2010 CASE Institute Presentation 1
Jan 15, 2016
2010 CASE Institute Presentation
1
Site Logistics
• Welcome• Facilities• Lodging• Meals
• College Credit
2
Introductions
• Host Site Facilitator• Lead Teachers• CASE Team
3
The Call for and Purpose of CASE
4
5
Mission of The Council
Overall mission of The Council is to provide leadership and coordination to shape the future of school-based agricultural education.
Additionally, The Council will– Proactively identify current and emerging issues of
national concern,– Provide innovative solutions in response to current and
emerging issues,– Coordinate the efforts of appropriate entities in
strengthening programs, and – Serve as a national advocate for school-based
agricultural education.
6
The Council Projects
Three primary projects started by the National Council for Agricultural Education
National AFNR Content Standards
National AFNR Program Quality Standards
Alternative National Curriculum Model - CASE
New Management
National Association of Agricultural Educators assumed management for
CASE in May of 20107
8
What is CASE?
Curriculum for Agricultural Science Education
Enhancement of STEM core academicsRigorous, relevant, and standards-based
curriculumStudent directed, inquiry-based instructionTeaching concepts through activity-, project-, and
problem-based modalities
9
To address the shortage of professionals in agriculture
• Increase supply of graduates into the agriculture pipeline– Recruitment– Provide graduates with skills for success for
the changing world
Driving Force of the CASE Project
10
Addresses program quality and growth initiatives including Perkins mandates:– Logical Sequence of Courses
• Program of Study
– Integration of Science and Mathematics– Accountability
• Common assessment of programs
How can CASE help Agricultural Education?
Perkins Definition of a Program of Study
Four Core Elements:– Incorporate and align secondary and postsecondary
education elements– Include academic and CTE content in a coordinated,
non-duplicated progression of courses– Offer secondary students postsecondary credits– Lead to an industry-recognized credential or certificate
at the postsecondary level, or an associate or baccalaureate degree
11
12
Goals of CASE
• Increase the rigor and relevance of agriculture, science, mathematics, and English literacy in agriculture education instruction
• Increase the number of agriculture programs
• Enroll non-traditional agriculture students into agricultural education subject matter
• Increase teacher retention and recruitment to build a strong base of highly qualified agriculture teachers
• Increase the number of well-educated and highly skilled agricultural education graduates
CASE Project Overview
13
What is CASE?
CASE is:• Resources and tools to
facilitate student directed learning
• Science enhanced• Math enhanced• Designed to make kids
think• Focused on participation,
creativity, activity, and communication
CASE is not:• Revolutionary content• Drill and fill• Totally canned• Designed to take away
individual teacher style• Geographically driven
14
15
Four Critical Components of CASE
CASE is a four-dimensional approach to agricultural education
Curriculum
FeaturesComprehensive package including all teaching resources.Activity-, Project-, and Problem- Based Learning ModalitiesShifts from teacher-directed instruction to student-directed learning
Changing the Culture of Agricultural Education
CASE provides the curriculum resources and teacher support services to promote effective teaching practices
17
Professional Development
Assessment Certification
Curriculum
On-Going Professional Development
• Curriculum design features:– Teacher Notes
• NAAE Communities of Practice
• Professional Learning Communities– State and regional CASE teacher groups
18
19
CASE Assessment
• Learning Reflections– Provided with every activity, project, and
problem
• Check for Understanding– End of lesson quizzes
• End-of-Course Exams• National Assessment Exams
– Exams for Program of Study completers
Assessment Availability
Center for Agricultural and Environmental Research and Training (CAERT) will be the contractor for CASE assessments
ASA and ASP will have assessments ready to pilot 2010-2011 school year
20
21
CASE Certification
• Quality assurance
• May lead to college credit for students
• Three levels of certification
What does Certification Mean?
CASE certified teachers have the exclusive right to use the CASE curriculum and access to teacher services
• Free updated versions of the curriculum• Access to online internal testing instruments• Students are eligible for CASE certification and
recognition• Teachers are eligible to become Lead Teachers
22
Next Steps
• Late night reading:– Understanding the CASE Model– CASE Lesson Development Philosophy
• Morning start time, breaks, lunch, and ending times
• Parting Questions
23
Current Status of the CASE Project
24
Current CASE Offerings
• Introduction to Agriculture, Food, and Natural Resources
• Principles of Agricultural Science – Animal
• Principles of Agricultural Science – Plant
25
26
Introduction to Agriculture, Food, and Natural Resources
• Introductory level course required of all CASE students
• Provides background for foundation level courses in Animal, Plant, Agricultural Mechanization, and Natural Resources
• Includes basic skills for laboratory, presentation, and student leadership organization participation
27
Principles of Agricultural Science - Animal
• Foundation level course (second level)
• Provides background for specialization courses in Food Science and Biotechnology
• Includes study of animal domestication, behavior, anatomy and physiology, nutrition, reproduction, genetics, health, and management
28
Principles of Agricultural Science - Plant
• Foundation level course (second level)
• Provides background for specialization courses in Food Science and Biotechnology
• Includes soils, hydroponics, anatomy and physiology, classification, environmental requirements, propagation, genetics, pests and diseases, and management
29
CASE Programs of Study
30
Animal and Plant Biotechnology
31
Food Science and Safety
32
Agricultural Business, Research, and Development – Capstone
33
Natural Resources and Environmental Science Pathway
Projected Topics for NRES Pathway Courses•Agriculture in an Environmentally Conscience Society
•Air
•Biomes
•Conservation versus Preservation
•Ecosystems
•Energy
•Fisheries
•Forestry
•Geospatial Technology
•Global Natural Resources Issues
•Human Impact on Natural Resources
•Invasive Species
•Meeting the Demands of Future Natural Resource Needs
•Natural Resources Careers and SAE
•Social Concerns
•Soil Conservation and Quality
•Sustainability
•Waste Management
•Water Conservation and Quality
•Wildlife Management
34
Agriculture Technology and Systems Pathway
•CAD•Electrical Energy•Fuels•General Physics (e.g., levers)•GIS•Hydraulic Energy•Materials•Mechanical Energy•Physical Properties (e.g., Density)
•Power Transmission•Power, Force, and Energy•Safety•Service and Maintenance•System Design and Management•Technical Reading, Writing, and Mathematics•Tools and Equipment
Projected Topics for ATS Pathway Courses
CASE Design Philosophy and
Pedagogy
35
In the Beginning
CASE lessons are developed from a panel of experts:
• Secondary teachers who are content experts• Post-secondary staff from teaching and research in
content area• Industry representatives involved in subject matter
area
Field testing is conducted the first full school year to ensure quality
36
CASE is not Stagnant
Curriculum revision every three years• Update new science and technology• Update new content needs• Integrate new ideas for teaching strategies
provided by CASE teachers• Realign curriculum goals with educational reform• Update assessment instruments
37
Pedagogical Philosophy
• How People Learn, by the National Research Council
• Understanding by Design, by the Wiggins & McTighe
CASE is grounded in research and philosophy prescribed by:
How People Learn
• Design effective learning environments• Students learn in a multitude of ways, clear,
discernable outcomes must be used to develop conceptual understandings
• Situate knowledge in context to help the learner organize information
• Sets-up the concept of “spiraling” lessons to manage misconceptions
39
Understanding By Design
• Backwards design curriculum
• Clear and precise concepts are assessed– Not extra stuff to cause confusion
• Shifts learning outcomes from knowledge (and skill) to understanding– Understanding allows for transfer of concepts
40
41
Agriculture and Core Academic Enhancement of Rigor
• All CASE lesson concepts are aligned to national content standards for:– AFNR (NCAE)– Science (NSES)– Mathematics (NCTM)– English (NCTE)
• Purposeful instruction of Employability Skills
Enhancement of Mathematics and Science
CASE utilizes best instructional design strategies for enhancing math and science within agriculture subject matter:
– Mathematics – NRCCTE Seven Elements of Mathematics Lesson Enhancement (Stone, et.al, 2006)
– Science – Inquiry based approaches as defined by Colburn (2004)
42
Purposeful Teaching of Math
Bring the math out and purposely teach it in a generic way so students understand the math
43The Seven Elements of a Mathematics Enhanced Lesson (Stone, 2006)
Purposeful Teaching of Science
• Inquiry-based methodology used if at all possible
• Proper use of science equipment as professionals in agricultural research use
• Reinforcement of scientific method and appropriate communication of data
44
45
APP Modalities
Activities
–Structured inquiry
Projects
–Guided inquiry
Problems
–Open inquiry
46
Activities, Projects, and Problems
• Written to the student
• Student-directed
• Teaches the concept through laboratory work
• Inquiry-based
• Includes reflection questions
Purposeful Teaching of English Language Arts
• Reinforcement of proper presentation methods – both oral and visual
• APP is written to the student – we expect the student to read and be accountable for reading directions carefully
• Writing quality is practiced and measured by the use of rubrics
• Students keep an organized portfolio of notes from presentations
47
Keeping to the Traditional Strengths of the AgEd Model
Promoting
• Contextual learning through classroom and laboratory instruction
• Experiential learning through a Supervised Agricultural Experience
• Leadership and personal development through the National FFA Organization
48
CASE Navigation and Features
•Lesson Template
•APP Template
•Examine cd
49
CASE Institute Participant Expectations
50
Daily Schedule
• 8:00 am start time
• Breaks as designated by Lead Teachers
• Lunch is provided by site
• 5:00-5:30 pm ending time
• Homework as assigned by Lead Teachers
Scope and Sequence Review
51
Participant Expectations
• Handout
• Participant Deliverables• Portfolio and check off list requirements
Be on time every session
No cell phone or email use during sessions
52
54
Thank You – Questions??
A project of the: Managed by:
Dan Jansen, CASE Project [email protected]
Marlene Mensch, CASE Curriculum [email protected]
Visit our website at www.case4learning.org