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Cheri Quinlan New Jersey Standards
 

Cheri Quinlan New Jersey Standards

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  • Continue to build the infrastructure necessary to support 21        century learning environments st ♦ ePdrouvciadteo rsti mtoe d disucruisnsg a nthde r esfcinheo othl edira yp raanctdic es ummer for teachers and other ♦ Recognize Models of School Success to be shared throughout the state ♦ Require a technology component for all educators in their PLP ♦ pCrroeafetess iaonnd sustain inspiration and curiosity for learning in and about our ♦ Make learning better not harder ♦ Embed the “habits of mind” aligned to these initiatives ♦ Cprroeafetses ioan alc olemarmnuinngi tiys exopf echteigdh, lpyr acstkicileledd a ndp rroefwesasridoenda ls where ongoing

Cheri Quinlan New Jersey Standards Cheri Quinlan New Jersey Standards Presentation Transcript

  • July 9 – 11, 2009 Cheri Quinlan, Coordinator World Languages, International Education & Gifted and Talented New Jersey Department of Education [email_address]
  • Think, Write, Pair, Share…. New Jersey: A State’s Perspective
    • Cumulative Progress Indications
      • Knowledge
      • Skills
      • Postsecondary Education
      • Workplace
    • Integrate 21 st Century Knowledge and Skills ( http://www.21stcenturyskills.org/ )
      • Technology Integration
      • Interdisciplinary Connections
      • Global Perspectives
    • 21 st century themes
      • Global Awareness;
      • Financial, Economic, Business and Entrepreneurial Literacy;
      • Civic Literacy; and
      • Health Literacy
      • Skills
      • Contemporary
      • Real-world situations
    • “ Timely” and “timeless” content
    • Upgrade in skills
    • In-depth learning at higher levels
    • Prepare students for success in a global environment
    • Provide the foundation for the development of curriculum to promote the use of innovative learning strategies
        • Integrate supportive technologies
        • Include inquiry- and problem-based approaches
        • Incorporate higher order thinking skills
    • Classroom Application Documents
      • Provide guidance and resources for teachers
        • Sample assessment tasks
        • Natural links to integrated content, global perspectives and technology
    • 2009 standards website
    • NJEA Convention
    • Search capacity
      • Grade level
      • Content area
      • Strand
      • Word search
      • Essential questions
      • Enduring understandings
    • Revisions to The Comprehensive Health and Physical Education Standards reflect an emphasis on:
      • Health literacy
      • Global perspectives about health and wellness through comparative analysis of health-related issues, attitudes, and behaviors in other countries
  • Character building is influenced by many factors both positive and negative, such as acceptance, discrimination, bullying, abuse, sportsmanship, support, disrespect, and violence. 2.2.4.C.2 Explain why core ethical values (such as respect, empathy, civic mindedness, and good citizenship) are important in the local and world community.
  • The prevention and control of diseases and health conditions are affected by many factors. 2.1.8.C.1 Evaluate emerging methods to diagnose and treat diseases and health conditions that are common in young adults in the United States and other countries, including hepatitis, sexually transmitted infections, HIV/AIDS, breast cancer, HPV, and testicular cancer. 2.1.8.C.2 Analyze local, state, national, and international public health efforts to prevent and control diseases and health conditions.
  • Applying basic nutritional and fitness concepts to lifestyle behaviors impacts wellness. 2.1.12.B.2 Compare and contrast the dietary trends and eating habits of adolescents and young adults in the United States and other countries.
    • Instructional Focus:
    • Establishing an advocacy plan that inspires self and others to make positive health choices that will impact the real world environment
    • Using information literacy skills to investigate a contemporary global health problem
    • Educating and influencing others about global health issues.
    • Global Perspective
      • Visit the Collaborative Learning Center ( www.globalschoolnet.org/gsncenter/ ) website to engage in dialogue about the need for increased organ/tissue donation with peers across the globe.
    • Mission: 21st century life and career skills enable students to make informed life and career decisions that prepare them to engage as active citizens in a dynamic global society and to successfully meet the challenges and opportunities of the global workplace.
    • Vision: The systematic integration of 21st century life and career skills across the K-12 curriculum and in career and technical education programs fosters a population that:
    • Possesses critical thinking and problem-solving skills to make reasoned decisions at home, in the workplace and as an informed global citizens;
    • Uses effective communication, communication technology and collaboration skills to interact with cultural sensitivity in diverse communities and to work in cross-cultural teams in the multinational workplace; and
    • Possesses community, business and political leaders that reflect core ethical values and the values of democracy and free enterprise during interactions with the global community.
  • 9.2 PERSONAL FINANCIAL LITERACY: ALL STUDENTS WILL DEVELOP SKILLS AND STRATEGIES THAT PROMOTE PERSONAL AND FINANCIAL RESPONSIBILITY RELATED TO FINANCIAL PLANNING, SAVINGS, INVESTMENT, AND CHARITABLE GIVING IN THE GLOBAL ECONOMY. Philanthropic, charitable and entrepreneurial organizations play distinctly different but vitally important roles in supporting the interests of the local and global community. 9.2.8.F.5 Determine opportunities for micro financing global charities and causes.
  • The reality and potential for building and using personal wealth includes responsibility to the broader community and an understanding of legal rights and responsibilities of being a good citizen. 9.2.12.F.1 Demonstrate an understanding of the interrelationships among attitudes, assumptions, and patterns of behavior regarding money, saving, investing, and work across cultures. 9.2.12.F.3 Assess the impact of emerging global economic events on financial planning. 9.2.12.F.4 Analyze how citizen decisions and actions can influence the use of economic resources to achieve societal and individual services.
  • Insurance is designed to protect the consumer against unintended losses. 9.2.12.G.7 Compare sources of health and disability coverage, including employee benefit plans to options in another country.
  • 5.3 LIFE SCIENCE: LIFE SCIENCE PRINCIPLES ARE POWERFUL CONCEPTUAL TOOLS FOR MAKING SENSE OF THE COMPLEXITY, DIVERSITY AND INTERCONNECTEDNESS OF LIFE ON EARTH. ORDER IN NATURAL SYSTEMS ARISES IN ACCORDANCE WITH RULES THAT GOVERN THE PHYSICAL WORLD, AND THE ORDER OF NATURAL SYSTEMSCAN BE MODELED AND PREDICTED THROUGH THE USE OF MATHEMATICS. 5.4 EARTH SYSTEMS SCIENCE: EARTH OPERATES AS A SET OF COMPLEX, DYNAMIC, AND INTERCONNECTED SYSTEMS, AND IS A PART OF THE ALL-ENCOMPASSING SYSTEM OF THE UNIVERSE.
  • C. Interdependence: All animals and most plants depend on both other organisms and their environment to meet their basic needs. 6 Various human activities have changed the capacity of the environment to support some life forms. 5.3.6.C.1 Explain the impact of meeting human needs and wants on local and global environments.
  • C. Properties of Earth Materials: Earth’s composition is unique, is related to the origin of our solar system, and provides us with the raw resources needed to sustain life. 12 The chemical and physical properties of the vertical structure of the atmosphere support life on Earth. 5.4.12.C.2 Analyze the vertical structure of Earth’s atmosphere, and account for the global, regional, and local variations of these characteristics and their impact on life.
  • 6.1.4.D.21 Explain how the United Nations is designed to address global concerns and issues that affect members of the world community. 6.1.4.D.22 Summarize an issue of local, national or global concern from multiple perspectives and explain how public policy is created to address issues. 6.1.4.D.19 Explain how and why it is important that people from diverse cultures collaborate to find solutions to local, national and global challenges. 6.1.4.D.14 Compare and contrast various forms of civic action and determine how they can be used to affect change in the local, national and global community.
    • US History: America in the World
    • Contemporary Global Issues
    • In a global world, nations’ political, social and economic systems are interconnected.
    • Changes in population growth, migratory patterns and the development, distribution and use of natural resources have a worldwide impact.
    A. Government and Society: The Search for Fairness, Justice and Equality 6.2.12.A.15.e. Evaluate the effectiveness of governments and international organizations to maintain peace and promote human rights on a global level.
    • US History: America in the World
    • Contemporary Global Issues
    • In a global world, nations’ political, social and economic systems are interconnected.
    • Changes in population growth, migratory patterns and the development, distribution and use of natural resources have a worldwide impact.
    A. Government and Society: The Search for Fairness, Justice and Equality 6.2.12.A.15.e. Evaluate the effectiveness of governments and international organizations to maintain peace and promote human rights on a global level.
  • Social Studies DRAFT – 6.3 Active Citizenship in the 21st Century A. Government and Society: The Search for Fairness Justice and Equality 6.3.A.4.1.a. Develop and implement a group action plan to inform school and /or community members about a current local, national or global challenge. B. Geography: People and the Environment 6.3.B.8.1.a Use inquiry methods to acquire knowledge and data to plan and implement a sustainable development initiative at the local, regional or national level. D. Citizenship: Global, National, and Local Challenges, Cultures and Connections 6.3.D.8.1.a. Collaborate with international students to identify examples of how conflicts over core Values lead people to differ on resolutions to a public policy issue. C. Economics: Impact on Society and Technology Innovation 6.3.C.12.1.a. Generate and evaluate alternative resolutions to a public issue related to poverty and analyze various perspectives (causes, consequences, positive and negative impact) on the issue.
  • Technological advancements create societal concerns regarding the practice of safe, legal, and ethical behaviors. 8.1.12.D.3 Compare and contrast international government policies on filters for censorship. To assist in meeting this CPI, students may: Research the Iranian government’s control of media/Internet during the aftermath of the presidential election in June 2009.  What happened and could this happen elsewhere?
    • Global Perspective
      • Share aesthetic evaluations (peer to peer aesthetic critiques) of the student generated work comprising the “virtual art gallery” with partnering groups of students in another country or another part of the U.S. Using this foundation as a preliminary basis for discussions centered on peer to peer cultural understanding, expand and/or modify the work in the gallery. Engage in discussions about ethnic violence and conflict resolution and the potential role of artists and art in society.
  • Novice-Mid Content Statement: Maps, graphs, and other graphic organizers facilitate understanding of information on a wide range of topics related to the world and global issues. They make more complex concepts accessible to second language learners with limited proficiency in the language.
  • Novice-High – Intermediate Mid Content Statement: The study of another language and culture deepens the understanding of where and how people live and why events occur.
  • Intermediate-High to Advanced-Low Content Statement: Collecting, sharing, and analyzing data related to global issues, problems, and challenges lead to an understanding of the role cultural perspectives play in how these issues are perceived and how they are addressed.
  • Instructional Focus : Examining authentic video/audio clips and reports from Kyoto summit and using that information to examine cultural perspectives Performance Assessment Task : Create a position paper and campaign platform on climate change for a national political candidate to share with members of the target language culture in the United States. Global Perspectives: The Kyoto Protocol is available in Arabic, Chinese, French, Russian, and Spanish by clicking on http://unfccc.int/kyoto_protocol/items/2830.php . Additional information about the Kyoto Protocol in other languages may be available by clicking on http://maindb.unfccc.int/public/country.pl?group=kyoto and following links to specific countries.
  •  
    • Forty-Nine States and Territories Join Common Core State Standards Initiative
    • Language Arts Literacy
    • Math
  • Financial Literacy Sample – K-5 Global Awareness Sample – 6-8 Health Literacy – 9-12
  •  
  •  
  •  
    • Examples of “best practices”
    • Strategies for integrating science, technology, engineering and math
    • Performance Based
    • K-12
      • HS: Designing a solar cooker for a developing nation
      • MS: Examining data related to fishing strategies
      • ES: Building wind turbines
    • Authentic Learning Experience:
    • Conservation International (CI) has asked for student assistance to
    • develop site-specific conservation plans for biodiversity hotspots
    • worldwide.
    • Select one of CI’s identified hotspots.
    • Research key species, landscape and culture.
    • Identify stakeholders.
    • Identify region’s threats to conservation.
    • Develop a plan to conserve the biodiversity.
    • Use mathematical projections to identify how the plan will impact the population numbers of the key species of the region.
  • Global Perspecti ves: Consider the cultural context of the region Civic Literacy : Bear in mind the government and political structure of the local community of the target region. Integration of Technology : Students connect with students in the target culture, scientists in the field of conservation, and scientists in the target culture to conduct research and share ideas using digital tools: Epals.com, Think.com, Voicethread.com and other websites offer opportunities for collaboration.
        • Phase 1: Awareness and Familiarization
        • Alan November
        • Ian Jukes
        • Northern, Central, Southern
        • Principals, Teachers, Parents, Superintendents, IT
        • Phase 2: Critical Transformation
        • Content Areas
        • Relevance to students’ lives
        • Of interest to students
        • Understanding and using revised standards to guide curriculum and instruction
        • Phase 2: Critical Transformation
        • Instructional Strategies
        • Multiple and flexible approaches
        • Rigorous content and skills
        • High expectations for all
        • Problem-based learning
        • Student and teacher engagement
        • Best practices
        • Phase 2: Critical Transformation
        • Learning Environments/New Technologies/Changing Teacher Roles
        • Assessing Learning
        • Leadership
        • Professional Learning Communities
        • Phase 3: Sustaining the Change
        • Continue to build the infrastructure
        • Provide time during school day and summer for teacher dialogues
        • Recognize Models of School Success
        • Require technology component in PLP