1. Developing Curriculum from a Standards-based Perspective Workshop on a School Unit on Medical Technology ETEP Conference “Technology Education for the 21st Century: Bridging Theory and Practice” Palestine Technical University Kadoorie, October 23, 2012

2. Overview of Workshop Resources The Big Picture (content, curriculum, assessment, etc.) Standards for Technological Literacy: #14: Medical Technology (Grades K-12) Workshop Activity A copy of this presentation can be downloaded by going to: http://www.iteea.org/Resources/PressRoom/PalestineWorkshop2012.ppt

3. RESOURCES

4. Medical Technology: Contexts and Content in Science and Technology By Michael A. De Miranda, A. Mark Doggett, & Jane T. Evans (2005) URL: http://digitalcommons.wku.edu/cgi/viewcontent.cgi?article=1 004&context=arch_mfg_fac_pub http://digitalcommons.wku.edu/cgi/viewcontent.cgi?article=1 004&context=arch_mfg_fac_pub

5. Selected Resources for Teaching Medical Technology in Web-based resources: Science Daily: www.sciencedaily.comwww.sciencedaily.com Medical technology: http://medgadget.comhttp://medgadget.com Biotechnology: www.biotechinstitute.orgwww.biotechinstitute.org Biotechnology: http://www.ehow.com/how_5208869_becom e-biotechnologist.html http://www.ehow.com/how_5208869_becom e-biotechnologist.html Many others!

6. Selected Resources for Teaching Medical Technology (Continued) Museums Selected Resources in MEDICAL & BIO-RELATED TECHNOLOGIES (SHARON BRUSIC) ITEEA’s 2012-13 STEM Education Product Guide is now available online! http://www.iteea.org/Publications/publications.htm http://www.iteea.org/Publications/publications.htm

7. Selected Resources for Teaching Medical Technology (Continued) ITEEA: Probase Learning Units on Medical Technologies: http://www.iteea.org/Palestine/medical.html Biotechnology Medicine: http://www.iteea.org/Palestine/BioMed.pdf Both of these resources are available exclusively to the Palestine ETEP Conference Participants free until November 30, 2012.

8. THE BIG PICTURE ITEEA: AETL, 2003)

9. Program Everything that affects student learning, including content (from standards), professional development, curriculum, instruction, student assessment, and the learning environment, implemented across grade levels. (ITEEA: AETL, 2003)

10. Content Written statements about the knowledge and abilities students should possess in order to be technologically literate (Standards provide the content) (ITEEA: Planning Learning- Developing Technology Curricula, 2005)

11. Professional Development A continuous process of lifetime learning and growth that begins in early life, continues through primary and secondary school, on to the undergraduate pre-service experience, and extends through the in-service years. (ITEEA, AETL, 2003)

12. Curriculum Specification of the way content is delivered, including the structure, organization, balance, and presentation of the content in the classroom/laboratory. (ITEEA: AETL, 2003)

13. Standards-based vs. Standards-related Curriculum Standards-based curriculum: Educational standards provide the content basis on which student learning is built Standards-related curriculum: A connection is made to educational standards, but standards do not necessarily provide the basis for student learning

14. Student Assessment A systematic, multi-step process of collecting evidence on student learning, understanding, and abilities and then using that information to inform instruction and provide feedback to the learner, thereby enhancing student learning. (ITEEA: AETL, 2003)

15. Learning Environment Formal or informal location where learning takes place that consists of space, equipment, resources (including supplies and materials), and safety and health requirements. (ITEEA, AETL, 2003)

16. Instruction The actual teaching process that the teacher employs to deliver the content to all students. (ITEEA, AETL, 2003)

17. Addenda Documents Measuring Progress: Assessing Students for Technological Literacy Realizing Excellence: Structuring Technology Programs Developing Professionals: Preparing Technology Teachers Planning Learning: Developing Technology Curricula www.iteea.org

18. THE BIG PICTURE Measuring Progress (ITEEA, 2004) Realizing Excellence (ITEEA, 2005 ) Developing Professionals (ITEEA, 2005) Planning Learning (ITEEA, 2005) ITEEA: AETL, 2003) Standards for Technological Literacy (ITEEA, 2000, 2002, 2007) Standards for Technological Literacy (ITEEA, 2000, 2002, 2007)

19. Advancing Excellence in Technological Literacy: Student Assessment, Professional Development, and Program Standards (2003) www.iteea.org

20. STL Medical Technology Standard (#14) Students will develop an understanding and be able to select and use medical technologies. Grades K-2 & 3-5 (Ages 5-11): – Vaccinations – Medicine – Products that take care of people and their belongings – Development of devices to repair or replace certain parts of the body – Use of products and systems to inform

21. STL Medical Technology Standard (#14) Students will develop an understanding and be able to select and use medical technologies. Grades 6-8 (Ages 12-14): – Advances and innovations in medical technologies – Sanitation processes – Immunology – Awareness of genetic engineering

22. STL Medical Technology Standard (#14) Students will develop an understanding and be able to select and use medical technologies. Grades 9-12 (Ages 15-18): – Medical technologies for prevention and rehabilitation – Telemedicine – Genetic therapeutics – Biochemistry

23. Workshop Activity

24. Group Task Problem: Develop a learning unit for a medical technology curriculum for a 10 th grade class in Palestine. This unit of instruction could last a week or more and will be taught one hour each day during the week. Each group will be assigned a topic in one of the four Intended Learning Outcomes for Medical Technology. These are:

25. Palestine Intended Learning Outcomes in Medical Technology* Pharmaceutical technology Medical Devices – Microscopes; Imaging devices; C-T Scan and MRI; Laser medical applications Prosthetics; Artery opening Dialysis processes and genetics *From Palestine “Course Development and Upgrading in Technology Education Program”

26. Process for Groups The workshop participants will be divided into smaller groups. Once organized, each group will select a leader and someone to take notes for the group. Group meeting time: 45 minutes At the end of the meeting time, the leader of each group will give a brief oral report to the total workshop audience on what his group has developed.

27. Understanding by Design: Palestine Medical Technology Unit* Group Leader: Group Recorder: Other group members: Subject area: Medical Technology Unit title: Estimated Time for unit: One week (or more) Grade Level: Stage 1: Desired Results State Content Standards in STL: 14 Enduring Understandings (Students will understand that … this is a goal, not an objective. List the big ideas or concepts that you want them to come away with, not facts that they must know) Essential Questions: [What leading questions can you ask of students to get them to understand the Big Ideas?] [Address the heart of the discipline, are framed to provoke and sustain students interest; unit questions usually have no one obvious “ right ” answer Student Objectives (Outcomes): Students will be able to: [These are observable, measurable outcomes that students should be able to demonstrate and that you can assess. Your assessment evidence in Stage 2 must show how you will assess these.] [Your learning activities in Stage 3 must be designed and directly linked to having students be able to achieve the understandings, answer the essential questions, and demonstrate the desired outcomes Stage 2: Assessment Evidence Performance Tasks: [Authentic, performance based tasks that have students apply what they have learned and demonstrate their understanding.] [designed at least at the application level or higher on Bloom ’ s Taxonomy. ] [Rubrics can be used to guide students in self-assessment of their performance]

28. Other Evidence: [includes pre-assessment, formative assessment, and summative assessment evidence] [Can be individual or group based] [Can include informal methods (such as thumbs up, thumbs down, and formal assessments, such as quiz, answers to questions on a worksheet, written reflection, essay] Stage 3: Learning Activities Learning Activities: [This is the core of your lesson plan and includes a listing describing briefly (usually in bullet or numbered form so easy to follow) what: *the students will do during the class to prepare them for the outcomes you expect of them. *the teacher will do to guide the learning. * the student will do in terms of a hands-on activity as well as cognitive learning * Adapted from: Understanding By Design – Backwards Design Process (Developed by Grant Wiggins and Jay McTighe, 2002)

29. Brainstorming techniques Focus on quantity Withhold criticism Welcome unusual ideas Combine and improve ideas

30. Again … A copy of this presentation can be downloaded by going to: http://www.iteea.org/Resources/ PressRoom/PalestineWorkshop2012.ppt http://www.iteea.org/Resources/ PressRoom/PalestineWorkshop2012.ppt

31. Thank You! The Best to You in Implementing Technology Education in Palestine William E. Dugger, Jr., PhD, DTE Senior Fellow and Former Director Technology for All Americans Project International Technology and Engineering Educators Association wdugger@iteea.org & Emeritus Professor of Technology Education Virginia Tech dugger@vt.edu