What's Common Core about Family and Consumer Sciences?

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Stan Freeda

T E A C H I N G T H A T S U P P O R T S T H E N E W H A M P S H I R E C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S

AGENDA

T E A C H I N G T H A T S U P P O R T S T H E N E W H A M P S H I R E C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S 2

• Competency

• New Hampshire College and Career Ready

Standards

• New Ways of Teaching and Learning

• Open Discussion

WHAT IS COMPETENCY?

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com·pe·ten·cy [kom-pi-tuhn-see]

having the behaviors, knowledge,

skills and abilities that are

necessary for successful

demonstration of knowledge and

understanding.

Multidimensional

Family Consumer Science Knowledge Skill Behavior

Content Process Disposition


ED 306

MINIMUM STANDARDS FOR SCHOOL APPROVAL

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(b) The required curriculum content shall comply with the following:

(4) If a district chooses to offer extended learning opportunities, the

extended learning opportunities shall:

b. Be governed by a policy adopted by the local school board that:

5. Requires that granting of credits shall be based on a student’s

demonstration of competencies, as approved by certified

educators;

Ed 306.27 High School Curriculum, Credits, Graduation

Requirements, and Cocurricular Program.


ED 306


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Ed 306.27 High School Curriculum, Credits, Graduation

Requirements, and Cocurricular Program. (d) The local school board shall require that a high school credit can be earned by

demonstrating mastery of required competencies for the course, as approved by

certified school personnel. Each high school shall determine the number of credits

to be awarded for successful demonstration of competencies following completion

of a classroom course, independent study, distance learning course, or extended

learning opportunity. One credit shall equate to the level of rigor and achievement

necessary to master competencies that have been designed to demonstrate the

knowledge and skills necessary to progress toward college level and career work.

Determination of the weight of each course competency on which credit is based,

as well as the degree of mastery on which credit will be granted, shall be a local

decision.


ED 306


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TA #12 Competency Assessment of Student Mastery (2006) State Standards indicate that local districts must have a competency

assessment process and defined competencies in place by the 2008-2009

school year. The school approval standards state that local school boards

may implement competency assessment of student mastery at the high

school level at any time, but it is not required by the state standards until the

2008-2009 school year.

http://www.education.nh.gov/standards/documents/advisory12.pdf


ED 306


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Ed 306.38 Family and Consumer Science Education Program

(a) Pursuant to Ed 306.26, the local school board shall require that a family and

consumer science education program in each middle school provides: (1) Instructions which emphasizes the use of critical and creative thinking skills to

address problems as individuals in diverse family, community, and work

environments;

(2) Planned activities designed to promote becoming responsible citizens and

leaders in family, community, and work settings;

(3) Experiences which develop students’ information-gathering techniques,

including, but not limited to: a. Collecting, analyzing, organizing, and presenting information;

b. Decision making and problem solving;

c. Self-management;

d. Communication and conflict resolution; and

e. Technological literacy;


ED 306


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(4) Instruction in both subject matter and process, with an emphasis on breadth

rather than depth;

(5) Experiences which develop students' knowledge and skills in: a. Managing foods and nutrition;

b. Consumer and family resource management;

c. Interpersonal relationships; and

d. Human growth and development; and

(6) Systematic instruction and activities designed to enable students to: a. Manage foods and nutrition as follows:

b. In the area of consumer and resource management:

c. In the area of interpersonal relationships:

d. In the area of human growth and development:


ED 306


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(b) Pursuant to Ed 306.27, the local school board shall require that a

family and consumer science education program in each high school

provides: (1) Opportunities for students to develop the knowledge, skills, attitudes, and

behaviors needed for balancing personal, home, family, and work lives;

(2) Instruction which emphasizes the development of all individuals into

effectively literate consumers and managers of resources;

(3) Instruction which emphasizes knowledge and skills to promote optimal

food, nutrition, and wellness practices;

(4) Opportunities for students to develop an awareness of career

opportunities and to function as leaders in family, community, and work

settings;


ED 306


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(5) Courses totaling at least 3 credits, of which:

a. At least ½ credit is devoted to adult roles and responsibilities covering: 1. Personal financial literacy;

2. Interpersonal relationships;

3. Communications and conflict resolution; and

4. Positive adult roles; and

b. At least 2 ½ credits are from the following areas of study: 1. Career, community, and family relations;

2. Consumer and resource management;

3. Foods, nutrition, and wellness;

4. Hospitality, tourism, and facilities management;

5. Housing and textiles; and

6. Human growth and development; and


ED 306


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(6) Systematic instruction and activities designed to enable students to:

a. Balance personal, home, family, and work lives;

b. Promote optimal nutrition and wellness across the life span;

c. Function effectively as providers and consumers of goods and services;

d. Manage resources to meet the needs of individuals and families;

e. Strengthen the well-being of individuals and families;

f. Develop attitudes and habits conductive to career planning, preparation,

and success;

g. Understand the principles of human growth and development;

h. Manage housing, furnishings, clothing, and textiles; and

i. Understand the hospitality and tourism industry.


ED 306


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Renewal of Minimum Standards is due

New Hampshire Standards for School Approval were adopted in 2005

through 2013.

Standards are due to be updated.

Next Generation Learning Initiative in NH.

Innovative education is supported.

Every indication suggests:

• stronger emphasis on competency.

• less dependence on course structure.


LEARN MORE ABOUT COMPETENCY ONLINE

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www.CompetencyWorks.org

www.education.nh.gov/innovati

ons/hs_redesign/competencies.

htm

www.inacol.org/research/comp

etency/


COMMENTS OR QUESTIONS

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com·pe·ten·cy [kom-pi-tuhn-see]

having the behaviors, knowledge, skills and

abilities that are necessary for successful

demonstration of knowledge and

understanding.

Where are we on course

competencies?


STANDARDS

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something set up and established by

authority as a rule for the measure

of quantity, weight, extent, value, or

quality.

stan·dard [stan-derd]


NEW HAMPSHIRE

COLLEGE AND CAREER READY STANDARDS

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• Common Core State Standards for Mathematics

• Common Core State Standards for English Language Arts & Literacy in History/Social

Studies, Science, and Technical Subjects

• NH Framework for Science Literacy

• (may be replaced with Next Generation Science Standards)

• NH Framework for Social Studies

• (may be updated to reflect National Curriculum Standards for Social Studies)

• National Standards for Arts Education

• (may be replaced with the National Core Arts Standards)

• Information and Communication Technologies Literacy Standards (ED 306.42, ISTE

NETS-S)

• National Standards for Family and Consumer Sciences Education

• National Health Education Standards

• National Standards for Physical Education

• International Technology Education Association Standards for Technological Literacy


COMMON PRACTICES

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English Language Arts Capacities 1. Demonstrate independence.

2. Build strong content knowledge.

3. Respond to the varying demands of audience, task, purpose, and discipline.

4. Comprehend as well as critique.

5. Value evidence.

6. Use technology and digital media strategically and capably.

7. Come to understand other perspectives and cultures.


COMMON PRACTICES

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ELA Capacities manifest as: “construct effective arguments,” “request clarification,” “ask relevant questions,” “build on others’ ideas,” “articulate their own ideas,” “question assumptions and

premises,” “assess the veracity of claims,” “assess the soundness of reasoning,” “cite specific evidence,” “make their reasoning clear,” “constructively

evaluate others’ use of evidence,” “evaluate other points of view critically and

constructively,” “express and listen carefully to ideas,” “cite specific textual

evidence to support conclusions,” “delineate and evaluate the argument and

specific claims in a text including the validity of the reasoning as well as the

relevance and sufficiency of the evidence,” “participate effectively in a range of

conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.”


COMMON PRACTICES

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Mathematical Practices 1. Make sense of problems and persevere in

solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.


COMMON PRACTICES

Science and Engineering Practices 1. Asking questions and defining problems.

2. Developing and using models.

3. Planning and carrying out investigations.

4. Analyzing and interpreting data.

5. Using mathematics, information and computer technology, and computational thinking.

6. Constructing explanations and designing solutions .

7. Engaging in argument from evidence.

8. Obtaining, evaluating, and communicating information.

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• Core Ideas

• Crosscutting

Concepts

• Practices


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• Knowledge through content-rich

text.

• Reason abstractly and

quantitatively.

• Construct arguments.

• Critique the reasoning of others.

• Argue with evidence.

PERFORMANCE IS AT THE CORE


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16 Content Areas

PERFORMANCE IS AT THE CORE

1. Career, Community and Family

2. Consumer & Family Resources

3. Consumer Services

4. Education & Early Childhood

5. Facilities Management

6. Family

7. Family & Community Service

8. Food Production & Service

9. Food Science, Dietetics, Nutrition

10. Hospitality, Tourism, Recreation

11. Housing, Interior Design

12. Human Development

13. Interpersonal Relationships

14. Nutrition

15. Parenting

16. Textiles, Fashion, Apparel


“ [middle school]… emphasis

on breadth rather than

depth.”

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Process / Action

Framework

PERFORMANCE IS AT THE CORE Process Questions Framework

Process Areas Types of Action

Technical Action Interpretive Action Reflective Action

Thinking

Processes

Questions that lead to

technical actions about

thinking processes


interpretive actions

about thinking

processes


reflective actions

about thinking

processes

Communication

Processes



communication

processes



about communication

processes


reflective actions

about communication

processes

Leadership

Processes



leadership processes



about leadership

processes


reflective actions

about leadership

processes

Management

Processes



management

processes



about management

processes


reflective actions

about management

processes

Figure 1: Design matrix for process questions in the National Standards for Family and

Consumer Sciences Education


COMMENTS OR QUESTIONS

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Where are we on

standards?

something set up and established

by authority as a rule for the

measure of quantity, weight, extent,

value, or quality.

stan·dard [stan-derd]


NEW WAYS OF TEACHING AND LEARNING

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ENGAGING IN CONTENT RICH DISCUSSIONS AND REFLECTIVE ACTIONS THAT

ENABLE STUDENTS TO MAKE DECISIONS AND SOLVE PROBLEMS WITH

EVIDENCE.

REQUIRES EFFECTIVE PROJECT BASED TEACHING AND PERFORMANCE BASED

ASSESSMENTS

EXEMPLIFIES TEACHING PRACTICES FOR ALL NH COLLEGE AND CAREER

READY AREAS.

SCIENCE AND FAMILY AND CONSUMER SCIENCE TEACHING ALREADY

ENGAGES IN THOSE PRACTICES.


COMMONALITIES AT THE CORE

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AT THE CORE OF ALL THESE STANDARDS IS: • REASONING WITH EVIDENCE. • BUILDING ARGUMENTS AND CRITIQUING THE ARGUMENTS

OF OTHERS. • DEVELOPING RIGOROUS, CONCEPTUALLY STRONG,

EVIDENCE-BASED THINKING PRACTICES. • PARTICIPATING IN REASONING-ORIENTED PRACTICES AND

ACTIONS WITH OTHERS. A FEW MORE OF THESE PRACTICES SEEM TO RELATE EXPLICITLY TO SENSE-MAKING AND DISCUSSION: REASONING, IN THE SERVICE OF MAKING ARGUMENTS THAT SUPPORT AND JUSTIFY ACTIONS.



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REASONING, IN THE SERVICE OF MAKING ARGUMENTS THAT

SUPPORT AND JUSTIFY ACTIONS.

• REQUIRES THAT TEACHERS FOCUS MORE ATTENTION ON

REASONING AND “THINKING PRACTICES.”

• REQUIRES STUDENTS TO PARTICIPATE IN MAKING THEIR

THINKING PUBLIC AND COGENT.

• STUDENTS WILL NEED GUIDANCE TO MAKING THEIR

THINKING…

• Visible

• Public

• Available to others

…IN SPEAKING AND WRITING!



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TEACHERS WILL HAVE TO HELP ALL STUDENTS: • EXTERNALIZE THEIR THINKING;

• LISTEN CAREFULLY TO ONE ANOTHER AND TAKE ONE ANOTHER SERIOUSLY;

• DIG DEEPER INTO THE DATA AND EVIDENCE FOR THEIR POSITIONS;

• WORK WITH THE REASONING OF OTHERS.


COMMON PRACTICES IN TEACHING

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Points to Consider:

• “Reasoning practices” in all content areas have to be enacted, and

for learners, most are enacted socially, through talk and writing.

• “Social” does not just mean student-led group work. Well-

structured social interaction builds in time to think as an individual – making thinking available - metacognition.

These are hallmarks of Family & Consumer Sciences teaching.


THE GOOD NEWS

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“Reasoning” practices are common to all modern standards. Big bang for the buck.

The practices of discussion transfer from one content domain to another.

We now know a great deal about how to induct students, from all backgrounds, into these reasoning practices, through rigorous, content-rich, teacher-guided discussions.

Good teaching has always supported these practices.

Family & Consumer Science teachers are already there.


THE BAD NEWS

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The dominant forms of talk in classrooms — recitation and direct

instruction — do NOT support reasoning, building arguments with

evidence, explaining, critiquing, and building common ground.

Teachers are often not well-prepared to lead academically

productive, reasoning-oriented discussions.

Teachers often rely on group work, hoping that the hands-on

activities, in small groups, will teach the students what they need to

learn.

Many teachers have a hard time running the discussions. Deep

discussions are often skipped due to lack of time.


LEARN MORE ABOUT STANDARDS ONLINE

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www.NextGenScience.org

www.CoreStandards.org

www.nasafacs.org/national-

standards-home.html

www.iste.org/standards


RESOURCES FOR TEACHERS

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New Hampshire Educators Online www.nheon.org

OPEN NH Professional Development www.opennh.org

NH Digital Resources Consortium www.nhdrc.org

NH Educational GIS Partnership www.nhedgis.org

NH Frameworks www.education.nh.gov/instruction/curriculum

Open Education Resources www.oercommons.org

Thinkfinity www.thinkfinity.org

Office of Educational Technology www.nheon.org/oet


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THE END


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OFFICE OF EDUCATIONAL TECHNOLOGY

Contact Information

Stan Freeda Educational Technology and Online Learning Specialist

NH SBAC Technology Readiness Coordinator

Office of Educational Technology

Bureau of Accountability and Assessment

New Hampshire Department of Education

[email protected] 603.271.5132

www.education.nh.gov www.nheon.org www.opennh.org

@
