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ASN Framework » Atomize » Describe » Relate » Representing Curriculum Narrative As Curriculum Data » Stuart A. Sutton JES & Co. / University of Washington.

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Presentation on theme: "ASN Framework » Atomize » Describe » Relate » Representing Curriculum Narrative As Curriculum Data » Stuart A. Sutton JES & Co. / University of Washington."— Presentation transcript:

1 ASN Framework » Atomize » Describe » Relate » Representing Curriculum Narrative As Curriculum Data » Stuart A. Sutton JES & Co. / University of Washington » Diny Golder JES & Co.

2 » Atomize » Describe » Relate Example: AAAS Benchmarks for Science Literacy » The Physical Setting » The Universe The patterns of stars in the sky stay the same, although they appear to move across the sky nightly, and different stars can be seen in different seasons. Planets change their positions against the background of stars. The earth is one of several planets that orbit the sun, and the moon orbits around the earth. By the end of the 5 th grade, students should know that

3 » Atomize » Describe » Relate Moving air and water can be used to run machines Some sources of energy cost less than others and some cause less pollution than others Some source of “energy” is needed for all organisms to stay alive and grow. Make and interpret scale drawings Find and describe locations on maps with rectangular and polar coordinates. Make sketches to aid in explaining procedures and ideas. Many materials can be recycled and used again, sometimes in different forms. Planets change their positions against the background of stars. Example: AAAS Benchmarks for Science Literacy

4 » Atomize » Describe » Relate Strand Dimension Education Level Dimension Example: AAAS Benchmarks for Science Literacy Curriculum is more than just a pile of learning outcomes! At a minimum, a good curriculum: (1) defines meaningful relationships among learning outcomes; and (2) may provide links to supporting learning resources, pedagogical guides, professional development documents etc. “Planets change their positions against the background of stars.”

5 Atomize / Describe / Relate C reating L earning O utcome D escriptions » Atomize » Describe » Relate

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9 Description Author Comment Description Publisher Spatial (aspects) Statement Label Statement Notation Temporal (aspects) Concept Term (topicality)** Education Level** Jurisdiction** Skill Embodied** Subject (learning area subject)** Mapping Relationships Derived From Has Child (skos:broader) Is Child Of (skos:narrower) Source Logically Subsequent Logically Antecedent Logically Coincident Close Match Exact Match Broad Match Narrow Match hasPart isPartOf … + Additional mapping predicates… Administration Change Note Date Created Date Copyrighted Date Valid Editorial Note History Note License Publication Status Rights Rights Holder Authority Status** Indexing Status** ** Controlled Vocabularies (SKOS)

10 Atomize / Describe / Relate C urriculum: R elating L earning O utcomes » Atomize » Describe » Relate

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12 Learning Plane Relationships: Top-Level ‘’Requisite’ » Atomize » Describe » Relate asn:logicalCoincident asn:logicalSubsequent sn:logicalAnecedent » Subsequent » Logically Subsequent » Antecedent » Logically Antecedent » Coincident » Logically Coincident

13 Learning Plane Relationships: Top-Level ‘’Identity’ » Atomize » Describe » Relate skos:closeMatch skos:exactMatch skos:broadMatch skos:narrowMatch » Close Match » Exact Match » Broad Match » Narrow Match

14 Learning Plane Relationships: Top-Level ‘Structural’ » Atomize » Describe » Relate skos:broaderskos:narrower dct:isPartOf dct:hasPart Partitive Hierarchies (Part-Whole)Generic-Specific Hierarchies

15 » Atomize » Describe » Relate Strand Dimension Grade Dimension ”[AAAS Strand Map] arrows can imply a development of sophistication within one scientific idea, a relationship across topics or disciplines, a joining of multiple learning goals into some more complex understanding, or a single learning goal contributing to multiple subsequent learning goals. ” —Andrew Ahlgren and Soren Wheeler (2002). “Mapping the Steps toward Basic Understanding of Scientific Inquiry” Science & Education, Volume 11, Number 3 / May 2002 » furtherDevelopment » crossStrandRelation » conceptMerger » contributesToUnderstanding Learning Plane Relationships: Top-Level ‘Associative’

16 Atomize / Describe / Relate ASN Website » Atomize » Describe » Relate

17 Discussion? » Atomize » Describe » Relate » Stuart A. Sutton JES & Co. / University of Washington » Diny Golder JES & Co.


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