Presentation Transcript

1. Dr. John C. Ricketts Associate Professor CASE Affiliate Professor Tennessee State University CASE Affiliate Institution www.case4learning.org www.tnstate.edu/tsuaged A project of The Council, managed by the National Association of Agricultural Educators
2. Making a Case for CASE What is it? Who’s done it? The CASE Curriculum Spiraling and Modifying CASE Lessons Inquiry-based Instruction CASE Modalities – APP Professional Development Assessment and Certification The Big Picture Current and Future Courses – alignment with TN Nuts and Bolts
3. What is CASE? An instructional system Standards-based curriculum Intense teacher professional development Student-directed, inquiry-based, hands-on instruction
4. The CASE Curriculum
5. Enhancement of Rigor inAgriculture & Core Academics CASE lesson concepts are aligned to national content standards for: AFNR (NCAE) Science (NSES) Mathematics (NCTM) English (NCTE) Purposeful instruction of Employability Skills STEM
6. Purposeful Teaching of Science Inquiry-based methodology Proper use of science equipment as professionals in agricultural research use Reinforcement of scientific method and appropriate communication of data
7. Purposeful Teaching of Math Bring the math out and purposely teach it in a generic way so students understand the math The Seven Elements of a Mathematics Enhanced Lesson (Stone, 2006)
8. Curriculum Spiraling and Modifying CASE Lessons
9. CASE Lesson Design CASE lessons are designed with a big picture outcome in mind Teach specific concepts that every agriculture student should know and understand Lessons are very focused with a purpose to teach information that is must know rather than random facts and trivia
10. Logical Progression CASE designs lessons to lead a student through content in a logical progression matching how the students’ minds must process linked events and knowledge for maximum effectiveness
11. Sequence of Instruction Why does CASE “prescribe” days of instruction in a sequence? Sequencing helps you the teacher to present the information to students in the most effective logical sequence for student understanding CASE lessons are designed to spiral student thinking starting with basic knowledge and skills to progressively more complex thinking exercises such as problem-solving
12. Scaffolding and Spiraling Spiraling is a theory associated with scaffolding of concepts – let’s look at scaffolding first: Scaffolding allows students to learn new information by “adding to” or expanding concepts previously taught Scaffolding ensures that students have a solid foundation of background knowledge before moving the student to the next level of thinking
13. The Idea of Spiraling CASE designs lessons in a deliberate way to spiral learning concepts Lessons purposefully build upon each other as the student progresses through the course New material is connected to previously learned material and the student must use knowledge from prior lessons to create projects and solve problems in later lessons
14. The Power of Spiraling Concepts Spiraling builds capacity for the learner to think holistically about subject matter in terms of how things are interconnected and related Spiraling enables the student to understand material at a deeper level and be able to generalize thinking about material for transfer in other situations
15. Bottom Line… Spiraling concepts throughout lessons ensure that: Students are accountable for learning previous knowledge Student misconceptions about concepts are corrected before moving forward
16. Check for Misconceptions Spiraling allows the teacher to check student thinking for misconceptions. Misconceptions are created because: A student missed previous instruction later used in other exercises Teaching strategies were ineffective for some learners Students developed wrong theories of concepts from previous instruction that went unchecked Students have preconceived ideas that require multiple teaching sessions to overcome
17. How Sequence and Spiraling is Connected Spiraling is a design feature of CASE. Lessons are purposefully crafted to teach concepts in a logical order to build upon each other.
18. What if I need to modify the sequence of instruction? CASE curriculum must work for your program. Our writers have tried to provide you the easiest and effective roadmap to follow in order to maximize learning. If you need to modify lessons or change the sequence of instruction, do as you must but keep in mind several important considerations…
19. Modification Consideration Number 1 Don’t assume… It is dangerous to assume previous knowledge of students. Before teaching a lesson out of sequence you must ensure that students know and understand: Background information needed, such as terminology and theory Technical skills, such as science lab skills including use of equipment and specific techniques for the subject matter Related computer software Presentation skills for communicating their findings Safety related to activities
20. Modification Consideration Number 2 Know how material you are modifying fits into the big picture of what the students should be learning Stay true to teaching the concepts – this is what the assessments are based from Don’t add content for the sake of adding content… make sure you are not teaching trivia as this can confuse the learning outcomes
21. Modification Consideration Number 3 Read the lesson materials, PowerPoints®, APPs, and teacher notes carefully for the course to determine how concepts build on each other You will identify several situations where concepts are taught in a sequence to build on each other. If you modify the sequence the student could be confused. When you find a conflict of changing the order of concepts, remedial time will be needed to provide the essential background before teaching the modified lesson.
22. Modification Consideration Number 4 Use your resources and ask questions before changing lesson order Ask others on CoP Ask your Lead Teachers for suggestions and cautions Refer to your notes taken during CASE Institute training Ask CASE staff for ideas
23. Inquiry-Based Instruction
24. Inquiry-Based Teaching Posing leading questions Motivating students to want to discover answers rather than spoon-feed them information Modeling the critical thinking skills of a scientist
25. True Inquiry-based Activities 25 True inquiry requires many steps in order to “set up” students for successful inquiry Should not be stand alone (or ‘plugged in’) activities – inquiry is holistic in nature and should be consistently incorporated
26. Example Pathway of Inquiry
27. APP Modalities Activities Structured inquiry Projects Guided inquiry Problems Open inquiry 27
28. APP Target Every APP in CASE lessons are specifically designed to meet goals for student learning The ultimate goal is to teach open-ended problems
29. Agriculture Content Knowledge Four critical elements are needed before students can reach open inquiry problems… Content knowledge of the subject matter builds knowledge of terminology and facts
30. Agriculture Technical Skills Structured Activities are used to build student skills related to the context of the subject matter
31. Purposeful Teaching of Science 31 Inquiry-based methodology used Proper use of science equipment as professionals in agricultural research use Reinforcement of scientific method and appropriate communication of data
32. Science Content Knowledge Agriculture is science – purposeful teaching of science begins with building student knowledge of science content through activities and projects
33. Science Laboratory Skill To learn science principles students need to perform scientific operations to collect and analyze data from experiments
34. Hitting the Target All four critical elements must be taught through activities and projects before students can be expected to solve complex problems
35. Drawing Out the Inquiry (NRC, 2000, p. 25) Set up the CONTEXT for questions Ask scientifically oriented QUESTIONS and make realistic PREDICTIONS Provide skills for TESTING and/or collecting EVIDENCE Students will FORMULATE explanations COMPARE and EVALUATE explanations COMMUNICATE conclusions
36. Setting Up Inquiry Providing background knowledge Setting up the question
37. Transfer of Inquiry Provide a sequence of skill and knowledge building activities Facilitate a learning environment for students to practice methods of testing potential answers for open-ended questions
38. CASE Modalities – Activities, Projects, and Problems
39. Instruction - The CASE Difference Making Instruction Relevant and Exciting to Students
40. Activities, Projects, and Problems Activitiesdevelop skills and knowledge through prescribed exercises.
41. The Purpose of Activities The whole class will get the predetermined outcome as planned Reinforce general knowledge or skills necessary for use in larger projects
42. Activities, Projects, and Problems Projectsutilize prescribed problem statements, goals and constraints. Outcomes are predictable but highly variable.
43. The Potential of Projects Results develop similar conclusions The path to discover the conclusion can vary greatly Students synthesize knowledge and create something new with what they have learned
44. Activities, Projects, and Problems Problemsrequire students to identify needs, establish goals and constraints, seek knowledge via exhaustive research, synthesize new knowledge, and tackle project management issues.
45. The Power of Problems More about the process than the specific answer Removes the cap on what students can learn Develop student understanding and reinforce critical thinking skills needed in future careers
46. CASE Rigor/Relevance Model CASE Activities Lecture CASE Problems CASE Projects
47. How Students Learn in CASE Students learn by doing, correcting their mistakes, and reflecting on their work Lecture, when used by CASE is ONLY used to set up the APP ALL concepts are learned through APP exercises in CASE curriculum
48. Professional Development The heart of CASE
49. Changing the Culture of Agricultural Education Instruction CASE provides the curriculum, resources andteacher support servicesto promote effective teaching practices.
50. On-Going Professional Development Curriculum design features: Teacher Notes NAAE Communities of Practice Professional Learning Communities State and regional CASE teacher groups
51. CASE Assessment Learning Reflections Provided with every activity, project, and problem Check for Understanding End of lesson quizzes End-of-Course Exams National Assessment Exams Exams for Program of Study completers To be offered upon sequence completion
52. Assessment Availability End of course exams are offered online through CASE Store Current Availability of Exams: AFNR, ASA, and ASP – Fall 2013 APB – Spring 2014 For more information view the CASE website
53. Powerful Assessments CASE assessments are designed to test student UNDERSTANDING rather than rote memory of facts and trivia Questions include multiple choice, drop and drag, and hot spot Student results are shown immediately to the student and the teacher has access to a print out of scores
54. Costs of Assessments Estimated cost is $10 per student account Includes three exam attempts per exam per student Internal assessment system option Student curriculum version option Online portal for assignment submission Perkins may cover the expense Order examinations online through the CASE Store
55. CASE Certification
56. Student Certification Students must receive instruction by a certified CASE Instructor in a certified CASE Program Students must successfully complete the minimum number of core CASE courses required for a CASE Program of Study Students must achieve meet minimum cut scores (TBD) on CASE End-of-Course and National Assessment Exams *Currently CASE is not offering student certification until pathways are complete
57. Teacher Certification Teachers must successfully complete 80 hours of professional development lead by CASE Masterand Lead Teachers for each CASE course offered Teachers and schools allow CASE personnel to visit their classroom to monitor curricula delivery and student learning
58. Program Certification Schools offer a sequence of CASE courses instructed by a CASE certified teacher Schools provide all required supplies and equipment for the instruction of CASE courses as prescribed Schools participate in the CASE End-of-Course and National Assessment Exams Schools offer a CASE certificate to students who successfully complete a CASE Program of Study *Currently CASE is not offering program certification until pathways are complete
59. Current Certification Privileges CASE certified teachers have the exclusive right to use the CASE curriculum and access to teacher services Free updated versions of the curriculum Access to online testing instruments Students are eligible for CASE certification and recognition Teachers are eligible to become Lead Teachers
60. Teacher Transition Certification stays with the teacher If you move: Change contact and school information via CASE website at http://case4learning.org/certification/transitioning-teachers.html Old school may use course materials for up to ONE year before certifying a replacement teacher
61. The Big Picture
62. How can CASEhelp Agricultural Education? Addresses program quality and growth initiatives including Perkins mandates: Logical Sequence of Courses Program of Study Enhancement of Science and Mathematics Accountability Common assessment of agriculture students
63. Driving Force of the CASE Project To address the shortage of professionals in agriculture Increase supply of graduates into the agriculture pipeline Recruitment Provide graduates with skills for success for the changing world
64. Current CASE Courses
65. Current CASE Offerings Introduction to Agriculture, Food, and Natural Resources Principles of Agricultural Science – Animal Principles of Agricultural Science – Plant Animal and Plant Biotechnology Natural Resources and Ecology – Field Test
66. Introduction to Agriculture, Food, and Natural Resources (AFNR) First course in the CASE sequence of courses Introduces leadership, science, plants, animals, natural resources, and agricultural mechanics Uses the hands-on approach of activities, projects, and problems Develop a career portfolio to investigate personal interests and careers in agriscience
67. Principles of Agricultural Science Animal A foundational level (sophomore) course Students explore the world of animal agriculture and develop a management guide for an animal of their choice. Areas of study include history and domestication, handling and behavior, anatomy and physiology, nutrition, reproduction, genetics, health, selection, and marketing.
68. Principles of Agricultural Science Plant A foundational level (sophomore) course Students study the production of plants while developing a grower’s handbook. Areas of study include soils, hydroponics, plant anatomy and physiology, taxonomy, growing environments, sexual reproduction, asexual reproduction, insects and diseases, and production and marketing.
69. CASE Programs of Study
70. Future CASE Courses
71. Animal and Plant Biotechnology
72. Food Science and Safety
73. Agricultural Business, Research, and Development – Capstone
74. Natural Resources and Environmental Science Pathway Projected Topics for NRES Pathway Courses
75. Agriculture Technology and Systems Pathway Projected Topics for ATS Pathway Courses
76. Purchase Manuals and Ordering Priorities
77. CASE Purchase Manuals CASE staff has worked with specific vendors when the courses were developed. These vendors have provided discounted pricing for equipment and supplies for CASE teachers.
78. Vendor Partnerships Wards Cengage Lab-Aids Bio-Rad Vernier NewByte
79. Our Service to You CASE staff provides you Purchase Manuals for each course to simplify ordering of supplies and equipment for your instruction
80. What Do I Need to Teach CASE? “What do I need to teach CASE lessons” is the most common question CASE staff receives… We don’t know what you have…
81. Step 1 Go to CASE website and select the course
82. Step 2 Review the general requirements for a CASE classroom
83. Step 3 Use the Equipment and Supplies Worksheet provided to determine your current inventory
84. Hints for Step 3 Assess inventory held in your program (Agriculture) For items needed, show your list to a building science teacher to see if they can help provide needed items Provide list of needed items to your Advisory Committee and Alumni for donations or fundraising efforts Remember to utilize your community for local supplies
85. Step 4 Open the Purchase Manual and read cover page CAREFULLY for instructions Use this manual to help estimate expenses and order materials directly from vendors
86. Placing Orders Be sure you place the order with the proper vendor CASE is the vendor for Vernier, Delmar/Cengage, and Newbyte
87. Be Cautious Some items are offered by multiple vendors You are not required to use CASE vendors – use what is appropriate
88. My Budget isn’t Big Enough! View the resources CASE provides Work with administration to develop a three year plan Visit NAAE CoP for ideas from other CASE Teachers
89. Setting Priorities Always purchase the items with the most utility first Used in multiple courses Used for SAE projects Non-consumable Purchase items that you can leverage Perkins funds or other grants
90. Find out more at www.case4learning.org