Introduction to Science Curriculum Topic Study (CTS)

CTS Goals and Outcomes Introduce a set of tools and a process for studying instructional materials to successfully implement them in ways that are consistent with research on effective science teaching. 2. Practice using Science Curriculum Topic Study and its components Share the goals Learn to use Curriculum Topic Study (CTS) to study the content of your instructional materials. Become familiar with the process of using CTS and begin to understand how you can utilize it in your practice.

Factual Knowledge and Framework How People Learn Preconceptions Background: This presentation was developed around the three key findings of How People Learn, a National Research Council study synthesizing the research on how people learn. CLICK Key finding Number One: Students come to classrooms with preconceptions about how the world works. If their initial understanding is not engaged, they may fail to grasp the new concepts and information that are taught, or they may learn them for purposes of a test but revert to their preconceptions outside the classroom. Key finding Number Two: To develop competence in an area of inquiry, students must: have a deep foundation of factual knowledge; understand facts and ideas in the context of a conceptual framework; organize knowledge in ways that facilitate retrieval and application. Key finding Number Three: A “metacognitive” approach to instruction can help students learn to take control of their own learning goals and monitor their progress in achieving them. As we go through this presentation, you will see how CTS can be utilized to incorporate the findings around How People Learn. Metacognition Factual Knowledge and Framework

The revised state science standards have been published and are now available on the OSPI website. The standards within the document rely very heavily on the National Science Education Standards. These standards “describe what all students are expected to know and be able to do at each level of our educational system in the area of science.” However the standards are not intended to: Prescribe teaching methods: “how teachers should help students learn” Act as curriculum: “curriculum developers are encouraged to create science materials that are much richer in content and deeper in conceptual understanding than is specified” in the standards Act as a checklist to find out if topics in a curriculum match the standards: “teachers need to assess whether or not their students are achieving standards, and to know how to teach effectively to all students.” Luckily for us, the state standards are only a part of the larger scope of resources that we have available as science educators that will help address these issues. Science Curriculum Topic Study will help guide us in the use of these resources.

The CTS Project NSF-funded Professional Development Materials Project awarded to the Maine Mathematics and Science Alliance in partnership with WestEd 2 resources guides: Science and Mathematics Curriculum Topic Study books Facilitator’s Guide to Using Curriculum Topic Study First a little background…. There are two resources that fulfill similar roles. This presentation focuses on Science Curriculum Topic Study. A Facilitator’s Guide will be published in late 2009

What is CTS? A process that incorporates systematic study of standards and research A set of tools and collective resources for improving curriculum, instruction, and assessment An intellectually engaging professional development experience where educators focus on and discuss student learning goals and outcomes Process CTS directs you to pertinent research through the utilization of various resources CTS is grade level determinate – it helps you decide what you should teach based on who you are teaching. CTS helps educators develop the skills, understanding and confidence to teach science. Tools and Resources CTS is organized around a set of tool to direct you to specific research for specific reasons. Because it is laid out for you, you save time and narrow your focus. Professional Development Educators can use CTS to collaborate on improving student learning.

What CTS Is Not CTS IS NOT: A remedy for weak content knowledge A collection of teaching activities A description of “how to’s” A quick fix The end-all for professional development CTS is used to enhance and support content learning. CTS describes considerations one must take into account when planning or selecting teaching activities. CTS does not create “make and take” activities CTS helps you think through effective teaching based on knowledge of learning goals and how students learn CTS takes time and dedication to use it effectively CTS helps you identify additional experiences that will help you grow as a teacher

Why Use CTS? Clarify and deepen knowledge of relevant curricular topics Develop a common knowledge base and language about standards and research Move beyond personal opinions and assumptions to consider key ideas and practices developed through consensus by the science education community “Stand on the Shoulders of Giants”- Experts at your fingertips 24/7!

Who Uses CTS? Pre-service Teachers Beginning Teachers Experienced Teachers Teacher Leaders, Mentors, and Coaches Professional Developers Pre-Service and Graduate Science Education Faculty Scientists Working with K-12 Teacher Education Curriculum Developers Informal Science Educators Curriculum, Instruction, and Assessment Committees

Let’s Take a First Glance Pair up at your tables. Find your Science Curriculum Topic Study book. Open the book at random. With your partner take a first glance. What do you see? Repeat 2-3 times and discuss what you find. Report out a few examples.

CTS Topics See page ix, List of Curriculum Topic Study Guides in Science Curriculum Topic Study The CTS Book is arranged by topics that represent domains of related concepts, ideas and facts. CLICK Open your book to page ix, the List of Curriculum Topic Study Guides Note: In the first printing of the book the pagination of the index was left out by accident. Newer versions have the index in it. (or use handout #1) Let’s say that we wanted to know about Plate Tectonics. Find the Earth section, and scan the topics in it. Sure enough, there’s a topic that’s close enough to plate tectonics that it’s even called “Plate Tectonics”! It says that I should turn to page 182 in the Curriculum Topic Study book so let’s do so electronically.

A Typical Study Guide See Study Guide on page 182 in Science Curriculum Topic Study The matrix we see on page 182 is known as a “Study Guide” and it represents the bulk of what’s in the CTS book. (Pass out handout #2) CLICK Take a look at the handout Anatomy of a Study Guide Handout. Using this example will help us better understand one of these “Study Guides”.

Anatomy of a Study Guide Selected readings from the common set of resources See Study Guide on page 182 in Science Curriculum Topic Study The right hand side of a CTS guide, titled "Selected Sources and Readings for Study and Reflection," includes the selected readings from the CTS common set of resources for study and reflection. Each section provides two choices of source material. Users may choose to read selected sections from both choices of source material, or choose to focus on only one.

M M M M M Available Online Pertinent to Mathematics So what are these selected sources? (Pass out Handout #3) CLICK: Two volumes to learn about adult science literacy… Science For All Americans is available online. CLICK: Two volumes about standards at the national level… The National Science Education Standards which informed the development of the state science standards. CLICK Both are available online CLICK. CLICK: Together with Benchmarks in Science Literacy, Making Sense of Secondary Science provides research into student preconceptions and implications in to teaching and learning. CLICK: There are now two volumes of the Atlas of Science Literacy that provide a wonderful graphical overview of the articulation and coherence of science concept development across the K-12 spectrum. A version of these is available online. CLICK: Volume II is not specifically referenced in the CTS book, but they have published an addendum that links Volume II to the CTS guides. (Pass out Handout #4) Available Online M Pertinent to Mathematics M M

Anatomy of a Study Guide I. Identify Adult Content Knowledge This section helps users identify what all adults (including teachers) should know. Identify Adult Content Knowledge This section helps users identify what all adults (including teachers) should know in science by the end of their K-12 education to be considered literate in science. It also provides content explanations for science ideas encountered in the media, public issues, and other popular science venues in which an adult understanding of science is important.

Anatomy of a Study Guide II. Consider Instructional Implications Identify important considerations for instruction. Consider Instructional Implications This section helps users identify important considerations for K-12 or grade span instruction, provides a broad overview of the big ideas, concepts, and skills for K-12 students related to the topic, and suggests effective instructional strategies and contexts.

Anatomy of a Study Guide III. Identify Concepts and Specific Ideas This section helps users identify the concepts, level of sophistication, and appropriate terminology related to a topic at different grade levels. Identify Concepts and Specific Ideas This section helps users identify the concepts, specific ideas, level of sophistication, and appropriate terminology related to a topic at different grade levels.

Anatomy of a Study Guide IV. Examine Research on Student Learning This section identifies related research, possible misconceptions and their sources, intuitive ideas and lines of reasoning, and difficulties encountered. This section identifies related research so users can examine developmental considerations, possible misconceptions and their sources, intuitive ideas and lines of reasoning, and difficulties encountered by students in understanding scientific ideas.

Anatomy of a Study Guide V. Examine Coherency and Articulation This section helps users examine the K-12 conceptual growth in understanding. This section helps users examine the K-12 conceptual growth in understanding as a coherent flow of ideas that builds in sophistication over time, identify important prerequisites for learning, and examine connections between ideas within and across topics.

Anatomy of a Study Guide VI. Clarify State Standards and District Curriculum This section helps the user clarify the meaning and intent of their own state standards. This section helps the user clarify the meaning and intent of their own state standards or learning goals in their district curriculum by taking the previous five sections and linking the information to the context the user works in. It also helps the user identify key ideas in science that may be missing at the state or local level which should be addressed along with their standards.

Anatomy of a Study Guide At the bottom of each study guide is a link to the CTS web site, where users can access the CTS database to find optional readings and media resources to supplement individual CTS guides. At the bottom of each study guide is a link to the CTS web site, where users can access the CTS database to find optional readings and media resources to supplement individual CTS guides.

VERSATILITY Full Blown Study – 6 Step Process Or Selected Sections for a Defined Purpose (focused on a student or teacher need) Examples of a Variety of CTS Applications p 33 (See Chapter 3 ‘Defining Your Purpose and Choosing Your Outcomes’ pp 31-33) One of the great things about CTS is you can use it in a variety of ways. It can be used in a comprehensive way to learn all different aspects of a concept or it can be used to narrow focus to a specific question or inquiry.

Quick Summary of the CTS Scaffold STEP 1:Scan and select the CTS category.  STEP 2: Scan the list of topics within the category that include the content you are examining. STEP 3:Select the CTS guide you will use. STEP 4: Determine which section(s) of the CTS guide will help you find the information you need. STEP 5:Select the resource(s) you will use, the grade span(s), and the readings. STEP 6: Examine the reading for information relevant to your topic and task. STEP 7: Record your findings. If you do not find what you need, go back to Step 2 and repeat with another topic. This scaffold shows a quick way to utilize CTS. Following the steps listed above, educators can begin to answer questions they have about their curriculum or teaching practice. Let’s practice using this CTS following this CTS scaffold.

Quick Scaffold Practice Steps 1-3 “What specific ideas about the moon phases I should focus on at the middle school level?” Category? Astronomy CTS Topic Guide? Earth, Moon, Sun System Page Number of CTS Guide? Page 194

Quick Scaffold Practice Step 4 “What specific ideas about the moon phases I should focus on at the middle school level?” Section? Section III (Could also include Section V and VI) Outcome? Identify Concepts and Specific Ideas

Quick Scaffold Practice Step 5 “What specific ideas about the moon phases should we focus on at K-8?” (Hint: Out of the suggested readings in the broader topic of Earth, Moon, and Sun System, which readings should you start with to find information about moon phases?) Which resource, grade level, and page numbers do I read? Benchmarks- The Earth pp 67-70 and/or and/or NSES- Changes in the Earth and Sky p. 134 and Earth in the Solar System pp 160-161 What part of the page do I focus on? Just the bulleted learning goals, not the essay.

More Quick Scaffold Practice Steps 1-3 “I’m curious to see how the concept and skill of controlling variables develops from elementary grades through high school” Category? Inquiry and the Nature of Science and Technology CTS Topic Guide? Controlling Variables Page Number of CTS Guide? Page 231

More Quick Scaffold Practice Step 4 “I’m curious to see how the concept and skill of controlling variables develops from elementary grades through high school” Section? Section V Outcome? Examine Coherency and Articulation

More Quick Scaffold Practice Step 5 “I’m curious to see how the concept and skill of controlling variables develops from elementary grades through high school” What strand maps will you use? Scientific Investigations and Correlation Is there a conceptual strand within a map you should focus on? “Control and Conditions” in the Correlation Strand Map

Final Quick Scaffold Practice Steps 1-3 “I wonder what difficulties or common misconceptions I should anticipate when students investigate whether the mass decreases, increases, or stays the same when ice changes to a liquid?” Category? Matter CTS Topic Guide? Conservation of Matter Page Number of CTS Guide? Page 163

Final Quick Scaffold Practice Step 4 “I wonder what difficulties or common misconceptions I should anticipate when students investigate whether the mass decreases, increases, or stays the same when ice changes to a liquid?” Section? Section IV Outcome? Examine Research on Student Learning

Read and Examine Related Parts Students cannot understand conservation of matter and weight if they do not understand what matter is, or accept weight as an extrinsic property of matter, or distinguish between weight and density. By 5th grade many students can understand qualitatively that matter is conserved in transforming from solid to liquid. They also start to understand that matter is quantitatively conserved in transforming from solid to liquid and qualitatively in transforming from solid or liquid to gas- if the gas is visible. For chemical reactions, especially those that evolve or absorb gas, weight conservation is more difficult for students to grasp. (Section IVA- Benchmarks 4D) America Association for the Advancement of Science. (1993). Benchmarks for science literacy. New York: Oxford University Press. When directed to read a certain selection it is important to note that not all of the information read may be pertinent. It is important to keep focus on the question asked and glean information that relates to it. For example does all of the information in the section above pertain to the question asked?

Related Parts Students cannot understand conservation of matter and weight if they do not understand what matter is, or accept weight as an extrinsic property of matter, or distinguish between weight and density. By 5th grade many students can understand qualitatively that matter is conserved in transforming from solid to liquid. They also start to understand that matter is quantitatively conserved in transforming from solid to liquid and qualitatively in transforming from solid or liquid to gas- if the gas is visible. For chemical reactions, especially those that evolve or absorb gas, weight conservation is more difficult for students to grasp. (Section IVA- Benchmarks 4D) America Association for the Advancement of Science. (1993). Benchmarks for science literacy. New York: Oxford University Press.

Reflection Write down 2 new understandings about or possible utilizations of Science Curriculum Topic Study Write down 2 questions you still have about CTS Share with others at your table Share with the room

References America Association for the Advancement of Science. (1993) References America Association for the Advancement of Science. (1993). Benchmarks for science literacy. New York: Oxford University Press. America Association for the Advancement of Science. (1990). Science for all Americans. New York: Oxford University Press. America Association for the Advancement of Science. (2001). Atlas of science literacy. Washington, DC:Author; Arlington, VA: National Science Teachers Association. Bransford, J., Brown, A., & Cocking, R. (2000). How people learn. Washington DC: National Academy Press. Driver, R., Squires, A., Rushworth, P., & Wood-Robinson, V. (1994). Making sense of secondary science. New York: Routledge. Hazen, R., & Trefil, J. (1991) Science matters: Achieving scientific literacy. New York: Anchor Books. Keeley, P. (2005). Science curriculum topic study: Bridging the gap between standards and practice. Thousand Oaks, CA: Corwin Press. National Research Council (1996) National science education standards. Washington, DC: National Academy Press.