Join the panelists from the plenary presentation to continue conversations about common standards in each of the STEM disciplines.
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.
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.
