1. Quick Picture of a Module: A Big Picture View
Ellen Iverson
Science Education Resource Center
From materials originally developed by David Steer and Ellen Iverson

2. Preparing Students for the Future
Curriculum that excites students
Grand Challenges
Rigorous Science
Learning that engages
Societal Relevance

3. InTeGrate Goals are Encoded in the Materials Development Rubric
Six Categories
Guiding Principles
Learning Objectives and Outcomes
Assessment and Measurement
Resources and Materials
Instructional Strategies
Alignment

4. InTeGrate Guiding Principles for Materials Development
Grand Challenges
Interdisciplinary problems
Nature and methods of science
Authentic data and inquiry
System thinking

5. Grand Challenges: What are they?
Which grand challenge(s) does your module/course address:
Make a list of grand challenge(s) your module/course could address (30 seconds)
When time is up, each person has 15 seconds to describe one challenge
Continue to next person who describes a different challenge
Pass if challenges already identified
Continue until everyone has contributed
Agree on a challenge to work on as a group

6. The Approach Identify Course & Module Learning Goals
Identify learning objectives for individual lessons
Determine how to assess and measure student success on goals and objectives
Design teaching resources and materials to match assessments
Plan Instructional Strategies to implement teaching resources
The Approach

7. Learning Goals
Learning goals (outcomes) identify significant and essential learning that students can demonstrate by the end of the module or course.
Student-centered
SWBAT – Students Will Be Able To . . .
Linked to activities in module/course
Measurable

8. Writing Learning Goals
An action verb identifying performance
A learning statement specifying the learning
Students will explain how and why managing mineral resources depends both on geological (mineral-forming) processes and non-geological factors with various impacts on the environment and communities.
Students will use systems thinking to make informed decisions that contribute to sustainability of local agricultural systems by analyzing authentic geospatial and soil data.
For Example
Students will use data to assess risk due to geological hazards associated with plate boundaries and develop strategies to mitigate risks associated with geological hazards.

9. Write a learning goal for your team’s Grand Challenge
Use:
An action verb identifying performance
A learning statement specifying the learning

10. The Approach Identify Course & Module Learning Goals
Identify learning objectives for individual lessons
Determine how to assess and measure student success on goals and objectives
Design teaching resources and materials to match assessments
Plan Instructional Strategies to implement teaching resources
The Approach

11. Learning Objectives Learning objectives support learning goals
Learning objectives are intended results of instruction
Content
Performance
Attitudes

12. Learning Objectives
Students will use systems thinking to make informed decisions that contribute to sustainability of local agricultural systems by analyzing authentic geospatial and soil data.
Sample unit learning objectives - At the end of this unit, students will be able to:
Compare local erosion rates, soil horizons, and percent soil organic matter with other sites and estimate differences in sustainability.
Differentiate between natural and human influences on soil sustainability.
Make recommendations for sustainable agricultural practices in a hypothetical scenario.
In a few minutes: Develop one learning objective that could support your learning goal

13. The Approach Identify Course & Module Learning Goals
Identify learning objectives for individual lessons
Determine how to assess and measure student success on goals and objectives
Design teaching resources and materials to match assessments
Plan Instructional Strategies to implement teaching resources
The Approach

14. Assessment and Measurement
Measure the learning goals and objectives
Criterion referenced
Sequenced, varied and appropriate
Address various cognitive levels
Which part of the world is represented on this map?
Does the ocean surface display El Niño, ENSO normal, or La Niña conditions and how do you know?
Where will precipitation fall if these anomalous temperatures remain in place?

15. Assessment and Measurement
Learning Objective: Make recommendations for sustainable agricultural practices in a hypothetical scenario.
Assessment: You have spent time in this unit learning about soil now it is time to use what you have learned to educate others. You will act as an agricultural extension agent in Nebraska and provide advice to a farmer who would like to make the way she farms more sustainable. As an initial step in this move toward sustainability, she has been told by a neighboring farmer that she should start with soil management. She believes that reducing soil compaction will be a relatively easy and cost-effective way to start. To provide her with useful advice, please follow these steps (instructions for writing brief report).
In a few minutes: Discuss one possible assessment that supports your learning objective

16. The Approach Identify Course & Module Learning Goals
Identify learning objectives for individual lessons
Determine how to assess and measure student success on goals and objectives
Design teaching resources and materials to match assessments
Plan Instructional Strategies to implement teaching resources
The Approach

17. Teaching Resources

18. The Approach Identify Course & Module Learning Goals
Identify learning objectives for individual lessons
Determine how to assess and measure student success on goals and objectives
Design teaching resources and materials to match assessments
Plan Instructional Strategies to implement teaching resources
The Approach

19. Instructional Strategies
Support learning objectives
Promote student engagement
Develop student metacognition
Opportunities to practice communicating geoscience
Scaffold learning

20. Instructional Strategies
Activities during a lesson should:
Provide opportunities for students to iterate and improve their understanding incrementally.
Include an appropriate balance of guidance versus exploration and opportunities for reflection, discussion, and synthesis.
Help students to assess their own learning and confirm they are on the right track or identify misconceptions.

21. Instructional Strategies
Learning Objective: Make recommendations for sustainable agricultural practices in a hypothetical scenario.
Assessment: You have spent time in this unit learning about soil now it is time to use what you have learned to educate others. You will act as an agricultural extension agent in Nebraska and provide advice to a farmer who would like to make the way she farms more sustainable. She believes that reducing soil compaction will be a relatively easy and cost-effective way to start. To provide her with useful advice, please follow these steps (instructions for writing brief report).
Instructional Strategy: In-class soil compaction activity guided by instructor using real soil samples.
In a few minutes: Discuss an instructional strategy that would support your learning objective

22. Pilot Materials, Make changes
Identify Course & Module Learning Goals
Identify learning objectives for individual lessons
Determine how to assess and measure student success on goals and objectives
Design teaching resources and materials to match assessments
Plan Instructional Strategies to implement teaching resources
Pilot Materials, Make changes
The Approach: Phase 2

23. This Meeting is Structured Around Rubric (with plenty of built in work time)
Tonight
Overview
Monday
Guiding Principles
Learning Outcomes
Learning Objectives and Assessment
Instructional Strategies and Metacognition
Tuesday
Development timeline
Piloting and Data Collection