identify Concepts and Specific Ideas Which learning goals align well with the topic? What concepts, specific ideas, or skills make up the learning goals in this topic? How do these goals help you clarify what is important to teach in the topic? How do these goals help you determine what you can eliminate or place less emphasis on? How does the level of sophistication in the learning goals change from one grade span to the next?

Section 4 – Examine Research on Student Learning What specific misconceptions or alternative ideas might a student have about this topic? Are there suggestions about what might contribute to students’ misconceptions or difficulties? Which ideas seem to be the most resistant to change? Is there an age or grade when students are more likely to learn certain ideas in this topic? How does the research draw attention to certain prerequisites?

Section 5 – Examine Coherency and Articulation How does a map help you trace a concept or skill from its simple beginning to a culminating, interconnected, sophisticated idea? What connections can you identify among concepts or skills in the topic? What connections can you identify to different content areas within and outside of science? What prerequisite ideas can you identify for learning the topic at your grade level?

Section 6 – Clarify State Standards and District Curriculum Which suggestions from Sections 2-5 align well with your state or district standards or frameworks? Where do you see gaps that need to be addressed? How does the addition of cognitive performance verbs affect the learning of ideas in the topic? How can the research findings inform the placement of your state or district standards?

Do I really need to know about misconceptions?

Curriculum Topic Study Effects In-depth knowledge of content understanding needed at the end of k- 12 education Awareness of student problems and misconceptions with particular content Understanding of instructional implications of content on unit design

CTS Possible Products Formative Assessments Instructional Units Aligned Curriculum Aligned Course requirements

Contact Information Becky Smith