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Developing materials for InTeGrate: A Big Picture View
 

Developing materials for InTeGrate: A Big Picture View

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    Developing materials for InTeGrate: A Big Picture View Developing materials for InTeGrate: A Big Picture View Presentation Transcript

    • Developing materials for InTeGrate:A Big Picture ViewDavid Steer, The University of AkronEllen Iverson, Science EducationResource Center
    • Preparing Students for the Future• Curriculum that excites students• Grand Challenges• Rigorous Science• Learning that engages• Societal Relevance
    • Identify Course& ModuleLearning GoalsIdentifylearningobjectives forindividuallessonsDeterminehow to assessand measurestudentsuccess ongoals andobjectivesDesignteachingresources andmaterials tomatchassessmentsPlanInstructionalStrategies toimplementteachingresourcesThe Approach
    • InTeGrate Overarching Goals for MaterialsDevelopment• Grand Challenges• Interdisciplinary problems• Nature and methods of science• Authentic data and inquiry• System thinking
    • Identify Course& ModuleLearning GoalsIdentifylearningobjectives forindividuallessonsDeterminehow to assessand measurestudentsuccess ongoals andobjectivesDesignteachingresources andmaterials tomatchassessmentsPlanInstructionalStrategies toimplementteachingresourcesThe Approach
    • Learning Goals• Learning goals identify significant and essentiallearning that students can demonstrate by the endof the module or course.• Student centered• Achieved results• Evidence learning took place
    • Writing Learning Goals• An action verb identifying performance• A learning statement specifying the learning• A standard for acceptable performanceStudents will be able to solve interdisciplinary problems.Students will be able to describe howeconomic, social and political issues bear on scientificproblems.At the end of the course, students will be able toconvincingly make the case that economic, social andpolitical issues are relevant when addressing problemsrelated to climate change.ForExample
    • Write a learning goal …• An action verb identifying performance• A learning statement specifying the learning• A standard for acceptable performance… for the Grand Challenge you selected earlier
    • Identify Course& ModuleLearning GoalsIdentifylearningobjectives forindividuallessonsDeterminehow to assessand measurestudentsuccess ongoals andobjectivesDesignteachingresources andmaterials tomatchassessmentsPlanInstructionalStrategies toimplementteachingresourcesThe Approach
    • Learning Objectives• Learning Objectives support learning goals• Learning objectives are intended results ofinstruction• Content• Performance• Attitudes
    • The Geoscience Literacy Documents
    • Learning ObjectivesGoal: At the end of the course, students be able to convincingly makethe case that economic, social and political issues are relevant whenaddressing problems related to climate change.Learning Objectives: At the end of this unit, students will be able tocorrectly:• Describe five economic impacts of climate change• Describe three social impacts of climate change• Compare and contrast two major political positions related toclimate changeIn a few minutes: Develop one learningobjective that could support your learning goal
    • Identify Course& ModuleLearning GoalsIdentifylearningobjectives forindividuallessonsDeterminehow to assessand measurestudentsuccess ongoals andobjectivesDesignteachingresources andmaterials tomatchassessmentsPlanInstructionalStrategies toimplementteachingresourcesThe Approach
    •  Measure the learning outcomes Criterion referenced Consistent with course activities and resources Sequenced, varied and appropriate Address various cognitive levels• Which part of the world isrepresented on this map?• Does the ocean surface display ElNiño, ENSO normal, or La Niñaconditions and how do you know?• Where will precipitation fall if theseanomalous temperatures remain inplace?Assessment and Measurement
    • Assessment and MeasurementLearning Objective: Compare and contrast two major politicalpositions related to climate changeAssessment: You just accepted a position as a Congressional intern forthe Speaker of the House, John Boehner (R), Ohio. As Speaker, he isresponsible for maintaining Republican Party unity. He is preparing forhearings on proposed EPA regulations related to CO2 emissions. Write aone page summary comparing and contrasting the two main politicalviews related to climate change that he will have to contend withduring these hearings.In a few minutes: Develop one assessment thatcould support your learning objective
    • Identify Course& ModuleLearning GoalsIdentifylearningobjectives forindividuallessonsDeterminehow to assessand measurestudentsuccess ongoals andobjectivesDesignteachingresources andmaterials tomatchassessmentsPlanInstructionalStrategies toimplementteachingresourcesThe Approach
    • Teaching Resources
    • Identify Course& ModuleLearning GoalsIdentifylearningobjectives forindividuallessonsDeterminehow to assessand measurestudentsuccess ongoals andobjectivesDesignteachingresources andmaterials tomatchassessmentsPlanInstructionalStrategies toimplementteachingresourcesThe Approach
    • Instructional Strategies Support learning objectives Promote student engagement Develop student metacognition Opportunities to practicecommunicating geoscience Scaffold learning
    • Instructional Strategies• The activities should provide opportunities for students toiterate and improve their understanding incrementally.• Activities should include an appropriate balance ofguidance versus exploration and opportunities forreflection, discussion, and synthesis.• Students should be able to assess their own learning andconfirm they are on the right track.In a few minutes: Discuss an activity that wouldsupport your learning objective
    • Identify Course& ModuleLearning GoalsIdentifylearningobjectives forindividuallessonsDeterminehow to assessand measurestudentsuccess ongoals andobjectivesDesignteachingresources andmaterials tomatchassessmentsPlanInstructionalStrategies toimplementteachingresourcesThe Approach:Phase 2
    • InTeGrate Curriculum Development RubricSix Categories (28 items) Overarching Goals (5) Learning Objectives and Outcomes (5) Assessment and Measurement (5) Resources and Materials (6) Instructional Strategies (5) Alignment (2)• Each item scored on a 0-3 point scale with minimumpassing score for each category.• Total passing score greater than or equal to 74 points.