The document summarizes the Common Core State Standards for English Language Arts. It discusses the design and organization of the standards, which focus on fewer, clearer, and higher expectations and define college and career readiness. The standards emphasize rigorous content, close reading skills, and literacy across disciplines. They represent shared responsibilities for developing students' literacy and an integrated model of skills.
This document discusses next generation student assessments that are being developed to align with Common Core State Standards. It notes that two multi-state consortia, PARCC and Smarter Balanced, are each developing online, computer-adaptive assessments in English and math for grades 3-8 and high school that will provide achievement and growth data to states. The assessments are intended to better prepare all students for college and careers by measuring progress toward standards for college and career readiness.
The document summarizes the key findings of the PISA 2009 assessment, which tests 15-year-olds internationally in reading, math, and science every three years. Some of the main points include:
- Shanghai, Korea, and Finland had the highest scores in most subjects. Asian countries dominated the top spots.
- Girls outperformed boys in reading in every country but boys had higher math scores on average.
- There was a large performance gap between high and low performing countries/economies, sometimes up to 6 years of schooling.
The document discusses a presentation given by Øystein Johannessen from the OECD about capturing "learner voices" on the use of technology in education. The presentation outlines a project to collect student perspectives and experiences through video interviews in order to inform public policy debates. It aims to uncover national differences in how students view and expect to use technology for learning. The presentation also asks the audience for input on what questions to ask students and how teacher education can make use of the collected student perspectives.
Ict training and ict use among vietnamese foreign language teachers 2012tdbt_123
This document summarizes a study on ICT (information and communications technology) training and use among foreign language teachers at a university in Vietnam. It finds that while most teachers receive some ICT training, it is often brief and focuses on basic skills like word processing and PowerPoint. Teachers most commonly use ICT for lesson preparation and classroom teaching through tools like Internet searching, word processing and PowerPoint presentations. The study concludes that ongoing, hands-on ICT training tailored to specific skills and frameworks could help teachers integrate ICT more effectively.
This document lists 131 projects from the Awards for Excellence program. It categorizes the projects into three groups based on their performance in achieving increased student learning of concepts and skills: 5 projects performed below expectations, 126 projects exceeded expectations, and 10 projects met expectations. The document provides the project ID numbers, titles, and outcome ranks for each listed project.
The document contains summaries of multiple projects that aimed to increase student learning. Key details include:
- A project on international business learning objects found that students who accessed online resources scored higher on a quiz than students who did not.
- Another project found that 75% of students who regularly attended seminar sessions achieved a GPA of 2.0 or higher.
- A service learning component added to philosophy courses was unable to conclusively determine if it increased student learning due to low student participation.
- A podcasting project for a math course found that student learning was achieved.
This document discusses principles for developing technology policies that focus on influencing human behavior rather than trying to control technology. It argues that most technology-related issues, like plagiarism, neglect of duties, bullying, are not actually technology problems but rather problems of human behavior that exist both online and offline. The document recommends preparing students and staff to be responsible digital citizens and focusing on clear expectations for appropriate adult supervision and technology use, rather than restricting technology access. Resources will be provided on the ONtheLINE website to help school districts modify policies based on these principles.
This document discusses next generation student assessments that are being developed to align with Common Core State Standards. It notes that two multi-state consortia, PARCC and Smarter Balanced, are each developing online, computer-adaptive assessments in English and math for grades 3-8 and high school that will provide achievement and growth data to states. The assessments are intended to better prepare all students for college and careers by measuring progress toward standards for college and career readiness.
The document summarizes the key findings of the PISA 2009 assessment, which tests 15-year-olds internationally in reading, math, and science every three years. Some of the main points include:
- Shanghai, Korea, and Finland had the highest scores in most subjects. Asian countries dominated the top spots.
- Girls outperformed boys in reading in every country but boys had higher math scores on average.
- There was a large performance gap between high and low performing countries/economies, sometimes up to 6 years of schooling.
The document discusses a presentation given by Øystein Johannessen from the OECD about capturing "learner voices" on the use of technology in education. The presentation outlines a project to collect student perspectives and experiences through video interviews in order to inform public policy debates. It aims to uncover national differences in how students view and expect to use technology for learning. The presentation also asks the audience for input on what questions to ask students and how teacher education can make use of the collected student perspectives.
Ict training and ict use among vietnamese foreign language teachers 2012tdbt_123
This document summarizes a study on ICT (information and communications technology) training and use among foreign language teachers at a university in Vietnam. It finds that while most teachers receive some ICT training, it is often brief and focuses on basic skills like word processing and PowerPoint. Teachers most commonly use ICT for lesson preparation and classroom teaching through tools like Internet searching, word processing and PowerPoint presentations. The study concludes that ongoing, hands-on ICT training tailored to specific skills and frameworks could help teachers integrate ICT more effectively.
This document lists 131 projects from the Awards for Excellence program. It categorizes the projects into three groups based on their performance in achieving increased student learning of concepts and skills: 5 projects performed below expectations, 126 projects exceeded expectations, and 10 projects met expectations. The document provides the project ID numbers, titles, and outcome ranks for each listed project.
The document contains summaries of multiple projects that aimed to increase student learning. Key details include:
- A project on international business learning objects found that students who accessed online resources scored higher on a quiz than students who did not.
- Another project found that 75% of students who regularly attended seminar sessions achieved a GPA of 2.0 or higher.
- A service learning component added to philosophy courses was unable to conclusively determine if it increased student learning due to low student participation.
- A podcasting project for a math course found that student learning was achieved.
This document discusses principles for developing technology policies that focus on influencing human behavior rather than trying to control technology. It argues that most technology-related issues, like plagiarism, neglect of duties, bullying, are not actually technology problems but rather problems of human behavior that exist both online and offline. The document recommends preparing students and staff to be responsible digital citizens and focusing on clear expectations for appropriate adult supervision and technology use, rather than restricting technology access. Resources will be provided on the ONtheLINE website to help school districts modify policies based on these principles.
This document summarizes an educational software presentation. It discusses evaluating software based on priorities, piloting software scientifically and through road tests, and examples of pilots conducted. It also covers getting results from software, announcements of new and upcoming products, and ideas like a student intervention platform using text messaging.
This document summarizes Simon Marginson's presentation on globalization and higher education. Marginson discussed early expectations of globalization in higher education, how it has actually played out, and the new spatiality in higher education. Some key points include the rise of research and higher education capacity in East Asia, particularly China, South Korea, Singapore and other countries. While expectations of a fully integrated global higher education market did not come to pass, cultural globalization and the spread of the research university model have progressed significantly.
Boost Innovation and Creativity using Diversity: Insights from a top innovati...Laurent Mieville ,CLP
The document discusses how diversity and proximity can boost innovation and creativity. It argues that most promising ideas lie at the intersections of disciplines, so collaboration is key. It notes that Switzerland ranks highly in innovation and technology transfer due to its dense network of world-class research institutions and efforts to promote cross-collaboration through events and shared workspaces that bring together researchers from different backgrounds.
This document analyzes the network of collaboration among universities, industries, and governments in producing knowledge about IT outsourcing. It uses social network analysis and triple helix analysis to examine the key players and relationships. The results show that the US plays a central role in collaborations, and there is a strong tie between the US and UK. Developing countries lack collaboration with developed countries. The conclusions indicate more potential for cross-country collaboration to improve understanding of IT outsourcing.
This document summarizes a presentation given by the British Council's Education Intelligence group on factors that influence international students' choice of study destinations. It discusses traditional destinations like the UK, US, and Australia, as well as emerging destinations such as the UAE and Malaysia. Key findings from a survey of over 153,000 students include that national stereotypes still influence decisions, quality is the top consideration, government policies impact perceptions, and transient education hubs have ambiguous branding. Safety issues are also not unique to any single country.
Spaniards have high ownership of technology devices, indicating a preference for specialized devices for specific activities. Mobile phones are the most owned device in Spain, while smartphones and tablets have the strongest potential for future growth. General technology ownership is stronger in Spain than other European markets, with smartphones and tablets owned by nearly half and one-fifth of Spaniards respectively.
Getting started with personal and professional digital capacity: An Open CourseSharon Flynn
The document summarizes an open course for educators in Irish higher education to develop personal and professional digital skills. The course is based on the European Framework for Digital Competency of Educators and uses an ABC Learning Design approach. It has 6 units that can be completed self-paced over approximately 25 hours. The course does not provide technical training but aims to help educators explore, demonstrate, and plan digital enhancements for teaching and learning. Over 60 educators from 7 universities have earned a pilot badge for completing course activities. The course developers will continue to offer and embed the course in accredited professional development opportunities.
Teacher Policy and Practice - Insights from PISAEduSkills OECD
The Programme for International Student Assessment (PISA) is a triennial international survey which aims to evaluate education systems worldwide by testing the skills and knowledge of 15-year-old students.
In 2015 over half a million students, representing 28 million 15-year-olds in 72 countries and economies, took the internationally agreed two-hour test. Students were assessed in science, mathematics, reading, collaborative problem solving and financial literacy.
The results of the 2015 assessment were published on 6th December 2016.
Tutors at Kirklees College introduced iPads into their classrooms to explore their educational uses. Eight iPads were set up as a class set and six tutors received personal iPads for research. The tutors agreed to share activities, discuss uses, and participate in interviews. They sought to learn from each other about making effective use of mobile technologies with students and explore what tutors and students can gain from the experience. Initial findings highlighted the importance of tutor and student dialogue, taking risks with new approaches, and building technical and pedagogical skills for technology integration. Recommendations included giving tutors freedom to experiment, using peer observations for professional development, and considering joint professional development activities.
The document presents an approach and principles for comprehensively evaluating the components of Knowledge Potential (KP) in Baltic countries:
1) Using multiple criteria assessment methodology to reflect advantages and disadvantages of KP components
2) Considering expert evaluations, European Innovation Scoreboard, and WEF objectives
3) Determining justified values of competitiveness pillars and K4D indicators through the Knowledge Assessment Methodology
Here are the key findings from the survey about how often students did school work during seminar:
- In grade 6, 23% reported doing school work all the time during seminar, 47% reported more than half the time, 20% sometimes, and 10% rarely or never.
- In grade 7, 18% reported doing school work all the time, 47% more than half the time, 24% sometimes, and 12% rarely or never.
- In grade 8, 21% reported doing school work all the time, 33% more than half the time, and 40% sometimes during seminar.
So while a majority of students reported doing school work at least half the time during seminar, about
Introducing the i pad in a norwegian high schoolFrode Kyrkjebø
Report written by Henrik Valstad about introducing the iPad as a pedagogic device in school. The project was initiated and managed by Sør-Trønedalg fylkeskommune - futuristic classrooms, the report was written as a graduation thesis at NTNU.
Singapore Math at Edgemont School District New YorkJimmy Keng
This document provides an overview of a professional development day for the Edgemont Union Free School District on the fundamentals of Singapore Math. The day included presentations and workshops on key aspects of the Singapore Math approach like the Concrete-Pictorial-Abstract method and its emphasis on problem solving, thinking, and visualization. Sessions also demonstrated how to incorporate differentiated instruction and anchor tasks, guided practice, and independent practice. The document shares international assessment data showing Singapore students performing highly in mathematics compared to other countries.
The document discusses the need for common terminology, techniques, and methods in requirements engineering. It notes that with thousands of products, employees, tools, locations, and other variables, there is currently inconsistent implementation of requirements engineering. A common certification could help address this by establishing an agreed-upon standard for training and communication. It then provides details on the Certified Professional for Requirements Engineering (CPRE) certification offered by the International Requirements Engineering Board, including its goals and levels.
This document discusses Ahmed Hashim's proposal for the Java Education Development Initiative (JEDI) in Egypt. The objectives are to increase the number and quality of trained Java developers annually by offering up-to-date technology courses through universities and linking the industry and education. The key components are recruiting students, hiring experienced teachers, developing hands-on courses, administering exams for evaluation, assigning projects, and facilitating employment and entrepreneurship opportunities upon completion. The initiative aims to boost Egypt's ICT sector income and competitiveness through higher skilled Java developers.
What’s the purpose of assessing higher education’s learning outcomesdvndamme
The document discusses the purpose and progress of the OECD's Assessment of Higher Education Learning Outcomes (AHELO) feasibility study and plans for a main study. It provides context on the goals of measuring undergraduate learning outcomes across countries and disciplines. Key points include: the feasibility study involved 17 countries and tested generic skills, economics, and engineering knowledge of over 23,000 students; analysis of results was completed in 2012; and a 2015 meeting with interested countries discussed framing the main study around transversal skills and providing individual results to increase engagement. The document also considers arguments for and against implementing such an international assessment of higher education outcomes.
This document provides an overview of India's international cooperation in science and technology. It outlines India's science and technology structure, which includes central and state government departments, universities, and independent research institutes. It also discusses India's national R&D expenditure and key central government agencies supporting R&D projects. The rest of the document focuses on India's international S&T cooperation, including bilateral programs with over 70 countries, regional and multilateral programs, shared advanced research facilities, thematic joint R&D centers, and joint centers to promote advanced research.
This document discusses a study on the impact of applying information and communication technology (ICT) in the administration of polytechnics in Ogun State, Nigeria. The study aims to analyze the role of ICT in supporting administrative functions like student admission, records, examinations, teaching, research, finances, and communications. The study population includes five polytechnics in Ogun State - one federal polytechnic, one state polytechnic, one private polytechnic, and two ICT polytechnics. Data was collected through questionnaires distributed to staff and administrators across the polytechnics. The findings of the study seek to help educational authorities and institutions better implement e-learning and digital administration systems to improve efficiency.
This document summarizes an educational software presentation. It discusses evaluating software based on priorities, piloting software scientifically and through road tests, and examples of pilots conducted. It also covers getting results from software, announcements of new and upcoming products, and ideas like a student intervention platform using text messaging.
This document summarizes Simon Marginson's presentation on globalization and higher education. Marginson discussed early expectations of globalization in higher education, how it has actually played out, and the new spatiality in higher education. Some key points include the rise of research and higher education capacity in East Asia, particularly China, South Korea, Singapore and other countries. While expectations of a fully integrated global higher education market did not come to pass, cultural globalization and the spread of the research university model have progressed significantly.
Boost Innovation and Creativity using Diversity: Insights from a top innovati...Laurent Mieville ,CLP
The document discusses how diversity and proximity can boost innovation and creativity. It argues that most promising ideas lie at the intersections of disciplines, so collaboration is key. It notes that Switzerland ranks highly in innovation and technology transfer due to its dense network of world-class research institutions and efforts to promote cross-collaboration through events and shared workspaces that bring together researchers from different backgrounds.
This document analyzes the network of collaboration among universities, industries, and governments in producing knowledge about IT outsourcing. It uses social network analysis and triple helix analysis to examine the key players and relationships. The results show that the US plays a central role in collaborations, and there is a strong tie between the US and UK. Developing countries lack collaboration with developed countries. The conclusions indicate more potential for cross-country collaboration to improve understanding of IT outsourcing.
This document summarizes a presentation given by the British Council's Education Intelligence group on factors that influence international students' choice of study destinations. It discusses traditional destinations like the UK, US, and Australia, as well as emerging destinations such as the UAE and Malaysia. Key findings from a survey of over 153,000 students include that national stereotypes still influence decisions, quality is the top consideration, government policies impact perceptions, and transient education hubs have ambiguous branding. Safety issues are also not unique to any single country.
Spaniards have high ownership of technology devices, indicating a preference for specialized devices for specific activities. Mobile phones are the most owned device in Spain, while smartphones and tablets have the strongest potential for future growth. General technology ownership is stronger in Spain than other European markets, with smartphones and tablets owned by nearly half and one-fifth of Spaniards respectively.
Getting started with personal and professional digital capacity: An Open CourseSharon Flynn
The document summarizes an open course for educators in Irish higher education to develop personal and professional digital skills. The course is based on the European Framework for Digital Competency of Educators and uses an ABC Learning Design approach. It has 6 units that can be completed self-paced over approximately 25 hours. The course does not provide technical training but aims to help educators explore, demonstrate, and plan digital enhancements for teaching and learning. Over 60 educators from 7 universities have earned a pilot badge for completing course activities. The course developers will continue to offer and embed the course in accredited professional development opportunities.
Teacher Policy and Practice - Insights from PISAEduSkills OECD
The Programme for International Student Assessment (PISA) is a triennial international survey which aims to evaluate education systems worldwide by testing the skills and knowledge of 15-year-old students.
In 2015 over half a million students, representing 28 million 15-year-olds in 72 countries and economies, took the internationally agreed two-hour test. Students were assessed in science, mathematics, reading, collaborative problem solving and financial literacy.
The results of the 2015 assessment were published on 6th December 2016.
Tutors at Kirklees College introduced iPads into their classrooms to explore their educational uses. Eight iPads were set up as a class set and six tutors received personal iPads for research. The tutors agreed to share activities, discuss uses, and participate in interviews. They sought to learn from each other about making effective use of mobile technologies with students and explore what tutors and students can gain from the experience. Initial findings highlighted the importance of tutor and student dialogue, taking risks with new approaches, and building technical and pedagogical skills for technology integration. Recommendations included giving tutors freedom to experiment, using peer observations for professional development, and considering joint professional development activities.
The document presents an approach and principles for comprehensively evaluating the components of Knowledge Potential (KP) in Baltic countries:
1) Using multiple criteria assessment methodology to reflect advantages and disadvantages of KP components
2) Considering expert evaluations, European Innovation Scoreboard, and WEF objectives
3) Determining justified values of competitiveness pillars and K4D indicators through the Knowledge Assessment Methodology
Here are the key findings from the survey about how often students did school work during seminar:
- In grade 6, 23% reported doing school work all the time during seminar, 47% reported more than half the time, 20% sometimes, and 10% rarely or never.
- In grade 7, 18% reported doing school work all the time, 47% more than half the time, 24% sometimes, and 12% rarely or never.
- In grade 8, 21% reported doing school work all the time, 33% more than half the time, and 40% sometimes during seminar.
So while a majority of students reported doing school work at least half the time during seminar, about
Introducing the i pad in a norwegian high schoolFrode Kyrkjebø
Report written by Henrik Valstad about introducing the iPad as a pedagogic device in school. The project was initiated and managed by Sør-Trønedalg fylkeskommune - futuristic classrooms, the report was written as a graduation thesis at NTNU.
Singapore Math at Edgemont School District New YorkJimmy Keng
This document provides an overview of a professional development day for the Edgemont Union Free School District on the fundamentals of Singapore Math. The day included presentations and workshops on key aspects of the Singapore Math approach like the Concrete-Pictorial-Abstract method and its emphasis on problem solving, thinking, and visualization. Sessions also demonstrated how to incorporate differentiated instruction and anchor tasks, guided practice, and independent practice. The document shares international assessment data showing Singapore students performing highly in mathematics compared to other countries.
The document discusses the need for common terminology, techniques, and methods in requirements engineering. It notes that with thousands of products, employees, tools, locations, and other variables, there is currently inconsistent implementation of requirements engineering. A common certification could help address this by establishing an agreed-upon standard for training and communication. It then provides details on the Certified Professional for Requirements Engineering (CPRE) certification offered by the International Requirements Engineering Board, including its goals and levels.
This document discusses Ahmed Hashim's proposal for the Java Education Development Initiative (JEDI) in Egypt. The objectives are to increase the number and quality of trained Java developers annually by offering up-to-date technology courses through universities and linking the industry and education. The key components are recruiting students, hiring experienced teachers, developing hands-on courses, administering exams for evaluation, assigning projects, and facilitating employment and entrepreneurship opportunities upon completion. The initiative aims to boost Egypt's ICT sector income and competitiveness through higher skilled Java developers.
What’s the purpose of assessing higher education’s learning outcomesdvndamme
The document discusses the purpose and progress of the OECD's Assessment of Higher Education Learning Outcomes (AHELO) feasibility study and plans for a main study. It provides context on the goals of measuring undergraduate learning outcomes across countries and disciplines. Key points include: the feasibility study involved 17 countries and tested generic skills, economics, and engineering knowledge of over 23,000 students; analysis of results was completed in 2012; and a 2015 meeting with interested countries discussed framing the main study around transversal skills and providing individual results to increase engagement. The document also considers arguments for and against implementing such an international assessment of higher education outcomes.
This document provides an overview of India's international cooperation in science and technology. It outlines India's science and technology structure, which includes central and state government departments, universities, and independent research institutes. It also discusses India's national R&D expenditure and key central government agencies supporting R&D projects. The rest of the document focuses on India's international S&T cooperation, including bilateral programs with over 70 countries, regional and multilateral programs, shared advanced research facilities, thematic joint R&D centers, and joint centers to promote advanced research.
This document discusses a study on the impact of applying information and communication technology (ICT) in the administration of polytechnics in Ogun State, Nigeria. The study aims to analyze the role of ICT in supporting administrative functions like student admission, records, examinations, teaching, research, finances, and communications. The study population includes five polytechnics in Ogun State - one federal polytechnic, one state polytechnic, one private polytechnic, and two ICT polytechnics. Data was collected through questionnaires distributed to staff and administrators across the polytechnics. The findings of the study seek to help educational authorities and institutions better implement e-learning and digital administration systems to improve efficiency.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Film vocab for eal 3 students: Australia the movie
CCSS KickOff @ Santa Cruz COE
1. So, What’s New in the Common Core
English Language Arts State
Standards?
Susan A Gendron
Senior Fellow
International Center for Leadership in Education
August 10, 2011
4. 1 Shanghai-China 556
PISA 2
3
Korea
Finland
539
536
2009 4
5
Hong Kong-China
Singapore
533
526
6 Canada 524
7 New Zealand 521
Overall 8 Japan 520
Reading 9 Australia 515
Scale 10 Netherlands 508
17 United States 500
20 Germany 497
Significantly Above
21 Ireland 496
OECD Average
22 France 496
Not Significantly
Different 25 United Kingdom 494
(OECD Average 493) 33 Spain 481
Significantly below 43 Russian Federation 459
OECD Average
48 Mexico 425
53 Brazil 412
57 Indonesia 402
5. 1 Shanghai-China 600
PISA 2
3
Singapore
Hong Kong-China
562
555
2009 4
6
Korea
Finland
546
541
9 Japan 529
Overall 10 Canada 527
Math 11 Netherlands 526
13 New Zealand 519
Scale 15 Australia 514
16 Germany 513
Significantly Above 22 France 497
OECD Average 28 United Kingdom 492
Not Significantly 31 United States 487
Different
(OECD Average 496) 32 Ireland 487
Significantly below 34 Spain 483
OECD Average 38 Russian Federation 468
51 Mexico 419
57 Brazil 386
61 Indonesia 371
6. 1 Shanghai-China 575
PISA
2 Finland 554
3 Hong Kong-China 549
2009
4 Singapore 542
5 Japan 539
6 Korea 538
7 New Zealand 532
Overall 8 Canada 529
Science 10 Australia 527
Scale 11 Netherlands 522
13 Germany 520
Significantly Above 16 United Kingdom 514
OECD Average 20 Ireland 508
Not Significantly 23 United States 502
Different
(OECD Average 501) 27 France 498
Significantly below 36 Spain 488
OECD Average 39 Russian Federation 478
50 Mexico 416
53 Brazil 405
60 Indonesia 383
10. • Between 2008 and 2018, new jobs in
California requiring postsecondary education
and training will grow by 1.3 million while
jobs for high school graduates and dropouts
will grow by 614,000.
• Between 2008 and 2018, California will
create 5.5 million job vacancies both from new
jobs and from job openings due to retirement.
• 3.3 million of these job vacancies will be for
those with postsecondary credentials, 1.2
million for high school graduates and 1
million for high school dropouts.
14. U.S. now ranks 22 worldwide in
nd
the density of broadband
Internet penetration
and
72nd . . . density of mobile
telephone subscriptions
Source: National Academy of Science
16. Moore’s Law – Doubles Every 2 Years
Computing
Capacity
1991 2011 2021
17. what is the gdp+ofsin^3 x dx
what is springfieldeurope
internet users in france?
Integrate 2gdp france / italy
weather france
gdp springfield
thex^22 of
38. Application Model
1. Knowledge in one discipline
2. Application within discipline
3. Application across disciplines
4. Application to real-world
predictable situations
5. Application to real-world
unpredictable situations
39. Levels
Bloom’s
6
5
C D
4
3
2
1
A B
1 2 3 4 5
Application
40. Students gather and store bits of knowledge/information and are
expected to remember or understand this acquired knowledge.
Application 3
A
Comprehension 2 Acquisition
Awareness 1 Low-level Knowledge
1 2
Knowledge Apply
in one knowledge
discipline in one
discipline
41. A Quadrant
Verbs Products
• name • definition
• label
• worksheet
• define
• list
• select
• quiz
• identify
•
• test
list
• memorize • workbook
• recite • true-false
• locate • reproduction
• record • recitation
42. Students use acquired knowledge to solve problems,
design solutions, and complete work.
Application 3
B
Comprehension 2
Application
Awareness 1 Low-level Application
3 4 5
Apply Apply to Apply to real-
knowledge real-world world
across predictable unpredictable
disciplines situation situation
44. Students extend and refine their knowledge so that they can use it
automatically and routinely to analyze and solve problems and create
solutions.
Evaluation 6
Synthesis 5 C
Analysis 4
Assimilation
Application 3 High-level Knowledge
1 2
Knowledge Apply
in one knowledge
discipline in one
discipline
46. Students think in complex ways and apply acquired knowledge and
skills, even when confronted with perplexing unknowns, to find
creative solutions and take action that further develops their skills
and knowledge.
Evaluation 6
D
Synthesis 5
Adaptation
Analysis 4
Application 3 High-level Application
3 4 5
Apply Apply to Apply to real-
knowledge real-world world
across predictable unpredictable
disciplines situation situation
47. D Quadrant
Verbs Products
• evaluate • evaluation
• validate • newspaper
• justify • estimation
• rate • trial
• referee • editorial
• radio program
• infer
• play
• rank
• collage
• dramatize • machine
• argue • adaptation
• conclude • poem
• debate
• new game
• invention
48. Current Next Generation
Assessments Assessments
Bloom’s
6
5 C D
4
3
2 A B
1
1 2 3 4 5
Application
53. College and Career Readiness Defined
• Cognitive strategies: Intellectual openness; inquisitiveness;
analysis; interpretation; precision and accuracy; problem solving;
and reasoning, argumentation, and proof.
• Content knowledge: Understanding the structures and large
organizing concepts of the academic disciplines, resting upon
strong research and writing abilities.
• Academic behaviors: Self-management, time management,
strategic study skills, accurate perceptions of one’s true
performance, persistence, ability to utilize study groups, self-
awareness, self-control, and intentionality.
• Contextual skills and knowledge: Facility with application and
financial-aid processes and the ability to acculturate to college.
David Conley
54. Lexile Framework® for Reading Study
Summary of Text Shown (25% -Measures
Lexile 75%)
Interquartile Ranges
1600
1400
Text Lexile Measure (L)
1200
1000
800
600
High College High College Military Personal Entry-Level SAT 1,
School Literature School Textbooks Use Occupations ACT,
Literature Textbooks AP*
* Source of National Test Data: MetaMetrics
55. 44 States + DC Have Adopted the
Common Core State Standards
*Minnesota adopted the CCSS in ELA only
56. STANDARDS FOR
ENGLISH LANGUAGE ARTS
&
LITERACY IN HISTORY/SOCIAL STUDIES,
SCIENCE, AND TECHNICAL SUBJECTS
JUNE 2010
58. Design and Organization
Three main sections
K-5 (cross-disciplinary)
6-12 English Language Arts
6-12 Literacy in History/Social Studies,
Science, and Technical Subjects
59. Design and Organization
Three appendices
A: Research and evidence; glossary of key
terms
B: Reading text exemplars; sample
performance tasks
C: Annotated student writing samples
64. Design and Organization
K−12 standards
•Grade-specific end-of-year
expectations
•Developmentally appropriate,
cumulative progression of skills
and understandings
•One-to-one correspondence with
College Career Anchor standards
65. Design and Organization
Four strands:
– Reading (including Reading
Foundational Skills)
– Writing
– Speaking and Listening
– Language
66. Reading Design and Organization
Three sections:
1. Literature
2. Informational Text
3. Foundational Skills (K-5)
67. Literary/Informational Text
Literature Literature Literature Informational
Text
Stories Drama Poetry Literary
Nonfiction and
Historical,
Scientific, and
Technical Texts
Includes children’s Includes staged Includes nursery Includes biographies
adventure stories, dialogue and brief rhymes and the and autobiographies;
folktales, legends, familiar scenes subgenres of the books about history,
fables, fantasy, narrative poem, social studies, science,
realistic fiction, and limerick, and free and the arts; technical
myth verse poem texts, including
directions, forms, and
information displayed
in graphs, charts, or
maps; and digital
sources on a range of
topics
69. College and Career Readiness
Standards for Reading
Key Ideas and Details
1. Read closely to determine what the text says explicitly
and to make logical inferences from it; cite specific textual
evidence when writing or speaking to support conclusions
drawn from the text.
2. Determine central ideas or themes of a text and analyze
their development; summarize the key supporting details
and ideas.
3. Analyze how and why individuals, events, and ideas
develop and interact over the course of a text.
70. College and Career Readiness
Standards for Reading
Craft and Structure
4. Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative
meanings, and analyze how specific word choices shape
meaning or tone.
5. Analyze the structure of texts, including how specific
sentences, paragraphs, and larger portions of the text (e.g., a
section, chapter, scene, or stanza) relate to each other and the
whole.
6. Assess how point of view or purpose shapes the content and
style of a text.
71. College and Career Readiness
Standards for Reading
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse media and
formats, including visually and quantitatively, as well as in words.
*8. Delineate and evaluate the argument and specific claims in a text,
including the validity of the reasoning as well as the relevance and
sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in
order to build knowledge or to compare the approaches the authors
take.
72. College and Career Readiness
Standards for Reading
Range of Reading and Level of Text Complexity
10 .Read and comprehend complex literary and
informational texts independently and proficiently.
73. Overview of Text Complexity
Reading Standards include over exemplar texts (stories
and literature, poetry, and informational texts) that
illustrate appropriate level of complexity by grade
Text complexity is defined by:
1. Qualitative measures – levels of meaning,
structure, language conventionality and
clarity, and knowledge demands
Qu
2. Quantitative measures – readability and
e
tiv
other scores of text complexity
an
lita
ti
tat
a
3. Reader and Task – background knowledge of
Qu
ive
reader, motivation, interests, and complexity
generated by tasks assigned Reader and Task
73
74. Qualitative Measure
• Levels of Meaning (literary texts) or Purpose
(informational texts)
• Structure
• Language Conventionality and Clarity
• Knowledge Demands: Life Experiences (literary texts)
• Knowledge Demands: Cultural/Literary Knowledge
(chiefly literary texts)
• Knowledge Demands: Content/Discipline Knowledge
(chiefly informational texts)
79. Grade 4 Informational
Integration of Knowledge and Ideas
8 Explain how an author uses reasons and
evidence to support particular points
in a text.
80. Performance Task
Students explain how Melvin Berger uses
reasons and evidence in his book
Discovering Mars: The Amazing Story of
the Red Planet to support particular points
regarding the topology of the planet.
[RI.4.8]
81.
82. Grade 7 Informational
Craft and Structure
4. Determine the meaning of words and
phrases as they are used in a text,
including figurative, connotative, and
technical meanings; analyze the impact of
a specific word choice on meaning and
tone.
83. Performance Task
• Students determine the figurative and
connotative meanings of words such as
wayfaring, laconic, and taciturnity as well as of
phrases such as hold his peace in John
Steinbeck’s Travels with Charley: In Search of
America. They analyze how Steinbeck’s specific
word choices and diction impact the meaning
and tone of his writing and the characterization
of the individuals and places he describes.
[RI.7.4]
84. College and Career Readiness
Writing Standards
Text Types and Purposes
1. Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey
complex ideas and information clearly and accurately
through the effective selection, organization, and analysis of
content.
3. Write narratives to develop real or imagined experiences or
events using effective techniques, well-chosen details, and
well-structured event sequences.
85. NAEP 2011 Writing Framework
Grade To Persuade To Explain To Convey
Experience
4 30% 35% 35%
8 35% 35% 30%
12 40% 40% 20%
86.
87.
88.
89.
90.
91.
92.
93.
94.
95.
96.
97.
98. College and Career Readiness
Writing Standards
Production and Distribution of Writing
4. Produce clear and coherent writing in which the
development, organization, and style are appropriate
to task, purpose, and audience.
5. Develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new
approach.
6. Use technology, including the Internet, to produce and
publish writing and to interact and collaborate with
others.
99. College and Career Readiness
Writing Standards
Research to Build and Present Knowledge
7. Conduct short, as well as more sustained research
projects based on questions, demonstrating
understanding of the subject under investigation.
8. Gather relevant information from multiple print and
digital sources, assess the credibility and accuracy of
each source, and integrate the information while
avoiding plagiarism.
9. Draw evidence from literary or informational texts to
support analysis, reflection, and research.
100. Example/ Science Technical
• Sample Task A: Evaluating Evidence
• Compare what the latest science tells us about Genetically
Modified food against the arguments for and against
Genetically Modified food. Evaluate the hypotheses, data,
analysis, conclusions of each side, and including determining
the extent to which each side in the debate relied on the
available science, argues from an economical perspective, or
appeals to the political and emotional concerns. Verify the
data and either support or challenge the conclusions with
other sources of information.
• CCSS 11-12 RST.8
• Source: Achieve
101. Example/ Science Technical
• Sample B – Making a claim
• Read and view different examples of case-making
materials related to GM food. Take a position and cite
specific textual evidence from your sources, attending to
important distinctions each authors makes and to any
gaps or inconsistencies in the account. Defend your
conclusion from counter-claims Create a presentation of
your analysis that highlights key evidence and your
strongest claims.
• CCSS 11-12 RST 1. and RST 9.
• Source: Achieve
102. College and Career Readiness
Writing Standards
Range of Writing
10.Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of
tasks, purposes, and audiences.
103. College and Career Readiness Anchor
Standards for Speaking and Listening
Comprehension and Collaboration
1. Range of conversations and collaborations, diverse
partners, building on others’ ideas and expressing their
own clearly and persuasively.
2. Integrate and evaluate information presented in diverse
media and formats, including visually, quantitatively,
and orally.
3. Evaluate a speaker’s point of view, reasoning, and use
of evidence and rhetoric.
104. College and Career Readiness Anchor
Standards for Speaking and Listening
Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence such
that listeners can follow the line of reasoning and the
organization, development, and style are appropriate to task,
purpose, and audience.
5. Make strategic use of digital media and visual displays of data
to express information and enhance understanding of
presentations.
6. Adapt speech to a variety of contexts and communicative
tasks, demonstrating command of formal English when
indicated or appropriate.
105. College and Career Readiness Anchor
Standards for Language
Conventions of Standard English
1. When writing or speaking.
2. Use capitalization, punctuation, and spelling when writing.
Knowledge of Language
3. To comprehend more fully when reading or listening.
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning words
and phrases by using context clues, analyzing meaningful word parts,
5. Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings
6. Acquire and use accurately a range of general academic and domain-
specific words
109. Analytic Thinking Process
• What is the purpose of this material?
• What is a key question that is addressed
or needs to be addressed?
• What is the most important information?
• What are the main inferences that can be
made?
• What are the key ideas or concepts?
111. Literacy in Science and
Technical Subjects
Common Core Reading Reading Standards for Reading Standards for
Standard for Literacy in Science and Literacy in Science and
Informational Text Technical Subjects Technical Subjects
Anchor Standard Grades 9-10 Grades 11-12
Integration of Integration of Integration of
Knowledge & Ideas Knowledge & Ideas Knowledge & Ideas
7.Integrate and evaluate 7.Translate quantitative 7.Integrate and evaluate
content presented in or technical information multiple sources of
diverse formats and expressed in words in a information presented
media, including text into visual form in diverse formats and
visually and (e.g., a table or chart) media (e.g., quantitative
quantitatively, as well and translate data, video, multimedia)
as in words.* information expressed in order to address a
visually or question or solve a
mathematically (e.g., in problem.
an equation) into words.
114. Characteristics
• Fewer and more rigorous.
• Aligned with college and career expectations – prepare
all students for success upon graduating from high
school.
• Internationally benchmarked, so that all students are
prepared for succeeding in our global economy and
society.
• Includes rigorous content and application of higher-
order skills.
• Builds upon strengths and lessons of current state
standards.
• Research based
115. Coherence
• Articulated progressions of topics and
performances that are developmental and
connected to other progressions
• Conceptual understanding and procedural
skills emphasized equally
• NCTM states coherence also means that
instruction, assessment, and curriculum are
aligned
116. Focus
• Key ideas, understandings, and skills are identified
• Deep learning of concepts is stressed
– That is, time is spent on a topic and on learning it
well. This counters the “mile wide, inch deep”
criticism leveled at most current U.S. standards.
117. Clarity and Specificity
• Skills and concepts are clearly defined
• Being able to apply concepts and skills to
new situations is expected
118. Background Information:
Standards for Mathematical Practice
“These practices rest on important ‘processes and
proficiencies’ with longstanding importance in
mathematics education.”
(Massachusetts Curriculum Frameworks for Mathematics, 2011, p. 15)
•The NCTM process standards (2000)
•The National Research Council’s report Adding It
Up (2001)
119. NCTM – Principles & Standards for School
Mathematics
Process Standards
The five standards address the processes of
•Problem solving
•Reasoning and proof
•Connections
•Communication
•Representation
120. Intertwined Strands of Proficiency
Adding It Up: Helping Children Learn Mathematics
By Jeremy Kilpatrick,
Jane Swafford, & Bob Findell (Editors). (2001).
p. 117 Washington, DC: National Academy Press
121. Mathematics/Standards for
Mathematical Practice
1. Make sense of problems and persevere in
solving them
2. Reason abstractly and quantitatively
3. Construct viable arguments and critique the
reasoning of others
4. Model with mathematics
5. Use appropriate tools strategically
6. Attend to precision
7. Look for and make use of structure
8. Look for and express regularity in repeated
reasoning
123. Standards for Mathematical Content
• Content standards are a balanced combination of
procedure and understanding.
• Content standards that set an expectation of
understanding are potential “points of intersection”
between the content standards and the practice
standards
− A lack of understanding of mathematical content
effectively prevents a student from engaging in the
mathematical practices.
124. Grade Level Overview
Critical Areas –
similar to
NCTM’s
Curriculum
Focal Points
128. The K-5 standards:
Counting and Cardinality (K)
Operations & Algebraic Thinking
Number & Operations in Base Ten
Number & Operations – Fractions (3-5)
Measurement & Data
Geometry
129. Content Domains K-5
Counting and K • Know number names and the count
Cardinality (CC) sequence
• Count to tell the number of objects
• Compare numbers
Operations and K-5 • Concrete uses and meanings of the
Algebraic Thinking basic operations (word problems)
(OA) • Mathematical meaning and formal
properties of the basic operations
• Prepare for later work with
expressions and equations in middle
school
Number and Operations K-5 • Place value understanding
in Base Ten (NBT) • Develop base-ten algorithms using
place value and properties of
operations
• Computation competencies (fluency,
estimation)
130. Content Domains K-5
Number and 3-5 • Enlarge concept of number
Operations— beyond whole numbers, to
Fractions (NF) include fractions
• Use understanding of the
four operations to extend
arithmetic to fractions
• Solve word problems
related to the equation ax = b
(a and b fractions)
136. Common Addition and
Subtraction Situations
Results Unknown Change Unknown Start Unknown
Add to Sally has 4 rocks. Sally had 4 rocks. Sally had some
John gave her 6 How many rocks rocks. John gave
more rocks. How does she need to her 6 more rocks.
many rocks does S have 10 rocks Now she has 10
altogether? rocks. How many
rocks did Sally
have to start with?
Take from Sally had 10 rocks. Sally had 10 rocks. Sally had some
She gave 4 to She gave some to rocks. She gave 4
John. How many John. Now she has to John. Now she
rocks does Sally 6 rocks left. How has 6 rocks left.
have left? many rocks did How many rocks
Sally give to John? did Sally have to
start with?
137. Common addition and
subtraction situations
Total Unknown Added Unknown Both Addends
Unknown
Put Sally has 4 red Sally has 10 Sally has 10
Together/Take rocks and 6 blue rocks. 4 are red rocks. How many
apart rocks. How many and the rest are can she put in the
rocks does she blue. How many blue box and how
have? blue rocks does many in her red
4+6=? Sally have? box?
4 + ? = 10 10 = 0 +10, 10=10
+0
10 = 5 + 5
10 = 6 + 4
138. Compare Addition and
Subtraction situations
Differences Bigger Smaller
Unknown Unknown Unknown
Compare Sally has 10 John has 6 Sally has 10
rocks. John has rocks. Sally has rocks. She has 6
6 rocks. How 4 more than more rocks than
many more John. How John. How
rocks does many rocks does many rocks
Sally have than Sally have? does John have?
John?
? + 6 = 10
10 – 6 = ? 6+4=?
10 – 6 = ?
6 + ? = 10 4+6=?
139. Common multiplication and
division situations
Problem Types Multiplication Partition Division Measurement
Division
Equal Group (Whole unknown) (Size of groups (Number of groups
Mark has 4 bags of unknown) Mark has unknown) Mark has
apples. There are 5 20 apples. He wants 20 apples. He puts
apples in each bag. to share them them in bags with 5
How many apples equally among his 4 apples in each. How
does Mark have friends. How many many bags did he
altogether apples will each use?
friend receive?
Equal Group (Whole unknown) (Size of groups (Number of groups
Problems (rate If apples cost 4 unknown) Jill paid unknown) Jill
cents each, how 20 cents for 5 bought apples for 4
much would 5 apples. What is the cents each. She
apples cost? cost of 1 apple? spent 20 cents. How
many apples did
she buy?
140. Common multiplication and
division situations
Equal Group (Whole (Size of groups (Number of
Problems (rate) unknown) Peter unknown) Peter groups unknown)
walked for 5 walked 20 miles Peter walked 20
hours at 4 miles in 5 hours. How miles at a rate of 4
per hour. How far fast was he miles per hour.
did he walk? walking (in miles How long did he
per hour)? walk for?
Compare (Product (Set size (Multiplier
Problems unknown) Jill unknown) Mark Unknown) Mark
picked 4 apples. picked 20 apples. Picked 20 apples
Bill picked 5 He picked 4 times and Jill picked
times as many. as many as Jill. only 4. How
How many apples How many apples many times as
did Bill pick? did Jill pick? many apples did
Mark pick as Jill
did?
141. Grade 6-8
Ratios and Proportional Relationships (6-7)
Number Systems
Expressions & Equations
Geometry
Statistics & Probability
Functions (8)
142. Content Domains K-8
The Number System 6-8 • Build concepts of positive and
(NS) negative numbers
• Work with the rational numbers as a
system governed by properties of
operations
• Begin work with irrational numbers
Expressions and 6-8 • Treat expressions as objects to
Equations (EE) reason about (not as instructions to
compute an answer)
• Transform expressions using
properties of operations
• Solve linear equations
• Use variables and equations as
techniques to solve word problems
143. Content Domains K-8
Ratios and Proportional 6-7 • Extend work on multiplication and
Relationships (RP) division; consolidate multiplicative
reasoning
• Lay groundwork for linear functions in
Grade 8 by studying quantities that vary
together
• Solve a wide variety of problems with
ratios, rates, percents
Functions (F) 8 • Extend and formalize understanding of
quantitative relationships from Grades 3-
7
• Lay groundwork for more extensive
work with functions in High School
144. Content Domains K-8
Measurement and Data K-5 • Emphasize the common nature of all
(MD) measurement as iterating by a unit
Build understanding of linear spacing of
numbers and support learning of the
number line
• Develop geometric measures
• Work with data to prepare for Statistics and
Probability in middle school
Geometry (G) K-8 • Ascend through progressively higher levels
of logical reasoning about shapes
• Reason spatially with shapes, leading to
logical reasoning about transformations
• Connect geometry to number, operations,
and measurement via notion of partitioning
145. Content Domains K-8
Statistics and 6-8 Introduce concepts of central
Probability (SP) tendency, variability, and
distribution
Connect randomness with
statistical inference
Lay foundations for High School
Statistics and Probability
147. HS Pathways
1.) Traditional (US) – 2 Algebra, Geometry
and Data, probability and statistics included
in each course
2.) International (integrated) three courses
including number , algebra, geometry,
probability and statistics each year
3.) Compacted version of traditional – grade
7/8 and algebra completed by end of 8th
grade
4.) Compacted integrated model, allowing
students to reach Calculus or other college
level courses
148.
149.
150. Number and Quantity Overview
• Real Number System
• Quantities
• Complex Number System
• Vector and Matrix Quantities
151. Algebra Overview
• Seeing Structure in Expressions
• Arithmetic with Polynomials and Rational
Expressions
• Creating Equations
• Reasoning with Equations and
Inequalities
153. Modeling
• Identify the problem
• Formulate a model
• Analyze and perform operations
• Interpret results
• Validate the conclusion
• Report on the conclusion
154. Geometry
• Congruence
• Similarity, Right Triangles, and
Trigonometry
• Circles
• Expressing Geometric Properties with
Equations
• Geometric Measurement and Dimension
• Modeling and Geometry
155. Statistics and Probability
• Interpreting Categorical and Quantitative
Data
• Making Inferences and Justifying
Conclusions
• Conditional Probability and the Rules of
Probability
• Using Probability to Make Decisions
156. Key Advances
Focus and coherence
• Focus on key topics at each grade level.
• Coherent progressions across grade levels.
Balance of concepts and skills
• Content standards require both conceptual
understanding and procedural fluency.
Mathematical practices
• Foster reasoning and sense-making in
mathematics.
College and career readiness
• Level is ambitious but achievable.
157. Recommended Professional Development
• Grades K–2, Counting and Cardinality and
Number and Operations in Base
• Grades K–5 Operations and Algebraic Thinking
• Grades 3–5 Number and Operations—Fractions
• Grades 6–7 Ratios and Proportional Reasoning
• Grade 8 Geometry
158. Standards: Important but insufficient
• To be effective in improving education and
getting all students ready for college,
workforce training, and life, the Standards
must be partnered with a content-rich
curriculum and robust assessments, both
aligned to the Standards.
160. Assessment Consortia
1. Measure common core standards
2. Provide accurate information about what
students know and can do:
a. Student achievement standards
b. Student growth from year to year
c. On-track to college and career ready by
the time of HS graduation
161.
162. How do we get from here... ...to here?
Common Core
Common Core All students
All students
State Standards
State Standards leave high
leave high
specify K-12
specify K-12 school college
school college
expectations for
expectations for and career
and career
college and
college and ready
ready
career readiness
career readiness
...and what can an
assessment system do
to help?
162
165. • To develop a set of comprehensive and innovative
assessments for grades 3–8 and high school in English
language arts and mathematics aligned to the Common
Core State Standards
• Students leave high school prepared for postsecondary
success in college or a career through increased student
learning and improved teaching
• The assessments shall be operational across Consortium
states in the 2014-15 school year
165
168. Co-Chairs Judy Park (UT)
Carissa Miller (ID)
Executive Director Joe Willhoft
Chief Operating Officer Tony Alpert
Executive Committee Dan Hupp (ME); Joseph
Martineau (MI); Lynette Russell
(WI); Mike Middleton (WA);
Charles Lenth (Higher Education
Representative)
Project Management Partner WestEd
Policy Coordinator Sue Gendron
Senior Research Advisor Linda Darling-Hammond
Last Modified July 22, 2011
169
169. Consortium has established 10 work groups
Work group engagement of 80 state-level staff:
• Each work group: 2 co-chairs and 6 members from
states; 1 liaison from the Executive Committee; 1
WestEd partner
Work group responsibilities:
• Define scope and timeline for work in its area
• Develop a work plan and resource requirements
• Determine and monitor the allocated budget
• Oversee Consortium work in its area, including
identification and direction of vendors
170
170. 1. Transition to Common Core State Standards
2. Technology Approach
3. Assessment Design: Item Development
4. Assessment Design: Performance Tasks
5. Assessment Design: Test Design
6. Assessment Design: Test Administration
7. Reporting
8. Formative Processes and Tools/Professional Development
9. Accessibility and Accommodations
10. Research and Evaluation
171
171. Jamal Abedi University of California, Davis, CRESST
Randy Bennett Educational Testing Service
Derek Briggs University of Colorado at Boulder
Greg Cizek University of North Carolina
David Conley University of Oregon
Linda Darling-Hammond Stanford University
Brian Gong The Center for Assessment
Ed Haertel Stanford University
Joan Herman University of California, Los Angeles and CRESST
Jim Pellegrino University of Illinois at Chicago
W. James Popham University of California, Los Angeles, Emeritus
Joseph M. Ryan Arizona State University
Martha Thurlow University of Minnesota and NCEO
172
172. • IHE partners
• Include 163 public and 13 private institutions and
systems of Higher Education
• represent nearly 78% of the total number of direct
matriculation students across all SMARTER
Balanced States
• IHE representatives and/or postsecondary faculty may
serve on:
• Executive Committee
• Assessment scoring and item review committees
• Standard-setting committees
* Does not include California IHE partners
173
174. • A model of verifiable accomplishments/milestones,
leading to the desired outcome
• Accomplishments/milestones are interdependent
• The theory of action is closely linked to the validation
argument for the assessment system
175
175. • An integrated system
• Evidence of student performance
• Teacher involvement
• State-led with transparent governance
• Continuously improve teaching and learning
• Useful information on multiple measures
• Adheres to established professional standards
176
176. Summative assessments
Summative assessments
benchmarked to college
benchmarked to college
and career readiness
and career readiness
Common Core
Common Core
State Standards
State Standards Teachers can access
Teachers can access All students leave
All students leave
specify K-12
specify K-12 formative processes
formative processes high school college
high school college
expectations for
expectations for and tools to improve
and tools to improve and career ready
and career ready
college and career
college and career instruction
instruction
readiness
readiness
Interim assessments
Interim assessments
that are flexible, open,
that are flexible, open,
and provide actionable
and provide actionable
feedback
feedback
177
179. • Assess acquisition of and progress toward “college and
career readiness”
• Have common, comparable scores across member states
• Provide achievement and growth information for teacher
and principal evaluation and professional development
• Assess all students, except those with “significant
cognitive disabilities”
• Administer online, with timely results
• Use multiple measures
Source: Federal Register / Vol. 75, No. 68 / Friday, April 9, 2010 pp. 18171-85
180
180. Assessment system that balances summative, interim, and formative components
for ELA and mathematics:
•Summative Assessment (Computer Adaptive)
• Mandatory comprehensive assessment in grades 3–8 and 11 (testing window within the last
12 weeks of the instructional year) that supports accountability and measures growth
• Selected response, short constructed response, extended constructed response, technology
enhanced, and performance tasks
•Interim Assessment (Computer Adaptive)
• Optional comprehensive and content-cluster assessment
• Learning progressions
• Available for administration throughout the year
• Selected response, short constructed response, extended constructed response, technology
enhanced, and performance tasks
•Formative Processes and Tools
• Optional resources for improving instructional learning
• Assessment literacy
181
181. • Mandatory comprehensive accountability measures that
include computer adaptive assessments and
performance tasks
• Computer adaptive testing offers efficient and
precise measurement and quick results
• Assesses the full range of CCSS in English language
arts and mathematics
182
182. • Describes current achievement and growth across
time, showing progress toward college and career
readiness
• Provides state-to-state comparability, with
standards set against research-based benchmarks
• Summative tests can be given twice a year
183
183. • Optional comprehensive and content-cluster
measures that include computer adaptive
assessment and performance tasks
• Provides clear examples of expected performance
on common standards
• Helps identify specific needs of each student
184
184. • Grounded in cognitive development theory about how
learning progresses
• Aligned to and reported on the same scale as the
summative assessments
• Involves significant teacher participation in design
and scoring
• Fully accessible for instruction and professional
development
185
185. • Instructionally sensitive, on-demand tools and
strategies aimed at improving teaching, increasing
student learning, and enabling differentiation of
instruction
• Processes and tools are research based
• Clearinghouse of professional development
materials available to educators includes model units
of instruction, publicly released assessment items,
formative strategies, and materials for professional
development
186
186. • System Portal contains information about Common
Core State Standards, Consortium activities, web-based
learning communities, and assessment results
• Dashboard gives parents, students, practitioners, and
policymakers access to assessment information
• Reporting capabilities include static and dynamic
reports, secure and public views
• Item development and scoring application support
educator participation in assessment
• Feedback and evaluation mechanism provides
surveys, open feedback, and vetting of materials
187
187. • Comprehensively assesses the breadth of the
Common Core State Standards while minimizing
test length
• Allows increased measurement precision relative
to fixed form assessments; important for providing
accurate growth estimates
• Testing experience is tailored to student ability as
measured during the test
188
188. • Supports access to information about student
progress toward college and career readiness
• Allows for exchange of student performance
history across districts and states
• Uses a Consortium-supported backbone, while
individual states retain jurisdiction over access and
appearance of online reports
• Tied to digital clearinghouse of formative
materials
• Graphical display of learning progression status
(interim assessment)
189
189. English Language Arts and Mathematics, Grades 3–8 and High School
BEGINNING END
OF YEAR OF YEAR
Last 12 weeks of year*
DIGITAL CLEARINGHOUSE of formative tools, processes and exemplars; released items and
tasks; model curriculum units; educator training; professional development tools and resources;
scorer training modules; and teacher collaboration tools.
I NT ERI M AS SES SMEN T I NT ERI M A S SESS MEN T
Computer Adaptive Computer Adaptive PERFORMANCE
TASKS END OF YEAR
Assessment and Assessment and
• Reading ADAPTIVE
Performance Tasks Performance Tasks ASSESSMENT
• Writing
• Math
Scope, sequence, number, and timing of interim assessments
locally determined Re-take option
Optional Interim Summative assessment
assessment system— for accountability
* Time windows may be adjusted based on results from the research agenda and
final implementation decisions.
Source: http://www.ets.org
190
192. • Allows students to enter college having met clear,
common standards
• Interim assessments provide students, teachers, and
parents with detailed, actionable information about
knowledge and skills needed for college entry and
success
• Students enrolled in IHEs and IHE systems will be able
to be exempt from remedial courses if they have
met the Consortium-adopted achievement standard for
each assessment
193
194. • Less cost and more capabilities through scope of
work sharing and collaboration
• More control through shared interoperable open-
source software platforms: Item authoring system, item
banking, and adaptive testing platform no longer
exclusive property of vendors
• Better service for students with disabilities and EL
students through common, agreed-upon protocols for
accommodations
195
195. ...the SMARTER Balanced Assessment Consortium
can be found online at
www.smarterbalanced.org
196
197. Students (with prompting and
support from the teacher) read
“Garden Helpers” in National
Geographic Young Explorers and
demonstrate their understanding
of the main idea of the text—not
all bugs are bad—by retelling key
details. [RI.K.2]
Source: CCSS ELA Appendix B
198. Students locate key facts or
information in Claire Llewellyn’s
Earthworms by using various text
features (headings, table of
contents, glossary) found in the
text. [RI.1.5]
Source: CCSS ELA Appendix B
199. Students explain how the main
idea that Lincoln had “many faces”
in Russell Freedman’s Lincoln: A
Photo biography is supported by
key details in the text. [RI.3.2]
Source: CCSS ELA Appendix B
200. Students explain how Melvin
Berger uses reasons and
evidence in his book Discovering
Mars: The Amazing Story of the
Red Planet to support particular
points regarding the topology of
the planet. [RI.4.8]
Source: CCSS ELA Appendix B
201. Students compare and contrast Laurence
Yep’s fictional portrayal of Chinese
immigrants in turn-of-the-twentieth-century
San Francisco in Dragonwings to historical
accounts of the same period (using
materials detailing the 1906 San Francisco
earthquake) in order to glean a deeper
understanding of how authors use or alter
historical sources to create a sense of time
and place as well as make fictional
characters lifelike and real. [RL.7.9]
Source: CCSS ELA Appendix B
202. Students evaluate Jim Murphy’s The
Great Fire to identify which aspects of
the text (e.g., loaded language and the
inclusion of particular facts) reveal his
purpose; presenting Chicago as a city
that was “ready to burn.” [RH.6–8.6]
Source: CCSS ELA Appendix B
203. Students analyze in detail the theme of
relationships between mothers and
daughters and how that theme develops
over the course of Amy Tan’s The Joy
Luck Club. Students search the text for
specific details that show how the theme
emerges and how it is shaped and refined
over the course of the novel. [RL.9–10.2]
Source: CCSS ELA Appendix B
223. Next Steps
• Start with awareness program
• Needs Assessment
224. Next Steps
• Start with awareness program
• Needs Assessment
• Transition Plan
225. Next Steps
• Start with awareness program
• Needs Assessment
• Transition Plan
• Provide support to teachers now
— Focused and sustained professional
development
226. Next Steps
• Start with awareness program
• Needs Assessment
• Transition Plan
• Provide support to teachers now
— Next Navigator
— Focused and sustained professional
development
• Monitor progress
227. Prepare for this important transition
This informative and practical
new resource kit provides
insight into:
•How the new in-depth
performance events differ from
current assessments
•How the Rigor / Relevance
Framework® can help facilitate
college and career readiness
•What fewer, clearer, higher
standards mean for states and By Sue Gendron
Policy Coordinator,
schools SMARTER Balance
Assessment Consortium
•What must be done now to
prepare for implementation in
Create the next generation of K-12 standards All students college and career ready in literacy and mathematics No later than end of high school Build upon the foundation laid by the states Create a vision of what it means to be a literate student in the twenty-first century Students who readily undertake the close, attentive reading that is the heart of understanding and enjoying complex works of literature. Habitually perform the critical reading necessary to pick carefully through the staggering amount of information They actively seek wide, deep and thoughtful engagement with high-quality literary and informational text that builds knowledge, enlarges experiences and broadens worldviews. They demonstrate cogent reasoning and use evidence that is essential for deliberations and responsible citizenship
Rigor high-level cognitive demands by asking students to demonstrate deep conceptual understanding through the application of content knowledge and skills to new situations. sufficient guidance and clarity so that they are teachable, learnable, and measurable. Teachable and learnable : Provide sufficient guidance for the design of curricula and instructional materials. The standards must be reasonable in scope, instructionally manageable, and promote depth of understanding. The standards will not prescribe how they are taught and learned but will allow teachers flexibility to teach and students to learn in various instructionally relevant contexts. Measureable: Student attainment of the standards should be observable and verifiable and the standards can be used to develop broader assessment frameworks Coherent: The standards should convey a unified vision of the big ideas and supporting concepts within a discipline and reflect a progression of learning that is meaningful and appropriate. Grade-by-grade standards : The standards will have limited repetition across the grades or grade spans to help educators align instruction to the standards. Internationally benchmarked: The standards will be informed by the content, rigor, and organization of standards of high-performing countries so that all students are prepared for succeeding in our global economy and society.
Key cognitive strategies: Intellectual openness; inquisitiveness; analysis; interpretation; precision and accuracy; problem solving; and reasoning, argumentation, and proof. Student facility with these strategies has been consistently and emphatically identified by those who teach entry-level college courses as being centrally important to college success. Key content knowledge: Understanding the structures and large organizing concepts of the academic disciplines, resting upon strong research and writing abilities. Academic behaviors: Self-management, time management, strategic study skills, accurate perceptions of one’s true performance, persistence, ability to utilize study groups, self-awareness, self-control, and intentionality. Contextual skills and knowledge: Facility with application and financial-aid processes and the ability to acculturate to college. [all points taken directly from David Conley—he’s a biggie in the field. In fact, he might BE the field for CCR research.] Conley, D.T. (2008). Rethinking college readiness. The New England Journal of Higher Education, 22 (5), 24 – 26.
Focus on achievement leaves room for teachers, curriculum developers and states to determine how those goals should be reached and what additional topics should be taught Teachers are free to provide students with what ever tools their professional judgment and experience identify as most helpful
Focus on achievement leaves room for teachers, curriculum developers and states to determine how those goals should be reached and what additional topics should be taught Teachers are free to provide students with what ever tools their professional judgment and experience identify as most helpful
Focus on achievement leaves room for teachers, curriculum developers and states to determine how those goals should be reached and what additional topics should be taught Teachers are free to provide students with what ever tools their professional judgment and experience identify as most helpful
Focus on achievement leaves room for teachers, curriculum developers and states to determine how those goals should be reached and what additional topics should be taught Teachers are free to provide students with what ever tools their professional judgment and experience identify as most helpful
Literature: students gain adequate exposure to a range of texts and tasks . Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.
Standards demand a greater focus on informational text literary non fiction Major focus in 6-12
Informational text
Best measured by an attentive reader Ability to make an informed decision about the difficulty of a text Knowledge of four factors in developing effective tools: Levels of Meaning or Purpose Reader and Task: Determining whether a given text is appropriate for the student: Cognitive abilities Motivation Topic knowledge Linguistic and discourse knowledge Comprehension strategies Experiences “ Reading for Understanding, 2002, The RAND Reading Study group” Quantitative:Word length or frequency (Flesch-Kincaid Grade Level text, Dale-Chall Readability Formula, Lexile) Sentence length Text cohesion (University of Memphis, Coh-Metrix) Measurement tools ( Lexile example Structure Language Conventionality & Clarity Knowledge Demands
Page 6 sheet
Metametrics has realigned its Lexile ranges to match the Standards’ text complexity grade bands and has adjusted upward its trajectory of reading comprehension development through the grades
Grade 4 Informational text
Grade 7 Informational Text
Grade Seven
K- argument, The writer of this piece•tells the reader the name of the book (in the title of the paper). oMy fabit (favorite) Book is do you Want to be my FRIEND•states an opinion or preference about the book. o. . . my fait (favorite) pot (part) is the hos (horse)
Grade 2 Argument
Grade 2 Argument
Grade 4 argumant
Grade 8 Informative/Explanatory introduces the topic clearly, previewing what is to follow.The writer provides a brief summary of the plot i
Two key elements of the quotation (destroyed but not defeated) help establish theoverall structure of the piece.oThe second, third, and fourth paragraphs each recount extended examples of Santiago’s struggle and determination (e.g., . . . Santiago has gone eighty-four days straight without catching a fish. young Manolin’s parents will no longer allow the two to fish together, for they do not want their son being exposed any more to this type of failure . . . but Santiago does not let the loss of his friend or the defeat that others see him suffering keep him off the sea. Rather, with bright and shining eyes he thinks “maybe today. Every day is a new day”.
This is the first slide in the section on background information. The slides that follow will provide more information on the NCTM process standards and the National Research Council’s strands of proficiency.
The NCTM Standards were released in 2000.
Published in 2001, Adding It Up shows proficiency in mathematics as the result of five strands: Adaptive Reasoning, Strategic Competence, Conceptual Understanding, Productive Disposition, Procedural Fluency.
1.Analyze givens, constraints, relationships and goals
Explain that each grade level has an overview page. On it are the domains and cluster headings for each grade level. Additionally, the Standards for Mathematical Practice are given on the overview page of each grade level. Notice, the standards for mathematical practice are the same for each grade level. Students will be required to use the practices (the standards for mathematical practice) when working with the standards for mathematical content.
The purpose of this slide is to highlight the importance of understanding as the connection between the content and the practice standards.
All K-8 have critical areas – areas that should be emphasized and require more time at the given grade level. This aligns exactly with CFP
The letters 1.0A separate domains
Operations and Algebraic Thinking leads to explicit work with Expressions and Equations beginning in Grade 6. Grade 6 is also when Base Ten and Fractions are merging to become The Number System. By the end of middle school, Expressions and Equations and The Number System have merged to become high school Algebra.
multiplication is finding an unknown product, and division is finding an unknown factor in these situations.
The second part of the pathways shows the clusters and standards as they appear in the courses. Each course contains the following components:• • •An introduction to the course and a list of the units in the course Unit titles and unit overviews (see below) Units that show the cluster titles, associated standards, and instructional notes (below)