1. Introduction to Curriculum Topic Study – Bridging the Gap Between Standards and Practice

2. Learning Goals To develop awareness of Curriculum Topic Study as an essential tool for teachers to build research and standards-based practice in science (and mathematics). To develop awareness of Curriculum Topic Study as an essential tool for teachers to build research and standards-based practice in science (and mathematics). To provide guided practice in using Curriculum Topic Study. To provide guided practice in using Curriculum Topic Study.

3. Who’s in the Room? That’s Me! That’s Me!

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

5. CTS IS Based on Knowledge and Research National, State, and Local Standards National, State, and Local Standards Cognitive Research Cognitive Research Changes in Professional Development Changes in Professional Development Reading Research Reading Research Science Teachers and Teaching Science Teachers and Teaching Content Knowledge Content Knowledge Pedagogical Content Knowledge (PCK) Pedagogical Content Knowledge (PCK) Beliefs about Teaching and Learning Beliefs about Teaching and Learning Importance of a Professional Knowledge Base Importance of a Professional Knowledge Base The Teacher Professional Continuum The Teacher Professional Continuum (See Chapter 1- pages 10-18)

6. CTS Helps Educators Improve understanding of science content Improve understanding of science content Identify big ideas, concepts, and important facts and terminology Identify big ideas, concepts, and important facts and terminology Clarify learning goals Clarify learning goals Improve K-12 coherency and articulation Improve K-12 coherency and articulation Identify developmental issues and misconceptions Identify developmental issues and misconceptions Learn effective teaching and assessment strategies Learn effective teaching and assessment strategies Make relevant connections among ideas Make relevant connections among ideas Link their professional development to standards and research on learning Link their professional development to standards and research on learning Develop a common language and knowledge base about science teaching and learning Develop a common language and knowledge base about science teaching and learning

7. 147 Curricular Topics Organized into 11 Categories Organized into 11 Categories Topics are Core Science Content, not Thematic Topics are Core Science Content, not Thematic Topics Include Content and Skills Topics Include Content and Skills Grain Sizes Vary Grain Sizes Vary (See Preface pp ix-x & Chapter 6 pp 113-271) Matter Primary Domain: Physical Science Number of CTS Guides: 16 Overview: The primary focus of this section is the structure of matter and the changes it can undergo. Ideas such as the parts that make up matter and how they are arranged, types of matter and their combinations, properties and changes matter undergoes, factors that affect these changes, and the behavior of matter are developed through a study of the topics in this section.

8. Components of a CTS Study Guide (See Physical Properties and Change Example on p 170) Sections and Outcomes Sections and Outcomes Selected Readings Selected Readings Supplementary Material www.curriculumtopicstudy.org Supplementary Material www.curriculumtopicstudy.org www.curriculumtopicstudy.org (See Chapter 2- The CTS Study Guide pp 19- 22)

9. 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)

10. Collective Set of Common Professional Readings Organized in a CTS Study Guide Organized in a CTS Study Guide Common Resources: Common Resources: Science for All Americans Science for All Americans Science Matters Science Matters Benchmarks for Science Literacy Benchmarks for Science Literacy National Science Education Standards National Science Education Standards Making Sense of Secondary Science Making Sense of Secondary Science Atlas of Science Literacy Atlas of Science Literacy State or District Standards, Frameworks, or Curriculum Guides State or District Standards, Frameworks, or Curriculum Guides (See Chapter 2- pages 19-27) Experts at Your Fingertips!

11. INTRODUCTION TO SCAFFOLD Quick Summary of Steps (See handout p. 1.) STEP 1: Scan and select the CTS category (see handout p. 2  STEP 2: Scan the list of topics within the category and select one that addresses your question or task and select the CTS guide you will use.  STEP 3: Determine which section(s) of the CTS guide will help you find the information you need.

12. INTRODUCTION TO SCAFFOLD Quick Summary of Steps STEP 4: Select the resource(s) you will use, the grade span(s), and the readings. (See handout p. 6 for Anatomy of a Study Guide.)  STEP 5: Examine the reading for information relevant to your topic and task.  STEP 6: Record your findings. If you do not find what you need, go back to Step 2 and see if you find another topic that better addresses your area.

13. Experiencing a Curriculum Topic Study Snapshots of Science CTS Topics Follow the Scaffold Record your Findings on Handouts p. 7-9 Check on Key p.10

14. Teaching Dilemmas Review the dilemmas on the sheet. Review the dilemmas on the sheet. Star 2-3 that you have experienced or heard other teachers voice. Star 2-3 that you have experienced or heard other teachers voice. Go and stand by one that you starred. Go and stand by one that you starred. Have a conversation about this dilemma. Have a conversation about this dilemma. What could help this teacher? What could help this teacher?

15. Jan’s Dilemma What is inquiry? What is inquiry? What would you expect to see in a classroom where students were engaged in inquiry? What would you expect to see in a classroom where students were engaged in inquiry? Think about your own grade band (K-4, 5-8, 9- 12) and generate a list of what you would see and what inquiry knowledge and skills students would demonstrate. Think about your own grade band (K-4, 5-8, 9- 12) and generate a list of what you would see and what inquiry knowledge and skills students would demonstrate.

16. Topic Elicitation- KWL What do you know about inquiry before you begin the study? What do you know about inquiry before you begin the study? What types of instructional opportunities or contexts help students learn skills and knowledge of inquiry? What types of instructional opportunities or contexts help students learn skills and knowledge of inquiry? What are some important concepts at your grade level? What are some important concepts at your grade level? What difficulties or misconceptions are associated with inquiry? What difficulties or misconceptions are associated with inquiry? What do your state standards require? What do your state standards require? What would you like to learn about inquiry? What would you like to learn about inquiry?

17. CTS on Inquiry 26 CTS Guides addressing equity (p. 228) 26 CTS Guides addressing equity (p. 228) Science as Inquiry p. 245 Science as Inquiry p. 245 Working as a table group, identify up to three CTS Sections you would like to examine. Refer to Working as a table group, identify up to three CTS Sections you would like to examine. Refer to Anatomy of a Study Guide handout p. 6

18. Topic Study Follow the steps on the scaffold (handout p. 1) Follow the steps on the scaffold (handout p. 1) Take notes using the Recording Sheet (handout p. 19) Take notes using the Recording Sheet (handout p. 19) Assign sections to your group (IA, IIA&B, III A&B, IV, V) A-E Assign sections to your group (IA, IIA&B, III A&B, IV, V) A-E Jot down notes. Record key points. Jot down notes. Record key points. Discuss ideas- Use the EVIDENCE from your reading- not your PERSONAL perspectives with your “expert group” Discuss ideas- Use the EVIDENCE from your reading- not your PERSONAL perspectives with your “expert group” Summarize findings for the whole group Summarize findings for the whole group

19. Reflection Find a partner Find a partner Have a conversation about: Have a conversation about: What you learned from using CTS What you learned from using CTS What you think teachers can learn from CTS What you think teachers can learn from CTS A topic you would like to examine on your own A topic you would like to examine on your own