“Knowing how to think empowers
you far beyond those who know
only what to think.”
---Neil deGrasse Tyson, astrophysicist.
Bethany Dixon, Tom Freeman, and Dana Grooms
CSTA 2013: CFGs for Course Planning
1.
2.
3.
Finding your
course themes
Structuring a
meaningful
storyline
Scheduling
activities for
impact
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Multiple objectives:
(Science content,
process,
communication
skills)
interconnected
ideas that span the
document
Few Ready-made
references exist
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Based on the K-12 Science Framework, these
are the core concepts needed to be a
scientifically literate individual in each of the
major core disciplines
What you should be teaching and the depth to
which it should be taught at each grade level
Includes assessment boundaries to clarify the
depth of knowledge that is expected
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Performance Expectations: What the
students should know and be able
to do after instruction; includes:
◦ Clarification statements-gives examples
◦ Assessment boundaries-limits to
assessment questions
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Disciplinary Core Ideas: Broken
down into Life, Physical, Earth
Science and Engineering/Technology
Application; This is the content, in
progression from K-12
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Science and Engineering Practices: The
knowledge and skills the students should
possess; the application of science
Crosscutting Concepts: Fundamental
concepts that bridge all the Disciplinary Core
Ideas
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Curriculum planning carefully is good
practice
It takes time
Structure and strategies to improve it will
help
Overall course design (connections) are
usually obvious to teachers but may not be
to students
CFGs can be shared with students as a
curriculum guide
HHMI BioInteractive Resources
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Includes all “NGSS” pieces
Well thought-out
Embedded
◦ Formative assessment
◦ Metacognition
◦ Science and Engineering
Practices
◦ Review
◦ Summative Assessments
Curriculum Flow Graphics
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Publically represent a
coherent storyline as we
sequence crosscutting
concepts related to
disciplinary core ideas
(content goals) with the
statements of performance
expectations (themes).
What do you notice about the
representation?
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Built with a connection to an overall Core
Idea:
◦ Theme will connect the course through different
topics.
Each unit is sequenced around the 5E model
Each unit links together questions that tie in each
lesson.
What NGSS has given us is what the students
need to know: not how to help them know it:
1. Read the colored cards for your NGSS
Standard with your table.
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Arrange your disciplinary core idea cards in a
logical storyline that helps address the
concepts in the NGSS.
Record on sticky notes activities that you use
that would support the core ideas.
•
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How well will students be able to make sense of
the storyline?
Are there missing concepts that students need to
make sense of the content?
◦ At this point we would use the storyline, add in
crosscutting concepts and science and engineering
practices that are supported by your curriculum.
◦ Do any of your activities already support one of
these concepts or practices?
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After the CFG is constructed, we need to
incorporate both summative and formative
assessment opportunities and add them into
the plan.
Return to your stoplight sheet:
◦ Do you feel a little more comfortable about some of
the standards in your disciplinary area regarding
the NGSS?
 (skip the “mid” assessment and go to the “post”
column)
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How do you determine students’ prior knowledge
of a learning target?
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How do you assess students before the
summative assessment?
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How do you determine that student thinking has
advanced?
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Elbow partner share
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"It is not an instrument or an event, but a
collection of practices with a common
feature: they all lead to some action that
improves learning.”
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7 Strategies for Formative Assessment (Chappuis, 2009).
What Gives Formative Assessment
Its Power?
The collection of hundreds of studies
Black & Wiliam (1998a, 1998b) examined
represent a diverse array of interventions,
all which featured some form of formative use of
assessment data or processes.
Practices yielding the largest achievement
gains displayed the following
characteristics:
• Use of classroom discussions, classroom
tasks, and homework to determine the current state of student
understanding, with action plans take to improve learning/correct
misunderstandings.
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Good teaching includes teaching
processes of thought as well as content.
Colored Craft Sticks
Traffic Light Assessment
Gots and Needs
Gallery Walk
Meta Moments
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Curated vs. Uncurated
Constructive Student Comments
“I wonder” “I notice”
Add questions
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What are the benefits of using a CFG to frame
your curriculum?
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What are the drawbacks?
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How can using CFGs impact your curriculum?
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Online stopwatch
Traffic Light Formative Assessment
Meta Moments
HHMI Resources
BSCS Resources
Formative Assessment Sticks
Gots and Needs closure
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Obtain two sticky notes
Using the first sticky note, please write down one
thing you “got” from today’s PD.
On the second sticky note, write down one thing
that you “need” with regard to CFGs or any of the
material presented here today.
When you have finished, please stick them to
their posters.
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Please fill out a PD form so that we can
improve in our practice.
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Thank you for your time and effort!