In this session, participants experience a PD model that successfully encourages teachers to adopt a curriculum’s underlying philosophy rather than simply to enact it as sequence of activities.
In this session, participants experience a PD model that successfully encourages teachers to adopt a curriculum’s underlying philosophy rather than simply to enact it as sequence of activities.
For more information visit http://www.ascd.org/conferences/annual-conference/acproposalsfaqs.aspx
We invite teachers, coaches, and other instructional leaders who will be using Transition to Algebra materials in the upcoming school year to a special orientation at Education Development Center (EDC). Transition to Algebra is a full-year algebra support curriculum that focuses on building algebraic habits of mind in order to raise the competence and confidence of students who may need extra support to succeed in a first-year algebra class. Find out more at ttalgebra.edc.org.
The project seeks feedback during this session for the development of interdisciplinary high school curriculum materials, including assignment to grade levels, specific course usage, and teacher needs.
There is great interest in interdisciplinary curriculum materials that span different grade levels, courses, and disciplines. The DIMACS Center at Rutgers University has been developing materials in the form of one-week modules for high school students at the interface of mathematics and biology for over five years now and is continuing to do so. The reception to these materials has been enormously positive by both mathematics teachers and biology teachers across the country from small rural schools to large urban schools and everything in between.
(Open to all grantees who might commit to the work group activities during 2012)
CADRE invites you to join a newly established group on embedding formative assessment into STEM education curricula and materials.
CADRE invites participants to join a newly established work group on embedding formative assessment into STEM education curricula and materials. This session is intended for individuals who may be interested in committing a day or two to group work this year. The group discusses topics for focus, procedures that maximize knowledge building while minimizing burden, and a vision for a group product. The group explores tapping outside and DR K–12 expertise for the work.
This session provides an update about the development of the Next Generation Science Standards (NGSS), with a special focus on implications for curriculum development, professional development, and assessment.
Work is progressing to develop the Next Generation Science Standards (NGSS). With private funding from the Carnegie Corporation and support from National Science Teachers Association (NSTA) and the American Association for the Advancement of Science (AAAS), the National Research Council (NRC) and Achieve, Inc., have embarked on a two-step cooperative process to develop the NGSS. The first step was to develop a conceptual framework that is grounded in current research on science and science learning and identifies the science all K–12 students should know.
(Open to all grantees)
Participants share their experiences transitioning to digital curricula, explore what curricula should look like, and define how digital curricula enhance and deepen science learning.
Since the last SIG meeting, a great deal has happened relating to technology in the classroom. Most notably, the availability and promotion of e-textbooks at the K-12 grade levels have begun to dominate the e-learning landscape. An increased use of a variety of other digital tools designed to enhance learning such as educational games, banks of virtual simulations, and digital assessment features are being developed by major publishers and groups like Apple. A brief overview of the current state of educational technology will be presented.
Blue Heron STEM Education provides an array of support for STEM projects, with special emphasis on K-8 curriculum and teacher professional development.
This session presents a comprehensive framework for the construct of research-based curricula, illustrated by studies from each of the 10 phases.
Government agencies and members of the educational research community have petitioned for research-based curricula. The ambiguity of the phrase “research-based,” however, undermines attempts to create a shared research foundation for the development of, and informed choices about, classroom curricula. This article presents a framework for the construct of research-based curricula.
