Curriculum

Change Thinking for Global Science: Fostering and Evaluating Inquiry Thinking About the Ecological Impacts of Climate Change

Project Summary

During the lifetimes of our current middle and high school students, it is likely that our planet will undergo more anthropogenic change than it has during all of human history to date. The project is utilizing a learning progression approach for the systematic design of coordinated curriculum, tool, and assessment products focused on climate change biology. This work will provide an empirical and theoretical basis for critical concept development about the impacts of climate change on living systems.

Research Questions

Author/Presenter: 
Nancy Butler Songer
Philip Myers
James H. Beach
Vanessa L. Peters
Year: 
2010

Assembling Our Knowledge of Teacher Learning: The State of Our Understanding and Practices (Wilson)

Author/Presenter: 
Suzanne Wilson
Year: 
2009
Short Description: 

In this interactive talk, Wilson will ask each project to make explicit its assumptions about how teachers learn, the forces that matter the most, and how the logic and components of programs reflect those underlying assumptions. Wilson will then consider that array of assumptions in light of relevant scholarship on teaching quality and teacher learning.

Resource Type: 
Presentation

A Successful Professional Development Model for Preparing Teachers to use Reform-Based Curriculum Effectively (Sutherland, Krajcik)

Author/Presenter: 
LeeAnn Sutherland
Joseph Krajcik
Year: 
2009
Short Description: 

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.

Transition to Algebra PD and Curriculum Orientation

Event Date: 
Thu, 08/23/2012 - 8:30am to 12:00pm
Event Contact: 

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.

Event Type: 

Interdisciplinary Mathematics, Science, and Computer Science

Day: 
Fri

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.

Date/Time: 
8:30 am to 9:45 am
Session Type: 
Product Feedback Session

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.

Embedded Formative Assessment: A New CADRE Work Group

Day: 
Thu

(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.

Date/Time: 
12:00 pm to 1:30 pm
Session Type: 
Special Interest Group (SIG)
Facilitators: 
References: 

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.

Status of The Next Generation of Science Standards

Day: 
Thu

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. 

Date/Time: 
9:45 am to 11:45 am
Session Type: 
PI-organized Discussion
Presenters: 

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.

CADRE Curriculum Design SIG

Day: 
Wed

(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.

Date/Time: 
2:00 pm to 4:00 pm
Session Type: 
Special Interest Group (SIG)
Facilitators: 

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.

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