Presentation Module 2a

1. Standar
ds
Teachin
g
Learni
ng
THE END

2. Shuuuu…….Answer on your own.
• What is a standard?
• Do we need them in education?
• Why or why not?
THE END

3. Objectives
• Discuss the history and rationale of state and
national standards for science.
• Recognize the role of various state and national
organizations in establishing standards for
science.
• Appropriate match the elements of a lesson plan
to standards.
• Describe the process and importance of
identifying “power standards.”
THE END

4. Once upon a time…
• People chose a teacher
because of what the
teacher knew and the
teacher’s methods….but
• There were very few
teachers, and few people
were able take advantage
of their excellence.
THE END

5. • Teachers were
given a book (or
books), and left
alone to teach.
Once upon a time…
THE END

6. • But alas…
Some teachers were
good – very, very
good – and some
teachers
were…horrid!
Once upon a time…
THE END

7. • And then one day,
the unthinkable
happened.
• The RUSSIANS
beat us!
Once upon a time…
THE END

8. • We looked
carefully at our
schools and found
them…seriously
lacking; not up the
the job for
educating people
for the modern
world.
• International Tests –
TIMSS & PISA
• Various reports and
studies (a majority of
them in science 1960’s)
• A Nation at Risk
(1983)
• Savage Inequalities
(1991)
Once upon a time…
THE END

9. • What we found:
• #1: What were
students learning?
• A motley collection
of facts
• #2: How were
students learning?
• Memorization
• #3: Which students
were learning?
• Only the “average”
• #4: Who was
teaching them?
• Just about anyone
that wanted to
Once upon a time…
THE END

10. • This was
perceived as a
threat to national
economic and
political survival.
Once upon a time…
THE END

11. • About this time,
we recognized
the meaning of
ALL students…
Once upon a time…
• Civil Rights Act (1964)
• Section 504 of the
Rehabilitation Act
(1973)
• Americans with Disabilities
Act (1989)
• Individuals with Disabilities
Education Act (IDEA)
• (2004)
THE END

12. • We needed:
– All students to achieve, at least basic skills
– All students to have access to a rich,
comprehensive curriculum
– All student to “learn to learn” and “learn to
think”
– Teacher and school accountability
Once upon a time…
THE END
c

13. • The intent of the [NSES] can be expressed in a single
phrase: Science standards for all students. The phrase
embodies both excellence and equity. The Standards
apply to all students, regardless of age, gender, cultural or
ethnic background, disabilities, aspirations, or interest and
motivation in science. Different students will achieve
understanding in different ways, and different students will
achieve different degrees of depth and breadth of
understanding depending on interest, ability, and context.
But all students can develop the knowledge and skills
described in the Standards, even as some students go
well beyond these levels.
Once upon a time…
THE END
c

14. • You are now the US Secretary of
Education, and the President is
awaiting your recommendation.
• Think – Pair – Share!
Congratulations!
THE END
c

15. Local
Control
Excellence
for all
Remember to balance…
THE END
c

16. • STANDARDS
– Curriculum
– Benchmarks for Student Achievement
– Teacher Preparation
– School Leader Preparation
– School Performance
What did happen?
THE END
c

17. THE END
The End
c

18. TEKS
Understanding
Standards

19. Rules to live by:
Know them
Use them
Track them
Prioritize them

20. How to Understand a Standard
 What content and/or skills are specified?
 What level of understanding does it require (use
Bloom’s taxonomy)?
 What is the benchmark level? Is it appropriate for
my students?
 What can I accept as evidence of mastery?

21. Too Many!! What should I do?
• Prioritize
• Know which ones are
readiness standards and
which are supporting
standards

22. Readiness VS Supporting Standards

23. Let’s Plan Lessons!

24. Standards and Objectives
 Should match very closely
 Objectives should be:
 Specific -- describe precisely what the learner is expected
to d0
 Outcome based -- state what the learner should be able to
do after the instruction is complete NOT what the process
of instruction is going to be.
 Measurable – The teacher must be able to observe the
behavior.

25. ABCD Model for Writing Objectives
A = Audience
“The student will….”
“All third grade students will…”

26. ABCD Model for Writing Objectives
B = Behavior
 Verbs that describes what the learner (audience) will be
able to do after the instruction.
 This is the heart of the objective and MUST be
measurable, observable, and specific.
 Verbs such as know, understand, comprehend, and
appreciate are difficult to measure and are therefore not
good choices for objectives.
O’Bannon, 2002
Helpful Hundred
Practice

27. ABCD Model for Writing Objectives
C = Conditions
 Conditions are the circumstances under which the
objectives must be completed.
O’Bannon, 2002
Practice

28. ABCD Model for Writing Objectives
D=Degree
 Conditions are the circumstances under which the
objectives must be completed.
O’Bannon, 2002
Practice

29. Standard
Objective
Assessment

31. References
 American Association for the Advancement of Science (2010). Project 2061. Retrieved on January 6, 2010, from
http://www.project2061.org/
 Charles A. Dana Center (2007). Snapshots, assessments, and TEKS-based activity starters. Retrieved on January 5, 2010, from
http://www.utdanacenter.org/sciencetoolkit/instruction/snapshots/index.php
 Charles A. Dana Center (2007). TEKS toolkit: Assessment. Retrieved on January 5, 2010, from
http://www.utdanacenter.org/sciencetoolkit/instruction/snapshots/index.php
 Heinich, R., Molenda, M., Russell, J., & Smaldino, S. (2001). Instructional media and technologies for learning, 7th Edition.
Englewood Cliffs: Prentice Hall, Inc.
 Kozol, J. (1991). Savage inequalities. New York: Crown.
 National Center for Education Statistics (n.d.). U.S. participation in international assessments. Retrieved on January 6, 2010,
from http://nces.ed.gov/surveys/international/pdf/brochure_USparticipation.pdf.
 National Commission on Excellence in Education (1983). A nation at risk: The imperative for education. Washington, D.C.: U.S.
Department of Education.
 National Committee on Science Education Standards and Assessment; National Research Council (1996). National science
education atandards. Washington, D.C.: National Academies Press. Available online at
http://www.nap.edu/openbook.php?record_id=4962&page=R1
 O’Bannon, B. (2002). Planning for instruction. Retrieved on January, 2010, http://itc.utk.edu/~bobannon/index.html
 Perluss, D. (1992, August). Savage inequalities: Children in America’s schools. Clearinghouse Review, 398. Retrieved on January
4, 2010, from (http://heinonline.org/HOL/LandingPage?collection=journals&handle=hein.journals/clear26&div=55&id=&page=
 Texas Education Agency (1997). Texas essential knowledge and skills. Available online at
http://www.tea.state.tx.us/index2.aspx?id=6148
 Texas Education Agency (2001). TEKS: Questions and answers. Available online at
http://ritter.tea.state.tx.us/ssc/teks_and_taas/teks/teksqa.htm
 West Virginia Department of Education (n.d.). Power standards. Retrieved on January 5, 2010, from
http://wvde.state.wv.us/teach21/powerstandards.html
 Wikipedia (2010, January). Sputnik I. Retrieved on January 6, 2010, from http://en.wikipedia.org/wiki/Sputnik_1
THE END