1. Sponsored by the National Science Foundation under Grant No. HER-0315060 Compatible Content Creates Coherent Curriculum One Small Step at Kindergarten Leads to One Giant Leap at High School Graduation

2. Sponsored by the National Science Foundation under Grant No. HER-0315060 Goals/Outcomes for LCF Focus: what to teach Have a better understanding of the AAAS resources –Focus on Benchmarks and Atlas Increase comfort level using the resources –Compatibility with GLEs Begin thinking about coherent curriculum development –Begin K-12 conversation

3. Sponsored by the National Science Foundation under Grant No. HER-0315060 Informed and Reformed Hello? Are you a big idea? Page Keeley – Curriculum Topic Study Science Literacy- Science For All Americans From teaching units to... What’s to be learned? What’s important and understandable

4. Sponsored by the National Science Foundation under Grant No. HER-0315060 Voyage of Discovery Began with Curriculum Topic Study More time spent with resources, more learned about learning goals for grade band Unburdened my teaching Liberating Using the resources

5. Sponsored by the National Science Foundation under Grant No. HER-0315060 Project 2061: Tools for Reform Why: Help the radical reform of the education system in America Goal: All students will be literate in science (mathematics, natural science, social science, “engineering”) Strategy: Develop and disseminate tools for reform (including helping you help students pass the WASL!)

6. Sponsored by the National Science Foundation under Grant No. HER-0315060 A Little History 1985 Project started by Jim Rutherford at AAAS 1989 Published Science for All Americans 1993 Published Benchmarks for Science Literacy 1996 Hired me as director, Published Resources for Science Literacy: Professional Development 1998-2000 Developed and applied Curriculum Analysis Tool, Published Blueprints for Reform, and analysis of middle school mathematics and science materials 2001 Published Designs for Science Literacy, Atlas of Science Literacy, and analysis of H.S. biology materials Today Developing curriculum and assessment development tools, about to publish Atlas II

7. Project 2061’s Learning Goals Tool set Science for All Americans Benchmarks for Science Literacy Atlas of Science Literacy Intended as curriculum design tools What to teach

8. Science for All Americans Defining Science Literacy Describes adult literacy Necessary knowledge and skills for all citizens Science, mathematics, and technology core Emphasize connections across disciplines

9. Benchmarks for Science Literacy Establishing Goals Grades 2, 5, 8, and 12 Specific learning goals — standards Avoids technical language Informed by research “Also See” boxes

11. What are Literacy Learning Goals (Benchmarks and Standards)? What every child should know and the skills every child should have A coherent set leading to Science Literacy Not everything children should know or be able to do High standards does not mean more or harder material, it means students are expected to achieve the learning specified by the goals

12. A New Way of Looking at Benchmarks and Standards Until now, we have had lists, but benchmarks is really a connected web of ideas. Maps display these connections Maps have really been a part of Project 2061’s thinking from the beginning Developed by the Project 2061 school district teams Led by Dr. Andrew Ahlgren, Associate Director and Chief Cartographer

13. Map-like thinking was part of Benchmarks from the start

15. Integration is not a requirement

16. Atlas of Science Literacy Co-published with NSTA Large-format collection of maps displaying knowledge and skills acquired over time leading to understanding of major concepts. Explicit display of connections across time and across disciplines Soren Wheeler, Ted Willard, Ryan Arndt, cartographers

17. Atlas Components Complete set of literacy goals for major topics –Does not specify or advocate any particular style or type of instruction Explicit connections among benchmarks –“contributes to” Connections to other maps Story lines Notes, research summaries, reflections on mapping

18. Benchmarks make up the boxes

19. The connecting arrow implies “contributes to” The connections are often learning goals, too!

20. Strands tell a “story” of connected ideas

21. How can you use the Atlas? Studying, Understanding, Sorting Standards Professional Development –Understanding growth of understanding and role of each grade level Curriculum Analysis, Design, and Development –Grade-by-grade and interdisciplinary coherence –Prerequisites and “What comes next” Assessment Analysis, Design, and Development Aiding curriculum selection

22. Maps help in choosing materials

23. Analysis: What the reviewers looked for

24. Analysis: What the reviewers found

25. Future Atlas Components Next edition will include all the benchmarks Electronic version will allow navigation among maps with common benchmarks Resources can be attached to individual benchmarks to integrate all Project 2061 tools –Connections to State Standards –Assessment items –Recommended Curriculum materials and trade books –Video clips –Research –Phenomena -- and much more!

26. Project 2061’s Curriculum Tool set Designs for Science Literacy Resources for Science Literacy –Professional Development –Instructional Materials (in work) –Assessment (in work) Help with What and How to Teach Still not Instructional Materials

27. Designs for Science Literacy Designing K-12 Curriculum Critical criteria for reformed curricula Redesigning current curricula How to get started today

28. Resources for Science Literacy: Professional Development Collected resources for pre- and in-service reference and training: book and CD Recommended trade books Cognitive research abstracts College Courses Comparisons of Benchmarks to national standards Complete scripts and materials for workshops

29. Sponsored by the National Science Foundation under Grant No. HER-0315060 How is NCOSP using the tools? Using Curriculum Topic Study –Understanding the specific content of a lesson Understanding the GLEs and EOLs (that were based on the Benchmarks) Thinking about curriculum coherence over time (and eventually across subjects) Evaluating instructional materials for “alignment”

31. Sponsored by the National Science Foundation under Grant No. HER-0315060 Tying Benchmarks/Atlas to GLEs/EOLs You are responsible for the EOLs Benchmarks and Atlas are tools for helping you use the EOLs to help your students succeed The Benchmarks describe knowledge, the EOLs behaviors that demonstrate the knowledge The WASL may not be true to the EOL verbs so the knowledge is the goal!

32. Sponsored by the National Science Foundation under Grant No. HER-0315060 Flow of Energy and Matter Through Ecosystems Survey To get big ideas out on the table Complete learning goals for grade band that you teach –Elementary, Middle, High School Complete what you think are the learning goals for grand bands that you do not teach –Elementary, Middle; Elementary, High; Middle, High

33. Sponsored by the National Science Foundation under Grant No. HER-0315060 Atlas/GLE Work Session Explore compatibility, similarities and differences of Science K-10 Grade Level Expectations and Benchmarks –With focus on what to teach Working in pairs, read introduction to Flow of Matter and Energy in Ecosystems pgs 76 and 78

34. Sponsored by the National Science Foundation under Grant No. HER-0315060 Atlas Exploration Questions to consider Do learning goals match your survey answers? Are there learning goals that you did not consider?

35. Sponsored by the National Science Foundation under Grant No. HER-0315060 Matching GLEs to Learning Goals GLE Review Matching learning goals to the GLEs/EOLs Now you try it!

36. Sponsored by the National Science Foundation under Grant No. HER-0315060 Break Time! - Before taking a break – shuffle seating - Elementary, Middle and High school represented at each table

37. Sponsored by the National Science Foundation under Grant No. HER-0315060 Curriculum Coherence

39. Sponsored by the National Science Foundation under Grant No. HER-0315060 Curriculum Coherence Across Grade Levels Why? –Provides a “story” that students can follow –Defines specific learning goals at grades –Avoids needless redundancy—students learn it right the first time! –Liberates teachers to really apply “Less is More” –Helps students learn more science that will stay with them throughout their lives

41. Sponsored by the National Science Foundation under Grant No. HER-0315060 Curriculum Coherence Across Grade Levels How? –Work together in multi-grade groups to sort learning goals into coherent “maps” –Eliminate the extraneous and redundant to make room for the essential (this is the hardest part) –Identify instructional materials and assessments (this is the second hardest part) –Coordinated PD (Content, CSP, Collaboration) –Establish trust in grades above and below

42. Sponsored by the National Science Foundation under Grant No. HER-0315060 Using the Atlas Make a GLE/EOL map Assess which learning goals your instructional materials target Look for gaps, holes, extras, and redundancies

44. Sponsored by the National Science Foundation under Grant No. HER-0315060 What if the Curriculum Falls Short? Coherence over a few important topics is more important the “hitting” all the EOLs Modify or supplement only in response to evidence of student learning (student work, valid assessments) Don’t forget that learning about Inquiry is also content that must be addressed explicitly—not just done (Chapter 1)

45. Sponsored by the National Science Foundation under Grant No. HER-0315060 Coherent Curriculum Work Session Compare findings of grade band maps Begin conversation across grade level –Look at the roles of each grade band in creating coherence. –How does what is taught in kindergarten affect what is taught in high school? –Compare the learning goals/GLEs to the survey results at each grade band.

46. Sponsored by the National Science Foundation under Grant No. HER-0315060 Review of Goals/Outcomes Focus: what to teach Have a better understanding of the AAAS resources –Focus on Benchmarks and Atlas Increase comfort level using the resources –Compatibility with GLEs Begin thinking about coherent curriculum development –Begin K-12 conversation

47. Sponsored by the National Science Foundation under Grant No. HER-0315060 Conclusion Progression of understanding What going to take back and apply to the classroom? Revisit resources during May Learning Community Forum