STANDARDS & CURRENT EDUCATIONAL INITIATIVESSTANDARDS & CURRENT

EDUCATIONAL INITIATIVES

Outline of Presentation1) Importance of Standards2) Pros and Cons of Standards3) Some current efforts impacting standards in the U. S.

a) Framework for K-12 Science Standardsb) Common Core State Standards

b) Standards of Mathematical Practicec) Capacities of a Literate Individuald) Argumentative writinge) Explanatory Writingf) Content Literacyg) STEM

c) National Assessment of Educational Progress (NAEP)

Importance of Standards in U. S.

• In a recent survey of policy makers, standards were acknowledged as the central framework guiding state education policy.*

• A standard is a written statement or statements about what is valued that can be used for making a judgment of quality.

Why are Standards Important?*• Standards are guideposts for schools. Teachers,

parents and students use them as a tool to focus on what students are expected to learn in each grade and each subject.

• These standards become the basis for the way teachers are trained, what they teach and what is on state standardized tests that students take.

• For example, a first-grade math standard may state that by the end of first grade students are expected to count by 2s, 5s and 10s to 100.

*GreatSchools, Inc. <http://www.greatschools.org>

The Pros of Having Standards*

• National standards would raise the level of expectations for all.

• National standards would assure that all American students meet international levels of achievement.

• National standards would make it easier for students to adjust to a new school when they move from one state to another.

* http://www.greatschools.org

The Cons of Having Standards*

• Education has traditionally been a right of the states. The United States has a long history of "local control" of schools that would be hard to change.

• National standards would create a one-size-fits-all framework. The needs within each state are different. National standards would not take into account the cultural and geographical diversity of our country.

• National standards would discourage innovation and creativity in the classroom.

*http://www.greatschools.org

Types of Standards

➽Content Standards: Subject–matter descriptions of what students should know and be able to do.

➽Performance Standards: Concrete examples and explicit definitions of what

students have to know and be able to do to demonstrate proficiency in the skills and knowledge outlined by the content standards (more like passing scores on a test).

Three Essential Ingredients in the Educational Process

Evolution of Educational Standards in the U. S.

• TECHNOLOGICAL LITERACY FOR ALL AMERICANS: A RATIONALE AND STRUCTURE FOR THE STUDY OF TECHNOLOGY (ITEA/ITEEA, 1996)(REVISED IN 2006 AS TECHNOLOGICAL LITERACY FOR ALL: A RATIONALE AND STRUCTURE FOR THE STUDY OF TECHNOLOGY).

• STANDARDS FOR TECHNOLOGICAL LITERACY: CONTENT FOR THE STUDY OF TECHNOLOGY (ITEA/ITEEA, 2000, 2002, 2007)

• ADVANCING EXCELLENCE IN TECHNOLOGICAL LITERACY (ITEA/ITEEA, 2003)• ADDENDA TO STL AND AETL:

– MEASURING PROGRESS: ASSESSING STUDENTS IN TECHNOLOGICAL LITERACY (ITEA/ITEEA, 2004).

– REALIZING EXCELLENCE: STRUCTURING TECHNOLOGY PROGRAMS (ITEA/ITEEA, 2005).

– PLANNING LEARNING: DEVELOPING TECHNOLOGY CURRICULAR (ITEA/ITEEA, 2005).

– DEVELOPING PROFESSIONALS: PREPARING TECHNOLOGY PROFESSIONALS (ITEA/ITEEA, 2005).

Addenda DocumentsAddenda Documents

Measuring Progress:Student

Assessment

Realizing Excellence:Program

Development

Developing Professionals: Preservice&Inservice

Planning Learning:

Curriculum

THE BIG PICTURETHE BIG PICTURE

AETL & Measuring Progress

RealizingExcellence

AETL & DevelopingProfessio

nals

AETL & PlanningLearning

STL

Some Current National Efforts Impacting Technology Education in the

U. S.• A Framework for K-12 Science Standards• Common Core State Standards

• Standards of Mathematical Practice• Capacities of a Literate Individual• Argumentative writing• Explanatory Writing• Content Literacy• STEM

• National Assessment of Educational Progress (“The Nation’s Report Card”)

www7.nationalacademies.org/bose

A Framework for K-12 Science Standards:Practices, Crosscutting Concepts, and

Core Ideas

Board on Science Education, The National Research Council

July, 2011

• HOW THE FRAMEWORK WAS DEVELOPED:– NRC convened a 18 person committee in 2009-

2010 to develop a framework– Draft of framework was released in summer of

2010 for first review– Committee revised draft based on input received– Framework went through NRC review process

also with more than 20 experts providing detailed comments

– Committee revised framework in 2011– Final framework was released in July 2011

• Dimension 1: Scientific and Engineering Practices

• Dimension 2: Crosscutting Concepts That Have Common Application Across Fields

• Dimension 3: Core Ideas in Four Disciplinary Areas:– 1. Physical Sciences– 2. Life Sciences– 3. Earth and Space Sciences – 4. Engineering, Technology, and the Applications

of Science

Framework for Standards

• The Framework for K-12 Science Standards: Practices, Crosscutting Ideas, and Core Ideas is now being used to develop the next version of the National Science Standards.

Scientific & Engineering Practices1. Asking questions (for science) and defining problems

(for engineering)2. Developing and using models3. Planning and carrying out investigations4. Analyzing and interpreting data5. Using mathematics and computational thinking6. Constructing explanations (for science) and designing

solutions (for engineering)7. Engaging in argument from evidence8. Obtaining, evaluating, and communicating

information

How the Practices Are Integrated into Both Inquiry(S) and Design(E)

What Could this mean for T & E

Common Core State Standards

National Governors Association Center for Best Practices and

Council of Chief State School Officers

2010

www.corestandards.org

Common Core State Standards(Continued)

• Standards for English-language arts and mathematics • Grades K-12 • Developed in collaboration with a variety of stakeholders

including content experts, states, teachers, school administrators and parents.

• The standards establish clear and consistent goals for learning that will prepare America’s children for success in college and work.

• Forty-five states and 3 territories have stated that they will adopt these standards.

Standards of Mathematical PracticeMakes sense of problems and perseveres in solving them• Students are given an open-ended problem that they will discuss and develop

clearly defined details.• Students will review the constraints and research the information to develop

their design solution• Students will develop and present a viable solution to their problem• Students test their solutions based on the criteria and constraints of the

problem and make improvements as needed.Reasons abstractly and quantitatively• Students brainstorm possible solutions without regards to feasibility• Students will explore the possibilities of reasonable proposed solutions Construct viable arguments and critiques the reasoning of others• Students will utilize a decision matrix to evaluate competing solutions• Students will communicate and defend their solutions using objects, drawings,

diagrams, and actions

Models with mathematics• Students will apply prior knowledge to solve the problem• Students will model their solutions using tools such as, diagrams,

tables, graphs, flow charts, and appropriate formulas.• Students will make appropriate assumptions and approximations

to their problem.• The students model their solutionsUse appropriate tools strategically • Students will use appropriate tools and machines. Rulers,

compasses, protractors, pencils, calculators, and other hand tools.• Students will use design software to model their solutions.Attends to precision• Students use appropriate conventions in communicating solutions.• Students use symbols, units of measure, and labels to accurately

communicate solution designs.

Standards of Mathematical Practice

Looks for and makes use of structure• Students will use the Engineering Design Process in

developing solutions.• Students will employ the Scientific Method in recognizing

patterns and structure in building a knowledge base for solutions.

Looks for and expresses regularity in repeated reasoning• Students will research current and past solutions to similar

problems for appropriate reapplication• Students will continually evaluate, test, and make changes to

solutions to ensure repeatability and reliability.

Standards of Mathematical Practice

Capacities for a literate Individual• Introduces claim(s) about a topic or issue acknowledge and

distinguishes the claim(s) from alternate or opposing claims, and organizes the reasons and evidence logically.

• Supports claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

• Uses words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

• Establishes and maintains a formal style.• Provides a concluding statement or section that follows from

and supports the argument presented.

Argumentative Writing

• Create an argument on why your design is the best solution to the problem or why it is not. This argument must be based on logic, facts, and data. A valid argument also provides the facts and data for the opposing argument. Your argument must be well written and make use of the references from your research

Explanatory Writing

• Communicate the Processes and Results.• Explain how your design solves the problem

and how it meets the constraints

Content Literacy• Content literacy is the ability to read, write,

create, interpret and present a range of media, in subjects such as science, social studies and mathematics.

• Content literacy is essential for success in both secondary and post-secondary education, where most of what students read will be non-fiction. Fortunately, developing content literacy can draw on students’ authentic interests in the world around them.

READING LIKE AN ENGINEER• Engineers read back and forth between text and

visual diagrams to develop a deeper meaning• Think critically and visualize about changing

information• Look for patterns during reading• Make conjectures to create new ideas• Create questions based on facts• Make predictions based on evidence• Visualize during reading• Use imagery to project concepts

STEM Initiatives

What is STEM Education?

STEM DEFINITIONSSTEM DEFINITIONS• Science is the study of our natural world (National

Science Education Standards, National Research Council, 1996).

• Technology is the modification of the natural world to meet to human wants and needs. (ITEA, 2000)

• Engineering is design under constraint (William Wulf, Past-president of National Academy of Engineering)

• Mathematics is the study of any patterns or relationships (AAAS, 1993)

STEM: STEM: Integrated or Separated?Integrated or Separated?

STEM: STEM: Integrated or Separated?Integrated or Separated?

Integrated STEM: The principles of science and the analysis of mathematics are combined with the design process of technology and engineering in the classroom.

Separated S.T.E.M.: Each subject is taught separately with the hope that the synthesis of disciplinary knowledge will be applied. This may be referred to as STEM being taught as “Silos”

TECHNLOGY

ENGINEERING

Design

Page 1

?

High School STEM Education GoalsHigh School STEM Education Goals

• All Students

• All Courses

• Students interested in science, technology, engineering, & mathematics.

• Offered through specialized programs, academies, courses, etc.

Transdisciplinary or In Classroom

difficult easier

One STEM Lesson a Year

Two Ways to Incorporate STEM

• Much Easier• Present content through the context of a real world issue• Shows the application of all practice standards (Math, STEM, ELA)• Not teaching Digital Electronics• Allow students to work collaboratively to find a solution through the

development of their own content knowledge• Uses the 5 E Lesson Plan• Allows students to communicate results and receive feedback from

mentors and peers• Authentic Learning Experience• The students should seek out subject matter experts• In other words it is UDL• Student centered experience• Shows possible career pathways

In Classroom

• More Difficult

• Develop lesson seeds with other teachers

• MRHS NCTAF STEM Team currently does this

• Collaborate with the school STEM team

• Assessment still requires you to reach content

• Studies show that students in this type of learning environment

generally perform better on content assessments

Trans Disciplinary

National Assessment of Educational Progress (NAEP)(“The Nation’s Report Card”)

2014 Technology and Engineering Literacy Framework

www.naeptech2012.org

NAEP 2014 Technology and Engineering Literacy Framework

• What is NAEP? • Evolution and Background• Process of Framework Development

– Steering Committee– Planning Committee

Overall Purposes1. Develop the recommended framework and specifications for NAEP

Technology and Engineering Literacy Assessment in the U. S.

2. Recommend grade levels are 4, 8, and 12 for the “probe” assessment. The 2014 assessment will be at the 8th grade.

3. Recommend important background variables associated with student achievement in Technology and Engineering Literacy that should be included in NAEP Assessment.

4. The assessment will be entirely computer-based.

Major Assessment Areas

Technology & Society

Design & Systems

Information & Communication

Technology (ICT)

A. Interaction of Technology and Humans

B. Effects of Technology on the Natural World

C. Effects of Technology on the World of Information and Knowledge

D. Ethics, Equity and Responsibility

A. Nature of Technology

B. Engineering Design

C. Systems Thinking

D. Maintenance and Troubleshooting

A. Construction and Exchange of Ideas and Solutions

B. Information Research

C. Investigation of Problems

D. Acknowledgement of Ideas and Information

E. Selection and Use of Digital Tools

Teaching to the Test

• There is some concern in the U. S. that states and local school districts are using the content in the state and local “high stakes tests” as a basis of curriculum. This is because some states and local school districts want their students to score as high as possible on these tests, so teachers are encouraged to teach their students to learn the content in the test rather than in the standards.

Impact of Standards in the U. S.

• Developing and using standards to provide the content for what every student should know and be able to do in a subject is a dynamic and changing process.

• Standards give us structure. They give us guidelines and foundations.

• Standards provide uniformity across the school curriculum.

Impact of Standards in the U. S. (Cont.)

• Since its beginning, standards have served as a basis of educational reform across the nation as educators and policy makers respond to the call for a clear definition of desired outcomes of schooling and a way to raise student success in terms of these outcomes.*

*( National Research Council. (2002). Investigating the Influence of Standards: A Framework for Research in Mathematics, Science, and Technology Education. Washington, DC: National Academy Press)