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Frank Niepold Climate Education Coordinator and  Education Interagency Working Group Co-chair (USGCRP/CCSP) National Ocean...
Advancing climate literacy <ul><li>  Use the  “Climate Literacy: The Essential Principles of Climate Science”  (Version 2,...
Initial Mission <ul><li>Climate Portal Education Interface Mission </li></ul><ul><ul><li>The Climate Portal Education Inte...
<ul><li>Develop Climate Portal Education Interface working group (June 15) </li></ul><ul><li>Project 2061 Assessment Revie...
Background Slides
Revolutionizing Earth System Science Education for the 21st Century: Report and Recommendations from a 50-State Analysis o...
State of Affairs <ul><li>Current state of the NOAA climate education website;  http://www.education.noaa.gov/   </li></ul>...
Programmatic vs Grant activity <ul><li>Successful NOAA, DOE, NSF and NASA education grants litter the Internet waiting for...
State of Affairs <ul><li>Some key Websites to integrate into the Climate Education interface </li></ul><ul><li>http://serc...
Supporting the Goals Curriculum Educator Preparation Instruction Materials Development Assessment Literacy Goals Learning ...
<ul><ul><li>… a continuum of competency </li></ul></ul>Climate Literacy is… Literacy Progression Target Audiences  Uninter...
Final NOAA Education Council Metatag List Developed plan for implementation of ADN metadata framework
Phase 1 Phase 2 Phase 3 Implementation Strategy Phase 4: Expand to include other educational resources! <ul><li>File Level...
Comparison of Two Education Search Features <ul><ul><li>* DOC policy mandates every web site have a search feature (typica...
A Critical Piece of the Solution <ul><li>Scalable </li></ul><ul><li>Sustainable </li></ul><ul><li>Individualized </li></ul...
The Research: Increased Content Knowledge Matters A significant,  positive  correlation exists between  student achievemen...
What we know — Local Systemic Core Evaluation: K-8 Weaknesses  (75,000 data points -10 year longitudinal NSF study) <ul><l...
<ul><li>Top 12 Most Emailed Science Objects (viral word of mouth): </li></ul><ul><li>NOAA Science Objects hold 4 of the to...
<ul><li>Scaleable and Sustainable </li></ul><ul><li>Large number of high quality on-demand Resources by Learner Preference...
Implementation Strategy Phase 1 <ul><li>File Level Metadata </li></ul><ul><ul><li>Adopt metadata fields </li></ul></ul><ul...
Implementation Strategy Phase 2 <ul><li>Web Database </li></ul><ul><ul><li>Online searchable collection management system ...
Implementation Strategy Phase 3 <ul><li>Quality Review </li></ul><ul><ul><li>Allow users to rate products </li></ul></ul><...
<ul><li>Familiarity  with the natural world and respect for its unity </li></ul><ul><li>Awareness of important ways in whi...
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Climate Portal Ed Interface V1

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  • So these three documents work together and provide different perspectives on learning goals for literacy. And they all derive from the adult literacy goals in Science for All Americans. Discuss each of the tools we will be using (Science for All Americans, Benchmarks, and Atlas) first. (Science for All Americans: Describes adult literacy; Benchmarks: Specifies learning goals for different grade ranges along that lead to literacy; Atlas: maps the learning goals in Benchmarks to show how ideas and skills in different topic and grades relate to one another.) Of course, we need a lot more than just goals to move reform into the classroom. For example, teachers, curriculum developers, textbook writers, etc. all need to have a clear understanding of literacy and the essential steps toward literacy at each grade level. We need to consider what constitutes “alignment” for curriculum, instruction, and assessment. We need learning experiences and assessments that are explicitly designed to serve our goals. Curricula need to be coherent across grades and topics as well as within. We need to coordinate curriculum, instruction, and assessment. However, all of these things should be based on the specific goals. Topic-heading goals cannot ensure the coordination of these efforts that is central to effective reform. Of course, all these things need to be done within the context of local needs and resources. But the basic methods we will discuss and practice in this workshop should be useful regardless of local situations. Say: In this workshop we will focus on thinking about what and how we teach, that is, we will be focusing on understanding and using learning goals. We will use Atlas to understand the intent of learning goals and to consider the implications of those goals for evaluating and creating effective learning experiences and assessments. Coming up with a common set of goals (and working with that set) demands consensus and compromise. Not everyone’s favorite topic can be included, and there are inevitably differences in what we think are important ideas to be learned. Nonetheless, we need a common set of resources (though they do not need to be immutable) and an effective approach. Goals such as these can provide a starting point for meaningful reform that helps us focus our efforts on the most important ideas in science and gives us the resources to think carefully about what it takes to get students to understand these ideas.
  • So what do we mean by Literacy Literacy is continuum of competency Higher levels of competency are built on the foundation of broader more simplistic understanding. At any level within the continuum one can be described as having achieved some level of literacy/competency (e.g., 4 th grade reading level) At the highest levels, a person has internalized knowledge and is able to synthesized information from multiple sources to comprehend and make informed decisions about new situations. This simplified 3-tiered model we are using in NOAA is supported by analogous to levels of understanding described in education theory (e.g., Bloom, Wiggens &amp; McTighe).
  • For vote Title - the name of the resource URL or access information - the URL to an online resource or access information to a physical object Description - a narrative describing the content, purpose or goal of the resource Subject - general topic areas that the resource is about or covers Technical requirements - information related to platform requirements, browsers and plug-ins, etc. Resource Type - an indication to the type of educational resource, such as lab exercises, etc. Audience - grade range appropriateness Copyright - copyright statement and any other restricted usage or lack thereof about the cataloged resource Cost - whether there is a cost associated with using or accessing the collection Resource creator - contact information for the author or publisher of a resource Keywords - a list of concepts or ideas that express detailed information about the content of a resource Typical use time - the typical amount of time for a particular grade range to interact with the resource Content standards - a list of content standards associated with the resource Creation date - a date associated with a resource&apos;s creation and intellectual content by authors, contributors, publishers etc. Language - the language of the resource
  • Vote on phased approach Get a sense of interest in OED funding DLESE Dependent on: Staff availability Funding At LEAST a year…
  • 06/27/09 (c) Bersin and Associates
  • 06/27/09 (c) Bersin and Associates
  • 06/27/09 (c) Bersin and Associates
  • Facets
  • Transcript of "Climate Portal Ed Interface V1"

    1. 1. Frank Niepold Climate Education Coordinator and Education Interagency Working Group Co-chair (USGCRP/CCSP) National Ocean and Atmospheric Administration (NOAA) Climate Portal Education Interface
    2. 2.
    3. 3. Advancing climate literacy <ul><li>  Use the “Climate Literacy: The Essential Principles of Climate Science” (Version 2, March 2009) framework to organize resource development. </li></ul><ul><li>Establish a voluntary national climate education curriculum for K-16. </li></ul><ul><li>Continue investments in climate education research that lead to more effective strategies. </li></ul><ul><li>Provide a focus within individual agency programs on professional development for formal educators. </li></ul><ul><li>Support creation of interpretive and educational programs and products that leverage existing outreach and extension networks and informal science education venues. </li></ul><ul><li>Develop new resources and tools that utilize “new media” and emerging outlets for widespread dissemination and public engagement in climate. </li></ul><ul><li>Foster development of an agency-wide protocol for designating and labeling educational programs of merit ( Climate education collections ) </li></ul><ul><li>Establish mechanisms for monitoring public understanding of climate literacy, and related actions. </li></ul>Coordinating Federal Investments in Climate and Earth System Science Education -- Developed from ongoing discussions within the US CCSPAd-hoc Education Interagency Working Group
    4. 4. Initial Mission <ul><li>Climate Portal Education Interface Mission </li></ul><ul><ul><li>The Climate Portal Education Interface (CPEI) will be created by the National Oceanic and Atmospheric Administration to provide organized access to high quality resources and tools that support innovations in teaching and learning at all levels of climate science, technology, engineering, and mathematics (STEM) education. </li></ul></ul><ul><ul><li>As a national network of learning environments, resources, and partnerships, CPEI seeks to serve a vital role as the climate part of STEM educational cyberlearning for the nation, meeting the informational and technological needs of educators and learners at all levels. </li></ul></ul>
    5. 5. <ul><li>Develop Climate Portal Education Interface working group (June 15) </li></ul><ul><li>Project 2061 Assessment Review Panel (July 20-24) </li></ul><ul><li>NSF C3 grant collaboration (on going) </li></ul><ul><li>Engaging Disciplinary Communities to Enhance NSDL’s Science Literacy Maps (July 29 & 30) </li></ul><ul><ul><li>NSDL Strand map interface </li></ul></ul><ul><li>Design Education interface workshop (September 2009) </li></ul><ul><li>CLEAN NSF proposal (January 2010) </li></ul><ul><li>Education grants coordinated </li></ul><ul><ul><li>NOAA Environmental Literacy & AZA grants </li></ul></ul><ul><ul><li>NASA GCCE grants </li></ul></ul><ul><ul><li>NSF GCCE activities </li></ul></ul><ul><ul><li>USGCRP education activities </li></ul></ul>Timeline of key activities
    6. 6. Background Slides
    7. 7. Revolutionizing Earth System Science Education for the 21st Century: Report and Recommendations from a 50-State Analysis of Earth Science Education (2007) Atmosphere, Weather and Climate in State Standards: Forty-two states directly (n = 30) or indirectly (n = 12) address atmosphere, weather and climate within their standards. Eight states have standards that fail to adequately address atmosphere, weather or climate concepts.
    8. 8. State of Affairs <ul><li>Current state of the NOAA climate education website; http://www.education.noaa.gov/ </li></ul><ul><li>Increased level of climate education </li></ul><ul><ul><li>Published Climate Literacy: The Essential Principles of Climate Science (USGCRP+ 19 Education partners) </li></ul></ul><ul><ul><li>Increased Funding at multiple agencies </li></ul></ul><ul><ul><ul><li>FY 08, FY 09, FY 10, FY 11, FY 12 and beyond </li></ul></ul></ul><ul><ul><li>New Legislative mandates </li></ul></ul><ul><ul><ul><li>UNFCCC (article 6) </li></ul></ul></ul><ul><ul><ul><li>IOOS (Global Climate change education </li></ul></ul></ul><ul><ul><ul><li>America Competes </li></ul></ul></ul><ul><ul><li>Congressional activity </li></ul></ul><ul><ul><li>Increased science education/STEM community activity </li></ul></ul><ul><ul><li>NOAA NCS/Climate goal leadership </li></ul></ul><ul><ul><li>Interagency coordination/collaboration </li></ul></ul><ul><ul><li>International increased activity </li></ul></ul>
    9. 9. Programmatic vs Grant activity <ul><li>Successful NOAA, DOE, NSF and NASA education grants litter the Internet waiting for sustainability or operations </li></ul><ul><li>FY 05-08 NOAA Environmental Literacy grants (? M) </li></ul><ul><li>FY 05-08 DOE grants (Keystone Foundation) </li></ul><ul><li>FY 01-08 NSF Formal and Informal Education </li></ul><ul><li>FY 08 NASA GCCE (6.7 M) </li></ul><ul><li>FY 09 NASA/NSF GCCE grants (15 M+) </li></ul>
    10. 10. State of Affairs <ul><li>Some key Websites to integrate into the Climate Education interface </li></ul><ul><li>http://serc.carleton.edu/index.html </li></ul><ul><li>http://serc.carleton.edu/climatechange/ </li></ul><ul><li> http://strandmaps.nsdl.org/ </li></ul><ul><li>http://www.climatescience.gov/ or http://www.globalchange.gov </li></ul><ul><li>http://www.globe.gov/ </li></ul><ul><li>http://oceanservice.noaa.gov/education/ </li></ul><ul><li>http://sanctuaries.noaa.gov/education/ </li></ul><ul><li>http://www.estuaries.gov/ </li></ul><ul><li> http://learningcenter.nsta.org </li></ul><ul><li>http://astc.org/iglo/c3/ </li></ul><ul><li>http://neo.sci.gsfc.nasa.gov/ </li></ul><ul><li>http://sos.noaa.gov/ </li></ul><ul><li>other… </li></ul>
    11. 11. Supporting the Goals Curriculum Educator Preparation Instruction Materials Development Assessment Literacy Goals Learning Goals Connections Activities Programs
    12. 12. <ul><ul><li>… a continuum of competency </li></ul></ul>Climate Literacy is… Literacy Progression Target Audiences Uninterested and/or unaware Climate science interested Climate science attentive Climate science engaged CLIMATE LITERACY INFORMED DECISION MAKING KNOWLEDGE AWARENESS Long-term, the vision expects a society capable of informed decision-making
    13. 13.
    14. 14. Final NOAA Education Council Metatag List Developed plan for implementation of ADN metadata framework
    15. 15. Phase 1 Phase 2 Phase 3 Implementation Strategy Phase 4: Expand to include other educational resources! <ul><li>File Level Metadata </li></ul><ul><ul><li>Adopt metadata fields </li></ul></ul><ul><ul><li>Create HTML & PDF templates </li></ul></ul><ul><ul><li>Create Guidance Kit </li></ul></ul><ul><ul><li>Conduct orientations </li></ul></ul><ul><ul><li>Apply metadata format to NEW lesson plans </li></ul></ul><ul><ul><li>Apply metadata format to existing plans, as resources permit </li></ul></ul><ul><ul><li>Benefits </li></ul></ul><ul><ul><li>Creates consistency </li></ul></ul><ul><ul><li>Improves accessibility of files </li></ul></ul><ul><ul><li>Is compliant with DOC website standards </li></ul></ul><ul><li>Web Database </li></ul><ul><ul><li>Online searchable collection management system (DLESE) </li></ul></ul><ul><ul><ul><li>Creation of a NOAA collection in DLESE, will need collection manager </li></ul></ul></ul><ul><ul><li>Import existing metadata from Phase 1 </li></ul></ul><ul><ul><li>Implement metadata quality review </li></ul></ul><ul><ul><li>Provide user search interface on our web site </li></ul></ul><ul><ul><li>Benefits </li></ul></ul><ul><ul><li>Customize searches and results </li></ul></ul><ul><ul><li>Curatorial control of metadata </li></ul></ul><ul><li>Quality Review </li></ul><ul><ul><li>Allow users to rate products </li></ul></ul><ul><ul><li>Develop lesson plan content guidelines </li></ul></ul><ul><ul><li>Establish a quality review process (structural and content) </li></ul></ul><ul><ul><li>Implement reviews of existing lessons </li></ul></ul><ul><ul><li>Create vetted lesson plan collection </li></ul></ul><ul><ul><li>Institute a review procedure for new entries </li></ul></ul><ul><ul><li>Benefits </li></ul></ul><ul><ul><li>Increase product quality and recognition </li></ul></ul><ul><ul><li>Improve consistency of product </li></ul></ul>
    16. 16. Comparison of Two Education Search Features <ul><ul><li>* DOC policy mandates every web site have a search feature (typically usa.gov) on it. We recommend making sure your sites are “affiliates” of usa.gov. </li></ul></ul>Function DLESE USA.gov Search supports quality control process Yes No Search terms are specific to education resources Yes No Search results are easily restricted to lesson plans Yes No Cost of Implementation $30-45K $0 Ease of use on NOAA web site Medium Very easy & required* Searches can include non-NOAA resources Yes No
    17. 17. A Critical Piece of the Solution <ul><li>Scalable </li></ul><ul><li>Sustainable </li></ul><ul><li>Individualized </li></ul><ul><li>On-Demand e-PD </li></ul><ul><li>With Accountability </li></ul>How do we integrate our partners work into the portal? The NSTA Learning Center
    18. 18. The Research: Increased Content Knowledge Matters A significant, positive correlation exists between student achievement and teachers’ content knowledge (subject matter AND pedagogical content knowledge). Aaronson, Barrow and Sander, 2003; Cochran-Smith and Zeichner, 2005; Darling-Hammond and Bransford, 2005; Goldhaber, 2002; Goldhaber and Brewer, 1998; Goldhaber and Brewer, 2000; Jepsen, 2004; Kane, Rockoff and Staiger, 2006; Ma, 1999; Monk, 1994; Rivkin, Hanushek, and Kain, 2005; Rockoff 2004; Sanders and Rivers, 1996; Shulman, 1986, 1987; Wenglinsky, 2002; Wilson, Floden and Ferrini-Mundy, 2001
    19. 19. What we know — Local Systemic Core Evaluation: K-8 Weaknesses (75,000 data points -10 year longitudinal NSF study) <ul><li>Teachers of Science with less than 16 hours of PD in last 3 years: </li></ul><ul><ul><li>What % at K-4 level? 76% </li></ul></ul><ul><ul><li>What % at 5-8 level? 57% </li></ul></ul><ul><ul><li>What % at 9-12 level? 32% </li></ul></ul>Current Landscape: Bridging Gap between Research and Practice in PD Research calls for 50-80 hours professional development over course of year to make substantive change in practice. Obvious need for scalable on-line supplemental solution to augment face-to-face experiences within school setting Banilower, E.R., Heck, D. J., & Weiss, I.R. (2007); Garet, M. Porter, A., Desimone, L., Birman, B., & Yoon, K. (2001); Yoon, K.S. Duncan, T.. Lee, S.W., & Shapley, K. (2008); Supovitz, J.A. & Turner, H.M., 2000)
    20. 20. <ul><li>Top 12 Most Emailed Science Objects (viral word of mouth): </li></ul><ul><li>NOAA Science Objects hold 4 of the top 12 spots as of 5/13/09 across all 60 free Science Objects: </li></ul><ul><li>Oceans Effect on Weather & Climate: Global Circulation Patterns </li></ul><ul><li>Oceans Effect on Weather & Climate: Global Climate Patterns </li></ul><ul><li>Oceans Effect on Weather & Climate: Global Precipitation and Energy </li></ul><ul><li>Coral Reef Ecosystems: The Living Reef </li></ul>
    21. 21. <ul><li>Scaleable and Sustainable </li></ul><ul><li>Large number of high quality on-demand Resources by Learner Preference </li></ul><ul><li>Free Tools to Plan, Execute and Document Growth </li></ul><ul><li>State and District Deployments Advancing Rapidly supporting Local Face-to-Face PD Initiatives </li></ul>The NSTA Learning Center http://learningcenter.nsta.org
    22. 22. Implementation Strategy Phase 1 <ul><li>File Level Metadata </li></ul><ul><ul><li>Adopt metadata fields </li></ul></ul><ul><ul><li>Create HTML & PDF templates </li></ul></ul><ul><ul><li>Create Guidance Kit </li></ul></ul><ul><ul><li>Conduct orientations </li></ul></ul><ul><ul><li>Apply metadata format to NEW lesson plans </li></ul></ul><ul><ul><li>Apply metadata format to existing plans, as resources permit </li></ul></ul><ul><ul><li>Benefits </li></ul></ul><ul><ul><li>Creates consistency </li></ul></ul><ul><ul><li>Improves accessibility of files </li></ul></ul><ul><ul><li>Is compliant with DOC website standards </li></ul></ul>
    23. 23. Implementation Strategy Phase 2 <ul><li>Web Database </li></ul><ul><ul><li>Online searchable collection management system (DLESE) </li></ul></ul><ul><ul><ul><li>Creation of a NOAA collection in DLESE, will need collection manager </li></ul></ul></ul><ul><ul><li>Import existing metadata from Phase 1 </li></ul></ul><ul><ul><li>Implement metadata quality review </li></ul></ul><ul><ul><li>Provide user search interface on our web site </li></ul></ul><ul><ul><li>Benefits </li></ul></ul><ul><ul><li>Customize searches and results </li></ul></ul><ul><ul><li>Curatorial control of metadata </li></ul></ul>
    24. 24. Implementation Strategy Phase 3 <ul><li>Quality Review </li></ul><ul><ul><li>Allow users to rate products </li></ul></ul><ul><ul><li>Develop lesson plan content guidelines </li></ul></ul><ul><ul><li>Establish a quality review process (structural and content) </li></ul></ul><ul><ul><li>Implement reviews of existing lessons </li></ul></ul><ul><ul><li>Create vetted lesson plan collection </li></ul></ul><ul><ul><li>Institute a review procedure for new entries </li></ul></ul><ul><ul><li>Benefits </li></ul></ul><ul><ul><li>Increase product quality and recognition </li></ul></ul><ul><ul><li>Improve consistency of product </li></ul></ul>
    25. 25. <ul><li>Familiarity with the natural world and respect for its unity </li></ul><ul><li>Awareness of important ways in which mathematics, technology, and the sciences depend upon one another </li></ul><ul><li>Key concepts and principles of science </li></ul><ul><li>Capacity for scientific ways of thinking </li></ul><ul><li>Knowing that science, mathematics, and technology are human enterprises and what that implies about their strengths and limitations </li></ul><ul><li>Ability to use scientific knowledge and ways of thinking for personal and social purposes </li></ul>What Is Science Literacy?
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