CTS Study Group Maureen Griffin Bernie Hermanson Spencer Mesick Alicia Schiller Kyle Weiss

What is a Curriculum Topic Study? Process used before teacher plans a unit or lesson. Teachers come together to develop a common knowledge about teaching and student learning. Curriculum committees use to help teachers teach what is important, identify gaps, eliminate redundancy. Moves teachers beyond “just the thinking” to having a research based support for any topic. Bridges the gap between standards and practice.

What CTS is NOT… Remedy for weak content knowledge. Collection of teaching activities. Description of “how tos”. Quick fix. End-all for professional development.

What can you do with a CTS? Learn new content or refresh what you already know about an existing topic. Choose content to design course syllabus. Develop K-12 scope and sequence. Analyze current curriculum materials. Develop instructional materials or instructional strategies. Clarify learning goals. Develop assessments. (formative and summative) Review or revise curriculum taught by focusing on state and/or district standards.

Beginning the Process

Help Teachers Activate Prior Knowledge About Chosen Topic What important ideas make up this topic? What is important for students to know or be able to do? What learning opportunities or teaching strategies are effective with this topic? What difficulties or misconceptions are associated with this topic? What relevant connections can be made within science or in other disciplines?

Assemble the Resources /

Refer To CTS Guide Find topic of interest. Determine which reference books will be used and how. Locate appropriate pages in each reference book. Use template to complete topic search.

Sample Template CTS Summary for the CTS Topic ________________ I. Adult Content Knowledge (indicating scientific literacy) from Science For All Americans: II. Instructional Implications from Benchmarks 2061  III. Concepts and Specific Ideas from Benchmarks 2061 and NSES  IV. Research on Student Learning From Benchmarks 2061 and Making Sense of Secondary Science  V. Coherency and Articulation from the Atlas of Science Literacy  VI. Section VI Clarify Connections to Iowa Core Curriculum and Course Level Expectations  (adopted from Craig Walters)

CTS: The Swiss Army Knife of Curriculum, Instruction, and Assessment Consider developmental implications (II, IV) Examine scope and sequence (III, V) See connections and articulation within and across topics (V) Clarify state standards and district curriculum (VI) Improve adult science literacy (I) Improve knowledge of content teachers teach (I and III) Examine curricular and instructional considerations (II) Identify difficulties and misconceptions (IV) Identify “Big Ideas”, Concepts, Specific Ideas, and Skills (III) Slide adapted from CTS Leader Guide.

KYLE WEISS ALICIA SCHILLER SPENCER MESICK BERNIE HERMANSON MAUREEN GRIFFIN How Will We Use Our Knowledge of CTS?