NJCTL NJCTL The Center for Teaching and Learning (CTL) is a non- - - PDF document

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This material is made freely available at www.njctl.org and is intended for the non-commercial use of students and teachers. These materials may not be used for any commercial purpose without the written permission of the owners. NJCTL maintains its website for the convenience of teachers who wish to make their work available to other teachers, participate in a virtual professional learning community, and/or provide access to course materials to parents, students and others.

Click to go to website: www.njctl.org New Jersey Center for Teaching and Learning New Paradigm Methods Training

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Empowering Teachers...Leading Change

New Jersey Center for Teaching and Learning www.njctl.org Slide 3 / 110

NJCTL

The Center for Teaching and Learning (CTL) is a non- profit organization, governed by an independent board made up of leaders in education, business and philanthropy. CTL's mission is to empower teachers to be leaders in the transformation of public schools so that all students have access to a high quality education. The focus of CTL's work is job- embedded professional development, endorsement programs, creation of course content for PSI and PMI and building teacher leadership capacity to raise student achievement.

Link to CTL Board Members

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Progressive Science Initiative (PSI) Free online digital content for HS Science including AP Courses Free online digital content for K-8 Science (aligned to the Next Generation Science Standards) Professional Development Endorsement Programs for Physics and Chemistry

NJCTL Programs

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NJCTL Programs

Progressive Mathematics Initiative (PMI) Free online digital content for Common Core Aligned K-12 Math Professional Development

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· Paradigm Shift

Click on the topic to go to that section

· Units of Instruction · Assessments and Grades

· Getting Started with SMART Response

· Introduction to PSI-PMI · Curriculum · Free Digital Content · Pedagogy

· Common Core Math Alignment

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Introduction to PSI-PMI

Return to Table of Contents

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What is PSI- PMI? How does the PSI- PMI program work? How will using PSI- PMI change the way I teach, the way students learn, and the way I work? What are the opportunities and challenges for students and teachers using PSI- PMI?

Essential Questions Slide 9 / 110

PSI and PMI represent a transformational educational paradigm Made possible by technology enabling the integration of pedagogy, curriculum and assessment The written, taught and assessed curriculum are now converged

PSI-PMI

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PSI first developed to teach HS science PSI then used to create HS science teachers PMI uses PSI Methods to teach K-12 math PMI will be used to create K-12 math teachers

PSI-PMI

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PSI-PMI

Developed in 1 NJ school, starting in 1999 Extended to 100 NJ schools, starting in 2007 Extended to Argentina in 2010 Extended to Rhode Island and Colorado in 2011 Extended to The Gambia, West Africa (World Bank and Peace Corps) in 2012 NEA funding entry to more states in 2013 (VT)

Slide 12 / 110 AP Exams as the Goal

Provides a standard metric Recognized by K-12, colleges & universities, students and parents Correlated to international competitiveness Gives students access to top colleges & universities, plus scholarships

Slide 13 / 110 Benefits of AP Courses

A recent study showed that students taking AP courses and exams were much more likely to earn a college degree in four years. * For example, AP English Literature students had four-year college graduation rates that were 62% higher than students that had not taken AP English Literature.

** Linda Hargrove, Donn Godin, and Barbara Dodd, “College Outcomes Comparisons by AP and Non-AP High School Experiences.” The College Board, 2008.

Slide 14 / 110 TIMSS 1995

AP Performance & International Competitiveness

*Similar results can be found with mathematics results and AP Calculus

Slide 15 / 110 AP Science Exams Taken 2010 Bergen Tech. vs. Normed State

*AP Physics B exams TAKEN: 18x the state average

Slide 16 / 110 AP Science Exams Passed 2010 Bergen Tech. vs. Normed State

*AP Physics B PASSING RATES: 20x the state average (up from 14x the state average in 2010)

Slide 17 / 110 Number of PSI Physics Teachers Slide 18 / 110 Increasng AP Physics B Participation

NJ 2011-2012

Data Source: 2012 NJ School Performance Report (http://education.state.nj.us/pr) AP Participation Rates calculated by dividing the number of exams taken for AP Physics B by the average number of students per grade

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PSI-PMI

Curriculum Pedagogy Formative Assessment Summative Assessment and Grading Technology Face-to-Face and Virtual PLCs

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Curriculum Overview

Return to Table of Contents

Slide 21 / 110 Curriculum

PSI-PMI Course Alignment

Vertical alignment: the course sequence lays a foundation and each course builds on the previous year. Horizontal alignment: the concepts learned in math and science are integrated EOC and AP Alignment : each course is designed to prepare students for rigorous End of Course (EOC) or Advanced Placement (AP) exams and assessments are aligned to EOC and AP content and format

Slide 22 / 110 Correcting the HS Science Sequence

9th grade 10th grade 11th grade 12th grade

Slide 23 / 110 Curriculum

PSI Course Sequence: Required Courses

Algebra II

9th grade 10th grade 11th grade 12th grade

Slide 24 / 110 Curriculum

PSI Course Sequence: Required and APs

Algebra II Pre-Calc

9th grade 10th grade 11th grade 12th grade

Slide 25 / 110 Curriculum Vertical Alignment

PSI Course Sequence: Grades 9-12

Each science class provides the foundation for the next and science sequence flows logically 9th grade physics ends with Nuclear Physics and Quantum Mechanics 10th grade chemistry begins with Quantum Mechanics and ends with Organic Molecules 11th grade biology begins with Organic Molecules and the Origins of Life

Slide 26 / 110 Curriculum

PMI K-12 Mathematics

Common Core Standards adopted by 45 states, the District of Columbia, and 4 territories Current textbooks are not aligned and need to be replaced But, textbooks themselves are becoming obsolete; districts don’t want to buy new ones PMIs free, highly effective, Common Core aligned course materials are critically important

Slide 27 / 110 Curriculum

PMI K-12 Mathematics

Goals of the Common Core Standards Coherence Focus Clarity and specificity

Slide 28 / 110 Curriculum

PMI K-12 Mathematics

Coherence: Articulated progressions of topics and performances that are developmental and connected to other progressions Conceptual understanding and procedural skills stressed equally NCTM states coherence also means that instruction, assessment, and curriculum are aligned.

Slide 29 / 110 Curriculum

PMI K-12 Mathematics

Focus: Key ideas, understandings, and skills are identified Deep learning of concepts is emphasized That is, adequate time is devoted to a topic and learning it well. This counters the “mile wide, inch deep” criticism leveled at most current U.S. standards.

Slide 30 / 110 Curriculum

PMI K-12 Mathematics

Clarity and Specificity: Skills and concepts are clearly defined. An ability to apply concepts and skills to new situations is expected.

Slide 31 / 110 Common Core Math Structure

Grade (K-8) or Conceptual Category (High School) Domain Cluster Standards

Slide 32 / 110 Common Core Math Structure

Domain

Overarching “big ideas” that connect topics across the grades Descriptions of the mathematical content to be learned, elaborated through clusters and standards

Slide 33 / 110 Common Core Math Structure

Cluster

May appear in multiple grade levels with increasing developmental standards as the grade levels progress Indicate WHAT students should know and be able to do at each grade level Reflect both mathematical understandings and skills, which are equally important

Slide 34 / 110 Common Core Math Structure

Standards

Content statements Progressions of increasing complexity from grade to grade In high school, this may occur over the course of one year or through several years

Slide 35 / 110 Curriculum

PMI K-12 Mathematics

Vertical alignment: each PMI math course aligned to Common Core standards creating a comprehensive K-12 sequence Horizontal alignment: the concepts learned in math and science are integrated EOC and AP Alignment: each course is designed to prepare students for rigorous EOC or AP exams and assessments are aligned to EOC and AP content and format

Slide 36 / 110 Curriculum and Pacing

Backwards Design AP, EOC, and Common Core Standards define what students should know and be able to do by end of course The materials for each course are purposely designed to help students meet the standards set out by these assessments.

Slide 37 / 110 Curriculum and Pacing

Long-term Plan and Suggested Pacing Guide

Provides scope, sequence, and guidelines for how much time each unit should take to complete the course Indicate alignment to Common Core Standards Plan designed for courses that meet 40 minutes every day In-class formative assessment dictates actual pacing

Slide 38 / 110 Curriculum and Pacing

Sample PMI Year-long Plan

Slide 39 / 110 Slide 40 / 110 Curriculum and Pacing

Sample PMI Unit Plan

Slide 41 / 110 Common Core Benefits

Allows collaborative professional development based

• n best practices

Allows development of common assessments and

• ther tools

Enables comparison of policies and achievement across states and districts Creates potential for collaborative groups to get more

• ut of:

Curriculum development Assessment Professional Development

Slide 42 / 110 PMI and Common Core

Allows collaborative professional development based

• n best practices

All PMI lessons and materials created and vetted by teachers Digital material allows for continuous improvement

• f content

Teachers collaborate on pacing, best instructional practices, how to use formative assessment data

Slide 43 / 110 PMI and Common Core

Allows development of common assessments and

• ther tools

All grade or content-level teachers give common assessments PMI provides open source quizzes, tests, retake versions that can be edited by teachers

Slide 44 / 110 PMI and Common Core

Enables comparison of policies and achievement across states and districts Giving CC-aligned assessments allows for authentic, standards-based data to be generated, compared, and analyzed

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Free Digital Content www.njctl.org

Return to Table of Contents

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Courses

K-12 Math Math Intervention High School Science K-8 Science Teaching Methods Slide 47 / 110

Go to website : www.njctl.org

How To Access Free Digital Content Slide 48 / 110 How To Download Software

1) Move Cursor Over "Other Resources" 2) Click on "Course Software"

Slide 49 / 110 Downloading SMART Notebook

You will be redirected to SMARTTech.com to download the software.

Slide 50 / 110 Obtaining Product Key

Click on the link.

Slide 51 / 110 Obtaining Product Key

Fill out the form.

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View Courses by Subject

How To Access Free Digital Content Slide 53 / 110

Curriculum Guide/Syllabus Long-term Plan Recommended Equipment Individual Units

How To Access Free Digital Content Slide 54 / 110

Unit pages have: Presentations Homework Labs Teacher Resources And for registered users: Assessments Answer Keys Clicking on a file name gets you to its download page.

How To Access Free Digital Content

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Presentations replace student textbooks. Teachers should download and save a copy for each class they teach. Instruction from each day can be saved at the end of each class after annotating the file.

How To Access Free Digital Content Slide 56 / 110

Older versions are archived and available as CTL updates content. To access them, use the date drop-down to select a version, and then click on the file type desired.

How To Access Free Digital Content Slide 57 / 110

PDFs are available for all SMART Notebooks. Most people can access PDFs already. 1 slide-per page is great for smart phone and tablets. 3 or 6 slides per page are great for printing.

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PDF version of presentation printed out for students to take notes (6 slides per page)

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PDF version of presentation printed out for students to take notes (3 slides per page)

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Labs, class work, homework, and review can be accessed by students at home and printed by schools to give to students

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Teachers must register and login to access assessments and answer keys

How To Access Free Digital Content Slide 63 / 110 How To Access Free Digital Content

Registration page for educators: Use school email address Once submitted, check email for verification link Click verification link and access will be approved by web administrator

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Teacher/Administrator Login Page

How To Access Free Digital Content Slide 65 / 110

Assessments for teachers and administrators

How To Access Free Digital Content Slide 66 / 110

Pedagogy

Return to Table of Contents

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Social Constructivism Plus Direct Instruction

Pedagogy Slide 68 / 110 Pedagogy: Direct instruction

Interactive White Board (IWB) Notebook presentation Student Response Formative Assessment Fast pace of instruction Teacher as part of social group

Slide 69 / 110 Pedagogy :Social Constructivism

Round Tables Group Problem Solving Heterogeneous setting Peer Teaching

Slide 70 / 110 Pedagogy: Formative Assessment

Student Responders Anonymous student polling during class to guide instruction

Slide 71 / 110 Getting started with the SMART Response System Slide 72 / 110

Powering On

Hold down the power button for a second or two

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Logging In

We named our classes by Room # Click Enter if the correct room number is showing: Room

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Logging In

Arrow down to Find a class if the room numbers are wrong. Room PMI Click Enter and the correct room number will appear in a moment.

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Logging In

When prompted, enter your CLASS ID number Click enter (you may need to do this more than once). Lets have some fun...

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Choose your answer as either True or False, be sure to click Enter. The remote will tell you that your answer was submitted. 1 This is the power button.

True False

answer

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2 Why did the chicken cross the road? A The chicken did not cross the road. The road passed beneath the chicken. B Chickens at rest tend to stay at rest. Chickens in motion tend to cross roads. C The chicken found a similar chicken

• n this side of the road to be repellent.

D There was already a chicken on this side of the road. Choose the correct letter on your remote and click enter.

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3 Which foods do you like? (You can pick more than one.)

A Pizza B

Pasta

C

Chinese

D

Sushi

E

Cake

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4 What is the decimal for ?

You have to put in zero first and then use the decimal key.

answer

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5 What is the fraction for 0.5?

Fraction Key

answer

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6 How do you write as a mixed fraction?

Fraction Key: You will need to use this

• twice. Once to

separate the whole number from the fraction and once in the fraction.

answer

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7 We write some numbers as negative

• numbers. For instance, 32 degrees below

zero would be written as -32 degrees. How would you write 18 degrees below zero?

To write a negative number you need to put the number in first, then push the negative button.

answer

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8 Are there any questions? Yes No Yes and No are on the same buttons as True and False.

Slide 84 / 110 Units of Instruction

Since Formative Assessment (FA) drives the pace of instruction, daily lesson plans become impractical. Teachers use shared digital units and unit plans to map out:

• appropriate classwork and homework for each

segment of learning

• when to do labs
• when to give quizzes
• when to review for unit exam
• when to give unit exam

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Units of Instruction

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Slide 86 / 110 Units of Instruction

A typical day in class has: Short bits of direct instruction *Students working together on FA questions *Students working together on class work Students practice and reinforce what they learned in class at home (homework) Over 50% of class time is spent solving problems in social groups

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Assessments & Grades

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Slide 88 / 110 Assessments and Grades

Grades based only on what students know and can do Tests, quizzes and labs No points for : participation homework projects that don't measure mastery

Slide 89 / 110 Assessments and Grades

Retakes are allowed for all assessments Reflects real life Shifts focus to what students know, not when they learn it Provides opportunity to make mistakes and learn from them Teaches students with low self-esteem how to become good test- takers by removing pressure (desensitizing)

Slide 90 / 110 Assessments and Grades

Grades are not subjective Grades are correlated to End of Course Tests (APs, EOC Algebra I, Common Core, etc.) The grade reflects what students know and can do and predicts how they will do on rigorous EOC and AP tests The grade in course should correlate with outcome on these EOC tests

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Paradigm Shift: The Progressive Teaching Initiative

Return to Table of Contents

Slide 92 / 110 PSI-PMI Paradigm Shift

Reflecting on current practice

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9 What is the primary source of content information for your students?

A Textbook purchased by school B

Notes created/given by teacher

C

Worksheets/workbook

D

Web-based interactive material

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10 In your first three years of teaching, how many hours per week do you estimate you spent developing your curriculum:

A 0-3 hours B

4-6 hours

C

7-10 hours

D

11 or more creating class notes, activities, homework, quizzes, and tests?

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11When you are teaching a lesson, how do you know when the students understand a concept and are ready to move on to the next topic?

A Their grade on a test B

By class discussion

C

Based on how much time I have budgeted for the topic

D

Never really sure

E

Other

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12 How many hours per week do you spend planning and working with other educators who teach the same content or grade as you?

Slide 97 / 110 PSI-PMI Paradigm Shift

Digital technology has enabled a new paradigm for teaching and learning.

Slide 98 / 110 PSI-PMI Paradigm Shift

Arthur Levine, president of the Woodrow Wilson National Fellowship Foundation, describes PSI-PMI in these words: “There is a shift from teaching to learning, from working alone to collaboration, from passive to active learning, from analog to digital, from teaching a class to sharing authority for educating all the kids at a school, or beyond.” Pull Pull

for teacher instructions

Slide 99 / 110 Old Paradigm - Materials

*Costly, outdated textbooks

*Creation of individual curriculum from state standards *Burden of labor on individual teachers to re-create the same courses that are being taught in schools all over the country *Actual material varies from classroom to classroom

Slide 100 / 110 New Paradigm - Materials

*Free digital content with most up-to-date units available

• nline

*Shared curriculum with courses horizontally and vertically aligned *Shared assessments so all students being measured by the same standard *Consistency in all classrooms

Slide 101 / 110 Old Paradigm - Technology

*Present on an individual basis; varies from classroom to classroom *No system for sharing materials

Slide 102 / 110 New Paradigm - Technology

*All classrooms have interactive whiteboard, computer, printer, and internet access *Student response system which promotes student engagement and improves pacing *System for sharing digital units with educators around the world resulting in continuous improvement - all students benefit

Slide 103 / 110 Old Paradigm - Pedagogy

*Individual methods developed and refined by trial and error *Lack of consistency between teachers and even by one teacher in the same classroom.

Slide 104 / 110 New Paradigm - Pedagogy

*Proven, highly effective methodology: Social Constructivism Direct Instruction Frequent use of embedded formative assessment *Focus on teaching, not creating materials

Slide 105 / 110 Old Paradigm - Assessment & Grading

*Most assessment are summative *Rigor of assessment varies from class-to-class *Grades based on soft items like attendance and participation or products and projects that do not measure student mastery *Grades cannot be compared between teachers as each teacher tends to grade differently

Slide 106 / 110 New Paradigm - Assessment & Grading

*Most assessments are formative, providing students and teachers with data to address student learning needs prior to summative assessment *Nearly all assessments are formative because students are encouraged to retake quizzes and tests *Assessments are rigorous and aligned to EOC, AP tests, Next Generation Science Standards and Common Core Standards *Teachers collaborate

• n their grading and grading is

consistent between teachers.

Slide 107 / 110 Paradigm Shift

For what world are we preparing our students? Isolated work: factual recall; sitting quietly; transcribing; accepting

Slide 108 / 110 Paradigm Shift

For what world are we preparing our students? Collaborative work: critical thinking; problem solving; talking; debating questioning

Slide 109 / 110 Paradigm Shift

Digital technology has enabled a new paradigm for teaching and learning. There's no reason to build a new system with the old paradigm. Build with a new paradigm.

Slide 110 / 110 Making the Paradigm Shift

*When considering moving your practice to the "new paradigm," what opportunities do you see for you and your students? How would using PMI help create potential for collaborative groups to get more out of: curriculum development, assessment, and professional development?