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- 1. Frank Niepold Climate Education Coordinator and Education Interagency Working Group Co-chair (USGCRP/CCSP) National Ocean and Atmospheric Administration (NOAA) Climate Portal Education Interface
- 7. Revolutionizing Earth System Science Education for the 21st Century: Report and Recommendations from a 50-State Analysis of Earth Science Education (2007) Atmosphere, Weather and Climate in State Standards: Forty-two states directly (n = 30) or indirectly (n = 12) address atmosphere, weather and climate within their standards. Eight states have standards that fail to adequately address atmosphere, weather or climate concepts.
- 11. Supporting the Goals Curriculum Educator Preparation Instruction Materials Development Assessment Literacy Goals Learning Goals Connections Activities Programs
- 14. Final NOAA Education Council Metatag List Developed plan for implementation of ADN metadata framework
- 18. The Research: Increased Content Knowledge Matters A significant, positive correlation exists between student achievement and teachers’ content knowledge (subject matter AND pedagogical content knowledge). Aaronson, Barrow and Sander, 2003; Cochran-Smith and Zeichner, 2005; Darling-Hammond and Bransford, 2005; Goldhaber, 2002; Goldhaber and Brewer, 1998; Goldhaber and Brewer, 2000; Jepsen, 2004; Kane, Rockoff and Staiger, 2006; Ma, 1999; Monk, 1994; Rivkin, Hanushek, and Kain, 2005; Rockoff 2004; Sanders and Rivers, 1996; Shulman, 1986, 1987; Wenglinsky, 2002; Wilson, Floden and Ferrini-Mundy, 2001
Notas do Editor
- So these three documents work together and provide different perspectives on learning goals for literacy. And they all derive from the adult literacy goals in Science for All Americans. Discuss each of the tools we will be using (Science for All Americans, Benchmarks, and Atlas) first. (Science for All Americans: Describes adult literacy; Benchmarks: Specifies learning goals for different grade ranges along that lead to literacy; Atlas: maps the learning goals in Benchmarks to show how ideas and skills in different topic and grades relate to one another.) Of course, we need a lot more than just goals to move reform into the classroom. For example, teachers, curriculum developers, textbook writers, etc. all need to have a clear understanding of literacy and the essential steps toward literacy at each grade level. We need to consider what constitutes “alignment” for curriculum, instruction, and assessment. We need learning experiences and assessments that are explicitly designed to serve our goals. Curricula need to be coherent across grades and topics as well as within. We need to coordinate curriculum, instruction, and assessment. However, all of these things should be based on the specific goals. Topic-heading goals cannot ensure the coordination of these efforts that is central to effective reform. Of course, all these things need to be done within the context of local needs and resources. But the basic methods we will discuss and practice in this workshop should be useful regardless of local situations. Say: In this workshop we will focus on thinking about what and how we teach, that is, we will be focusing on understanding and using learning goals. We will use Atlas to understand the intent of learning goals and to consider the implications of those goals for evaluating and creating effective learning experiences and assessments. Coming up with a common set of goals (and working with that set) demands consensus and compromise. Not everyone’s favorite topic can be included, and there are inevitably differences in what we think are important ideas to be learned. Nonetheless, we need a common set of resources (though they do not need to be immutable) and an effective approach. Goals such as these can provide a starting point for meaningful reform that helps us focus our efforts on the most important ideas in science and gives us the resources to think carefully about what it takes to get students to understand these ideas.
- So what do we mean by Literacy Literacy is continuum of competency Higher levels of competency are built on the foundation of broader more simplistic understanding. At any level within the continuum one can be described as having achieved some level of literacy/competency (e.g., 4 th grade reading level) At the highest levels, a person has internalized knowledge and is able to synthesized information from multiple sources to comprehend and make informed decisions about new situations. This simplified 3-tiered model we are using in NOAA is supported by analogous to levels of understanding described in education theory (e.g., Bloom, Wiggens & McTighe).
- For vote Title - the name of the resource URL or access information - the URL to an online resource or access information to a physical object Description - a narrative describing the content, purpose or goal of the resource Subject - general topic areas that the resource is about or covers Technical requirements - information related to platform requirements, browsers and plug-ins, etc. Resource Type - an indication to the type of educational resource, such as lab exercises, etc. Audience - grade range appropriateness Copyright - copyright statement and any other restricted usage or lack thereof about the cataloged resource Cost - whether there is a cost associated with using or accessing the collection Resource creator - contact information for the author or publisher of a resource Keywords - a list of concepts or ideas that express detailed information about the content of a resource Typical use time - the typical amount of time for a particular grade range to interact with the resource Content standards - a list of content standards associated with the resource Creation date - a date associated with a resource's creation and intellectual content by authors, contributors, publishers etc. Language - the language of the resource
- Vote on phased approach Get a sense of interest in OED funding DLESE Dependent on: Staff availability Funding At LEAST a year…
- 06/27/09 (c) Bersin and Associates
- 06/27/09 (c) Bersin and Associates
- 06/27/09 (c) Bersin and Associates
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