Learning and using standards

Standards

Teaching

Learning

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

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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.”

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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.

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• Teachers were given a book (or books), and left alone to teach.

Once upon a time…

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• But alas…

Some teachers were good – very, very good – and some teachers were…horrid!

Once upon a time…

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• And then one day, the unthinkable happened.

• The RUSSIANS beat us!

Once upon a time…

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• 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…

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• 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…

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• This was perceived as a threat to national economic and political survival.

Once upon a time…

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• 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)

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• 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…

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c

• 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…

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c

• You are now the US Secretary of Education, and the President is awaiting your recommendation.

• Think – Pair – Share!

Congratulations!

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c

Local Control

Excellence for all

Accountability

Instruction

Curriculum

Communities

States

Remember to balance…

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c

• STANDARDS– Curriculum– Benchmarks for Student Achievement– Teacher Preparation– School Leader Preparation – School Performance

What did happen?

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c

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c

TEKS

Understanding Standards

Rules to live by:

Know themUse themTrack themPrioritize them

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?

Too Many!! What should I do?

• Prioritize• Know which ones are readiness standards and which are supporting standards

Readiness VS Supporting Standards

Let’s Plan Lessons!

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.

ABCD Model for Writing Objectives

A = Audience

“The student will….” “All third grade students will…”

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

ABCD Model for Writing Objectives

C = Conditions

Conditions are the circumstances under which the objectives must be completed.

O’Bannon, 2002

Practice

ABCD Model for Writing Objectives

D=Degree

Conditions are the circumstances under which the objectives must be completed.

O’Bannon, 2002

Practice

Standard

Objective

Assessment

Student Achievement

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

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