A Leader's Guide to Science Curriculum Topic Study

Susan E. Mundry - WestEd, USA
Page D. Keeley - Consultant, Speaker, and Author
Carolyn J. (Jean) Landel - Western Washington University, USA
A Leader's Guide to Science Curriculum Topic Study
November 2009 | 320 pages | Corwin
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Description

"Engaging science teachers at all levels with important ideas relating to both the content and how they can help students learn the content is critical to promoting effective instruction. This leaders' guide will help us use CTS even more effectively ourselves, and help us prepare new cadres of professional development providers who will engage current and future teachers with state and national resources to improve science instruction and student learning."
—George Nelson, Former Director, Project 2061, AAAS
Director, Science, Mathematics, and Technology Education, Western Washington University

"Knowing all the science standards and the science educational research about learning science for each of those standards is challenging for anyone. This book illustrates effective professional development models for using Curriculum Topic Study with science teachers and is a must-have, particularly if you're a professional developer in science education."
—Francis Eberle, Executive Director
National Science Teachers Association

Use this powerful professional development approach to improve teacher understanding of K–12 science teaching and learning!

The Curriculum Topic Study (CTS) process, funded by the National Science Foundation, helps teachers improve their practice by linking standards and research to content, curriculum, instruction, and assessment.

Keyed to the core book Science Curriculum Topic Study, this resource helps science professional development leaders and teacher educators understand the CTS approach and how to design, lead, and apply CTS in a variety of settings that support teachers as learners. The authors provide everything needed to facilitate the CTS process, including:

  • A solid foundation in the CTS framework
  • Multiple designs for half-day and full-day workshops, professional learning communities, and one-on-one instructional coaching
  • Facilitation, group processing, and materials management strategies
  • A CD-ROM with handouts, PowerPoint slides, and templates

By bringing CTS into schools and other professional development settings, science leaders can enhance their teachers' knowledge of content, improve teaching practices, and have a positive impact on student learning!

Contents

Preface

Preface

Acknowledgments

Acknowledgments

About the Authors

About the Authors

1. Introduction to A Leader's Guide

  • Advice for Using This Leader's Guide
  • Underlying Beliefs
  • The Need for a Common Professional Knowledge Base
  • CTS Makes the Knowledge Base Accessible
  • Building Professional Community
  • Observations and Voices From the Field
  • Professional Development Designs Are Enhanced Through CTS
  • CTS Use by Collaborative School Teams
  • CTS Use in Preservice Education
  • CTS Enhances Science Education Leadership
  • The Language of CTS

2. Introduction to Curriculum Topic Study for Leaders

  • What Is CTS?
  • What CTS Is Not
  • CTS and Science Literacy
  • Key Points About Standards and Research on Learning
  • Using CTS to Lead Professional Learning
  • CTS Resources and Tools
  • From Generic Tools to Content-Specific Tools

3. Considerations for Designing and Leading Curriculum Topic Study

  • CTS and the Principles of Effective Professional Development
  • CTS Learning Cycle
  • Facilitation Tips and Strategies
  • Acquiring and Managing Materials
  • Developing Norms for Collaborative Work
  • CTS Group Norms
  • Options for Organizing and Discussing Readings
  • CTS Recommended Reading and Summarizing Strategies
  • Reporting Out Strategies
  • Reflection on CTS
  • Summarizing Findings
  • Strategy for Addressing the Issue of Time and Difficulty
  • Next Steps

4. Tools, Resources, and Designs for Leading Introductory Sessions on Curriculum Topic Study

  • Make Your Own CTS Introductory Session
  • Essential Facilitator Preparation
  • Module A1: Introduction to CTS Using K-12 Snapshots, Facilitation Guide
  • Module A2: Introduction to CTS Resource Scenarios?Models, Facilitation Guide
  • Module A3: Full-Day Introduction to CTS Resource Scenarios and Snapshots, Facilitation Guide
  • Options for Introducing the CTS Resource Books
  • Developing Your Own Snapshots and Resource Scenarios
  • Next Steps After CTS Introductions

5. Leading Full Topic Studies

  • Introduction to Full Topic Studies
  • Module B1: "Experimental Design" Facilitation Guide
  • Module B2: "Evidence and Explanation" Facilitation Guide
  • Module B3: "Earth, Moon, and Sun System" Facilitation Guide
  • Module B4: "Conservation of Matter" Facilitation Guide
  • Module B5: "Atoms and Molecules" Facilitation Guide
  • Module B6: "Photosynthesis and Respiration" Facilitation Guide
  • Module B7: "Life Cycles (K-4)" Facilitation Guide
  • Additional Suggestions for Designing and Leading Full Topic Studies
  • Developing Your Own Half-Day Topic Study
  • Combining Topics
  • Cautions and Next Steps

6. Using CTS in a Content, Curricular, Instructional, or Assessment Context

  • Introduction to CTS Context Applications
  • CTS and Science Content Knowledge
  • CTS and Science Curriculum
  • CTS and Science Instructions
  • CTS and Science Assessment
  • Module: Developing CTS Assessment Probes
  • Performance Assessment Tasks
  • CTS Performance Assessment Task Design and Teacher Learning
  • A CTS Process for Developing Performance Tasks
  • CTS Performance Task Development Tools
  • Introducing the CTS Performance Assessment Task Application
  • Developing Their Own Performance Task
  • Other Examples of Context Applications of CTS

7. Embedding CTS Within Professional Development Strategies

  • Why Use CTS Within Other Professional Development Strategies?
  • CTS and Professional Learning Communities
  • CTS Professional Development Strategy Application 1: Study Groups
  • CTS Professional Development Strategy Application 2: Collaborative Inquiry Into Examining Student Thinking (CIEST)
  • CTS Professional Development Strategy Application 3: CTS Video Demonstration Lesson (VDL)
  • CTS Professional Development Strategy Application 4: CTS Integrated Lesson Study
  • CTS Professional Development Strategy Application 5: CTS Action Research
  • CTS Professional Development Strategy Application 6: CTS Seminars
  • CTS Professional Development Strategy Application 7: CTS Mentoring and Coaching
  • A Final Word

References

References

Index

Index

Description

"Engaging science teachers at all levels with important ideas relating to both the content and how they can help students learn the content is critical to promoting effective instruction. This leaders' guide will help us use CTS even more effectively ourselves, and help us prepare new cadres of professional development providers who will engage current and future teachers with state and national resources to improve science instruction and student learning."
—George Nelson, Former Director, Project 2061, AAAS
Director, Science, Mathematics, and Technology Education, Western Washington University

"Knowing all the science standards and the science educational research about learning science for each of those standards is challenging for anyone. This book illustrates effective professional development models for using Curriculum Topic Study with science teachers and is a must-have, particularly if you're a professional developer in science education."
—Francis Eberle, Executive Director
National Science Teachers Association

Use this powerful professional development approach to improve teacher understanding of K–12 science teaching and learning!

The Curriculum Topic Study (CTS) process, funded by the National Science Foundation, helps teachers improve their practice by linking standards and research to content, curriculum, instruction, and assessment.

Keyed to the core book Science Curriculum Topic Study, this resource helps science professional development leaders and teacher educators understand the CTS approach and how to design, lead, and apply CTS in a variety of settings that support teachers as learners. The authors provide everything needed to facilitate the CTS process, including:

  • A solid foundation in the CTS framework
  • Multiple designs for half-day and full-day workshops, professional learning communities, and one-on-one instructional coaching
  • Facilitation, group processing, and materials management strategies
  • A CD-ROM with handouts, PowerPoint slides, and templates

By bringing CTS into schools and other professional development settings, science leaders can enhance their teachers' knowledge of content, improve teaching practices, and have a positive impact on student learning!

Contents

Preface

Preface

Acknowledgments

Acknowledgments

About the Authors

About the Authors

1. Introduction to A Leader's Guide

  • Advice for Using This Leader's Guide
  • Underlying Beliefs
  • The Need for a Common Professional Knowledge Base
  • CTS Makes the Knowledge Base Accessible
  • Building Professional Community
  • Observations and Voices From the Field
  • Professional Development Designs Are Enhanced Through CTS
  • CTS Use by Collaborative School Teams
  • CTS Use in Preservice Education
  • CTS Enhances Science Education Leadership
  • The Language of CTS

2. Introduction to Curriculum Topic Study for Leaders

  • What Is CTS?
  • What CTS Is Not
  • CTS and Science Literacy
  • Key Points About Standards and Research on Learning
  • Using CTS to Lead Professional Learning
  • CTS Resources and Tools
  • From Generic Tools to Content-Specific Tools

3. Considerations for Designing and Leading Curriculum Topic Study

  • CTS and the Principles of Effective Professional Development
  • CTS Learning Cycle
  • Facilitation Tips and Strategies
  • Acquiring and Managing Materials
  • Developing Norms for Collaborative Work
  • CTS Group Norms
  • Options for Organizing and Discussing Readings
  • CTS Recommended Reading and Summarizing Strategies
  • Reporting Out Strategies
  • Reflection on CTS
  • Summarizing Findings
  • Strategy for Addressing the Issue of Time and Difficulty
  • Next Steps

4. Tools, Resources, and Designs for Leading Introductory Sessions on Curriculum Topic Study

  • Make Your Own CTS Introductory Session
  • Essential Facilitator Preparation
  • Module A1: Introduction to CTS Using K-12 Snapshots, Facilitation Guide
  • Module A2: Introduction to CTS Resource Scenarios?Models, Facilitation Guide
  • Module A3: Full-Day Introduction to CTS Resource Scenarios and Snapshots, Facilitation Guide
  • Options for Introducing the CTS Resource Books
  • Developing Your Own Snapshots and Resource Scenarios
  • Next Steps After CTS Introductions

5. Leading Full Topic Studies

  • Introduction to Full Topic Studies
  • Module B1: "Experimental Design" Facilitation Guide
  • Module B2: "Evidence and Explanation" Facilitation Guide
  • Module B3: "Earth, Moon, and Sun System" Facilitation Guide
  • Module B4: "Conservation of Matter" Facilitation Guide
  • Module B5: "Atoms and Molecules" Facilitation Guide
  • Module B6: "Photosynthesis and Respiration" Facilitation Guide
  • Module B7: "Life Cycles (K-4)" Facilitation Guide
  • Additional Suggestions for Designing and Leading Full Topic Studies
  • Developing Your Own Half-Day Topic Study
  • Combining Topics
  • Cautions and Next Steps

6. Using CTS in a Content, Curricular, Instructional, or Assessment Context

  • Introduction to CTS Context Applications
  • CTS and Science Content Knowledge
  • CTS and Science Curriculum
  • CTS and Science Instructions
  • CTS and Science Assessment
  • Module: Developing CTS Assessment Probes
  • Performance Assessment Tasks
  • CTS Performance Assessment Task Design and Teacher Learning
  • A CTS Process for Developing Performance Tasks
  • CTS Performance Task Development Tools
  • Introducing the CTS Performance Assessment Task Application
  • Developing Their Own Performance Task
  • Other Examples of Context Applications of CTS

7. Embedding CTS Within Professional Development Strategies

  • Why Use CTS Within Other Professional Development Strategies?
  • CTS and Professional Learning Communities
  • CTS Professional Development Strategy Application 1: Study Groups
  • CTS Professional Development Strategy Application 2: Collaborative Inquiry Into Examining Student Thinking (CIEST)
  • CTS Professional Development Strategy Application 3: CTS Video Demonstration Lesson (VDL)
  • CTS Professional Development Strategy Application 4: CTS Integrated Lesson Study
  • CTS Professional Development Strategy Application 5: CTS Action Research
  • CTS Professional Development Strategy Application 6: CTS Seminars
  • CTS Professional Development Strategy Application 7: CTS Mentoring and Coaching
  • A Final Word

References

References

Index

Index

SAGE Publishing Logo

A Leader's Guide to Science Curriculum Topic Study

Susan E. Mundry , Page D. Keeley , Carolyn J. (Jean) Landel
Cancel Print

November 2009 | 320 pages | Corwin

Format Published Date ISBN Price

"Engaging science teachers at all levels with important ideas relating to both the content and how they can help students learn the content is critical to promoting effective instruction. This leaders' guide will help us use CTS even more effectively ourselves, and help us prepare new cadres of professional development providers who will engage current and future teachers with state and national resources to improve science instruction and student learning."
—George Nelson, Former Director, Project 2061, AAAS
Director, Science, Mathematics, and Technology Education, Western Washington University

"Knowing all the science standards and the science educational research about learning science for each of those standards is challenging for anyone. This book illustrates effective professional development models for using Curriculum Topic Study with science teachers and is a must-have, particularly if you're a professional developer in science education."
—Francis Eberle, Executive Director
National Science Teachers Association

Use this powerful professional development approach to improve teacher understanding of K–12 science teaching and learning!

The Curriculum Topic Study (CTS) process, funded by the National Science Foundation, helps teachers improve their practice by linking standards and research to content, curriculum, instruction, and assessment.

Keyed to the core book Science Curriculum Topic Study, this resource helps science professional development leaders and teacher educators understand the CTS approach and how to design, lead, and apply CTS in a variety of settings that support teachers as learners. The authors provide everything needed to facilitate the CTS process, including:

  • A solid foundation in the CTS framework
  • Multiple designs for half-day and full-day workshops, professional learning communities, and one-on-one instructional coaching
  • Facilitation, group processing, and materials management strategies
  • A CD-ROM with handouts, PowerPoint slides, and templates

By bringing CTS into schools and other professional development settings, science leaders can enhance their teachers' knowledge of content, improve teaching practices, and have a positive impact on student learning!


Table Of Contents:

  • Preface
  • Acknowledgments
  • About the Authors
  • 1. Introduction to A Leader's Guide
  • Advice for Using This Leader's Guide
  • Underlying Beliefs
  • The Need for a Common Professional Knowledge Base
  • CTS Makes the Knowledge Base Accessible
  • Building Professional Community
  • Observations and Voices From the Field
  • Professional Development Designs Are Enhanced Through CTS
  • CTS Use by Collaborative School Teams
  • CTS Use in Preservice Education
  • CTS Enhances Science Education Leadership
  • The Language of CTS
  • 2. Introduction to Curriculum Topic Study for Leaders
  • What Is CTS?
  • What CTS Is Not
  • CTS and Science Literacy
  • Key Points About Standards and Research on Learning
  • Using CTS to Lead Professional Learning
  • CTS Resources and Tools
  • From Generic Tools to Content-Specific Tools
  • 3. Considerations for Designing and Leading Curriculum Topic Study
  • CTS and the Principles of Effective Professional Development
  • CTS Learning Cycle
  • Facilitation Tips and Strategies
  • Acquiring and Managing Materials
  • Developing Norms for Collaborative Work
  • CTS Group Norms
  • Options for Organizing and Discussing Readings
  • CTS Recommended Reading and Summarizing Strategies
  • Reporting Out Strategies
  • Reflection on CTS
  • Summarizing Findings
  • Strategy for Addressing the Issue of Time and Difficulty
  • Next Steps
  • 4. Tools, Resources, and Designs for Leading Introductory Sessions on Curriculum Topic Study
  • Make Your Own CTS Introductory Session
  • Essential Facilitator Preparation
  • Module A1: Introduction to CTS Using K-12 Snapshots, Facilitation Guide
  • Module A2: Introduction to CTS Resource Scenarios?Models, Facilitation Guide
  • Module A3: Full-Day Introduction to CTS Resource Scenarios and Snapshots, Facilitation Guide
  • Options for Introducing the CTS Resource Books
  • Developing Your Own Snapshots and Resource Scenarios
  • Next Steps After CTS Introductions
  • 5. Leading Full Topic Studies
  • Introduction to Full Topic Studies
  • Module B1: "Experimental Design" Facilitation Guide
  • Module B2: "Evidence and Explanation" Facilitation Guide
  • Module B3: "Earth, Moon, and Sun System" Facilitation Guide
  • Module B4: "Conservation of Matter" Facilitation Guide
  • Module B5: "Atoms and Molecules" Facilitation Guide
  • Module B6: "Photosynthesis and Respiration" Facilitation Guide
  • Module B7: "Life Cycles (K-4)" Facilitation Guide
  • Additional Suggestions for Designing and Leading Full Topic Studies
  • Developing Your Own Half-Day Topic Study
  • Combining Topics
  • Cautions and Next Steps
  • 6. Using CTS in a Content, Curricular, Instructional, or Assessment Context
  • Introduction to CTS Context Applications
  • CTS and Science Content Knowledge
  • CTS and Science Curriculum
  • CTS and Science Instructions
  • CTS and Science Assessment
  • Module: Developing CTS Assessment Probes
  • Performance Assessment Tasks
  • CTS Performance Assessment Task Design and Teacher Learning
  • A CTS Process for Developing Performance Tasks
  • CTS Performance Task Development Tools
  • Introducing the CTS Performance Assessment Task Application
  • Developing Their Own Performance Task
  • Other Examples of Context Applications of CTS
  • 7. Embedding CTS Within Professional Development Strategies
  • Why Use CTS Within Other Professional Development Strategies?
  • CTS and Professional Learning Communities
  • CTS Professional Development Strategy Application 1: Study Groups
  • CTS Professional Development Strategy Application 2: Collaborative Inquiry Into Examining Student Thinking (CIEST)
  • CTS Professional Development Strategy Application 3: CTS Video Demonstration Lesson (VDL)
  • CTS Professional Development Strategy Application 4: CTS Integrated Lesson Study
  • CTS Professional Development Strategy Application 5: CTS Action Research
  • CTS Professional Development Strategy Application 6: CTS Seminars
  • CTS Professional Development Strategy Application 7: CTS Mentoring and Coaching
  • A Final Word
  • References
  • Index

Recent Product Reviews:

Ease of access to resources and correlation with curriculum development and integration with other content areas.
Dr Bonnie Rabe, Education , Western Connecticut State University
"Knowing all the science standards and the science educational research about learning science for each of those standards is challenging for anyone. This book illustrates effective professional development models for using Curriculum Topic Study with science teachers and is a must-have resource, particularly if you're a professional developer in science education."
Francis Eberle, Executive Director, National Science Teachers Association
“Engaging science teachers at all levels with important ideas relating to both the content and how they can help students learn the content is critical to promoting effective instruction. We have been using CTS as one key element of our professional development program and our preservice preparation programs for several years. It has proven to be an incredibly valuable and appreciated tool. This leaders’ guide will help us use CTS even more effectively ourselves, and help us prepare new cadres of professional development providers who will engage current and future teachers with state and national resources to improve science instruction and student learning.”
George Nelson, Director, Science, Mathematics, and Technology Education, Western Washington University, Former Director, Project 2061, AAAS

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