Transcript GLE 0707.Inq.2 - Jefferson County Schools, TN

Session 207
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Describe how the Jefferson County School
District is working to meet the new
Tennessee Education Standards.
Provide a sneak preview to what we are doing
with our web site to facilitate the changes.
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Globalized World
Wired 24/7
Continuous Communications
Cell Phones and Text Messages
High Speed Internet
The United States is no longer the leading
country in many areas.
Technology is a Driving Force!
Every day our world grows a little smaller!
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We are educating students for jobs that do
not exist yet.
People do not have to live in the same
location as their work.
Thomas Friedman identified three world
“flatteners”:
◦ New technologies
◦ New ways of working and a new playing field for
business
◦ New set of people have emerged onto the playing
field and want to work.
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Emerging Technologies for Teaching
Emerging Tools for Teaching and Learning
New Skills Needed
The advancing Internet
Podcasting
Digital
Storytelling
Distance
Learning
Web 2.0
Streaming
Media
Web
lessons
and
tutorials
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Seventy-one percent (71%) of American
households have web access.
Americans age 13-24 spend more time
online than they do in front of a TV (Sloane &
Kaihla, 2006).
Seventy percent (70%) of the registered users
of YouTube are American and 50% are under
the age of 20 (Gomes, 2006)
65% of students in grades 6-12 use instant
messenger/email every day.
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Personal website usage jumped by 300% from
2004 to 2005.
By grade 12, almost 50% of students report
using a personal web page on a weekly basis.
In grades 6-12:
◦ 54% of students go online for news, sports,
weather, and entertainment
◦ 51% use graphic, photo, music editing
software
◦ 47% conduct personal research
◦ 43% shop
Web 2.0 New tools, new schools by Gwen Solomon and Lynne Schrum
New Version of Bloom
Old Version of Bloom
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Remembering: can the student recall or remember the
information? define, duplicate, list, memorize, recall, repeat,
reproduce state
Understanding: can the student explain ideas or concepts?
classify, describe, discuss, explain, identify, locate, recognize,
report, select, translate, paraphrase
Applying: can the student use the information in a new way?
choose, demonstrate, dramatize, employ, illustrate, interpret,
operate, schedule, sketch, solve, use, write.
Analysing: can the student distinguish between the different
parts? appraise, compare, contrast, criticize, differentiate,
discriminate, distinguish, examine, experiment, question, test.
Evaluating: can the student justify a stand or decision?
appraise, argue, defend, judge, select, support, value, evaluate
Creating: can the student create new product or point of view?
assemble, construct, create, design, develop, formulate, write.
http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
Math - 4 Credits: (Students must take a math class each year)
 Algebra I
1 Credit
 Geometry
1 Credit
 Algebra II
1 Credit
 Upper level Math:
1 Credit
◦ Bridge Math
Students who have not earned a 19 on the mathematics component of
the ACT by the beginning of the senior year is recommended to complete the Bridge Math course.
◦ Capstone Math
◦ STEM Math (Pre-Calculus, Calculus, Adv. Algebra
and Trigonometry, Statistics, Discrete
Mathematics)
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Three Science
credit
◦ Biology
◦ Chemistry or Physics
◦ Additional lab
science
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GLE 0707.Inq.1 Design and conduct open-ended
scientific investigations.
GLE 0707.Inq.2 Use appropriate tools and techniques
to gather, organize, analyze, and interpret data.
GLE 0707.Inq.3 Synthesize information to determine
cause and effect relationships between evidence and
explanations.
GLE 0707.Inq.4 Recognize possible sources of bias
and error, alternative explanations, and questions for
further exploration.
GLE 0707.Inq.5 Communicate scientific understanding
using descriptions, explanations, and models.
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GLE 0707.T/E.1 Explore how technology responds
to social, political, and economic needs.
GLE 0707.T/E.2 Know that the engineering design
process involves an ongoing series of events that
incorporate design constraints, model building,
testing, evaluating, modifying, and retesting.
GLE 0707.T/E.3 Compare the intended benefits
with the unintended consequences of a new
technology.
GLE 0707.T/E.4 Describe and explain adaptive
and assistive bioengineered products.
K12 English Language
Strands
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Language
Communication
Writing
Research
Logic
Informational Text
Media
Literature
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Grade 7: Informational
Text
GLE 0701.6.2 Analyze
the organizational
structures of
informational texts
Cause-Effect
Relationships
Informational Text
Critical Point
1. Every teacher put their hands
on the curriculum and really
studied the changes.
2. Realization that they were not
the only one thinking this
would be difficult.
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Prepare teachers for the
changes in curriculum
standards.
Inform stakeholders of the
new Tennessee curriculum
standards and the impact on
graduation requirements
and test scores.
Develop confidence in
teachers with new
instructional strategies and
the “raising of the bar.”
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Teachers developed resources for three half
days and aligned with areas of change and
areas identified as difficult to teach.
All resources were identified by new
curriculum number coding system.
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Identify what is new at each grade level.
Identify vocabulary and terminology that is
new for teachers.
Identify what is going to be difficult for
students at each grade level.
Create resources for each of these areas.
Locate online resources for all areas of
curriculum.
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Strengthen content knowledge base
Assist in classroom by “modeling” techniques
and strategies.
Support teachers…Create an environment
where are not afraid to ask for help.
Strengthen technology skills
◦ Web 2.0 tools
Dynamic
Curriculum
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Fall 2008
◦ Language Arts
◦ Math
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Spring 2009
◦ Science
◦ Social Studies
Roll Out New Curriculum
April 2009
Two High
School
Classrooms
High School in West Philadelphia
Traditional School Room
We know how they
are different.
High School in West Philadelphia
Traditional School Room
But how are they
alike?
High School in West Philadelphia
Traditional School Room
Both pictures were
taken 25 minutes
before school
started.
“If we teach today as we taught yesterday, we
rob our children of tomorrow.”
The Starfish Story
Original Story by: Loren Eisley
One day a man was walking along the beach when he noticed
a boy picking something up and gently throwing it into the ocean.
Approaching the boy, he asked, “What are you doing?”
The youth replied, “Throwing starfish back into the ocean.
The surf is up and the tide is going out. If I don’t throw them back, they’ll die.”
“Son,” the man said, “don’t you realize there are miles and miles of beach and hundreds of
starfish?
You can’t make a difference!”
After listening politely, the boy bent down, picked up another starfish,
and threw it back into the surf. Then, smiling at the man, he said…”
I made a difference for that one.”