Honors Matrix Training
Thomasena Stuckett, SCS Honors Analyst
2013
Agenda
• State and District Policy Overview
• Framework of Standards
• Honors Matrix
• Strategies
• Questions
State and District Policy
Honors Courses
Honors Course Expectation
• Substantially exceed the content standards,
learning expectations and performance
indicators approved by the TDOE
• Teachers to model instructional approaches
that facilitate maximum change of ideas
– Independent Study
– Self-directed Research
– Appropriate use of technology
Honors Course Expectation
• Must include multiple assessments
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Short Answer
Constructed-response prompts
Performance-based tasks
Open-ended questions
Essays
Original or creative interpretations
Authentic products
Portfolios
Analytical writing
Honors Course Expectation
• The emphasis is placed on:
– Academic rigor
– Teacher as the facilitator, student as the thinker
and problem solver
– The three highest levels of Bloom’s
– Purposeful writing
– Purposeful research
– Critical analysis
– Inquiry-based learning
Framework of Standards
Honors Courses
Framework Components
• An Honors Course shall include five of the
following components:
– Extended reading assignments that connect with
the curriculum.
– Research-based writing assignments that address
and extend the curriculum.
– Projects that apply course curriculum to relevant
and real world situations.
Framework Components
• An Honors Course shall include five of the
following components:
– Open ended investigations in which the student
selects the questions and designs the research.
– Writing assignments that demonstrate a variety
of modes, purposes and styles.
– Integration of appropriate technology into the
course of study.
Framework Components
• An Honors Course shall include five of the
following components:
– Deeper exploration of the culture, values, and
history of the discipline.
– Extensive opportunities for problem-solving
experiences through imagination, critical analysis,
and application.
Course Matrix
Honors Courses
Questions and Answers