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Connecticut State Department of Education

Connecticut State Department of Education. PATHWAYS TO THE CORE SCIENCE CURRICULUM FRAMEWORK Implications for Curriculum, Instruction and Assessment. Presentation Goals. To explore the new SCIENCE FRAMEWORK and its implications for curriculum development, instruction, and assessments

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Connecticut State Department of Education

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  1. Connecticut State Department of Education PATHWAYS TO THE CORE SCIENCE CURRICULUM FRAMEWORK Implications for Curriculum, Instruction and Assessment

  2. Presentation Goals • To explore the new SCIENCE FRAMEWORK and its implications for curriculum development, instruction, and assessments • To equip workshop participants with knowledge & tools to act as “science revitalizers” within their districts

  3. SCIENCE EDUCATION GOALSSupported By The New State Framework An Invitation for Students and Teachers to Explore Science and Its Role in Society • Science literacy for ALL; solid foundation & motivation for advanced study for MORE! • Science learning in a context of real world issues and technologies • Science learning that is interesting & relevant to students • Science learning that is an active and thoughtful exploration of questions and problems www.state.ct.us/sde

  4. WHY DO WE NEED TO BE SCIENCE LITERATE? Every day, our lives are impacted by science-related issues, such as… • Stem cell research • Low-carb diets • Hybrid vehicles • Tsunamis and earthquakes • Genetically-engineered crops • Global climate change

  5. CONNECTIONS THAT SUPPORT LEARNING District: Professional Growth Plan & PD State: CCT & BEST INSTRUCTION STANDARDS: What Students Should Know CURRICULUM ASSESSMENT District Scope & Sequence State Framework District Summative & Classroom Formative Assessments State Summative CMT & CAPT

  6. How Are Framework Learning Goals Organized? PreK-2: • Development of wonder about the natural world and the ability to apply basic process skills Grades 3-5: • Development of basic descriptionsof natural phenomena and the ability to perform simple explorations Grades 6-8: • Development of basic explanations for natural phenomena, and the ability to apply experimental procedures to acquire new knowledge Grades 9-10: • Development of interest in global issues and the ability to collect, analyze and use data to explore and explain related science concepts

  7. FLEXIBILITY FOR DISTRICTS? • K-5: • Developmentally appropriate concepts can be moved; what criteria? • Connections among concepts; • Coverage by the testing year. • 6-8: • Integrated courses can be rearranged; • Single discipline courses can be configured. (e.g., 6.2 + 7.2 + 7.4 + 8.2 = middle school life science course) • Expected Performances 1 through 30 will be assessed on the Grade 8 Science CMT in spring 2008 • 9-10: • 3 strands of physical science + 2 strands of biology; • Can be reconfigured to build different course contents. • Expected Performances 1 through 45, plus DINQ 1-10 will be assessed on the Gr. 10 CAPT in spring 2007

  8. WhatAbout The New Science CMT & CAPT? • New Science CMT (CMT4) will be given in Spring 2008; CAPT Generation 3 in 2007; • Only Grade 5 and Grade 8 will be tested by a Science CMT; not included in AYP calculation; • ’04-’05 2nd and 5th graders will be the first cohort to be tested; ’04-’05 8th graders first to take CAPT Gen 3; • What will be tested? The science understandings and reasoning skills described in the framework; • How will it be tested? Multiple choice, written response, follow-up questions to curriculum embedded performance tasks.

  9. Proposed Model for Curriculum-Embedded Performance Tasks • an SDE-developed performance task related to ONE content standard in each grade, 3 thru 8; • An SDE-developed performance task related to each of the 5 HS strands; • Task description (& materials?) for Gr. 3-8; task description (no materials) for Gr. 9-10. • Follow-up questions on CMT/CAPT related to reasoning skills applicable to task; • NO TASK ADMINISTERED ON TEST DAY. • Improves upon CAPT lab model used since 1994: • Related to a curriculum unit • Teacher chooses when to do the task • Teacher uses task as a “formative assessment” • Task can be used as a model for developing other inquiries

  10. Need More Info? www.state.ct.us/sde Follow links to “Curriculum” & “Science” SDE SCIENCE CURRICULUM CONTACTS: High School Science Education Dr. Michal Lomask 860-713-6815 Michal.lomask@po.state.ct.us K-8 Science Education: Liz Buttner 860-713-6849 elizabeth.buttner@po.state.ct.us

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