honors course: make a rigorous course even more rigorous wendy edney marty tobey

Honors Course: Make a Rigorous Course Even More

Rigorous

Wendy Edney

Marty Tobey

Overview of Honors Process

Wendy Edney

Where are you in the honors process?

*Have never taught an honors course

*Have taught an honors course before

*#1 – 5 with 1 being novice and 5 being expert level, identify your knowledge of the honors course implementation process

Why is this info good for ALL courses?

• Strategies for extending the curriculum for advanced learners

• Standard 6 – requires that we show growth for ALL students

Background

• 2004 - State Board of Education approved a framework for developing and implementing Honors Level Courses

• 2012 - NCDPI began revising the 2004 Honors Implementation Guide and Rubric to more effectively address new standards and instructional best practices

• June, 2012 - State Board of Education approved the new Honors Level Course Rubric

What's new in the Implementation Guide?

Teacher rationale including intentional reflection and philosophy in each of the three buckets.

Language that specifically addresses:

Credentials

21st century skills

Common Core State Standards

Formative and summative assessment

Post-secondary alignment

Electronic submission to the state level for review. Either met or not met.

Peer evaluators with state level coordination. Recommendations if not met.

Links to Honors Information

NCDPI Honors Wiki

http://honorsimplementation.ncdpi.wikispaces.net/

NCDPI CTE Honors Wiki

http://ctees.ncdpi.wikispaces.net/home

Q&A Webinars:http://honorsimplementation.ncdpi.wikispaces.net/Webinar+Presentations

CTE Webinar:http://honorsimplementation.ncdpi.wikispaces.net/Content+Area+Presentations

Three Important Questions

• What is Taught?o Curriculum Content

• How is it Taught?o Instructional Materials and Methods

• How is it Assessed?o Assessment Practices

Note: These are the major sections of the Honors Implementation Guide/Course Portfolio Rubric.

Curriculum Content(Section #1)

How is the honors level course adapted and differentiated for advanced learners?

How does the honors level curriculum support vertical alignment for college and career readiness?

Instructional Materials and Methods

(Section #2)How is the honors level course taught?

Examples of Differentiation for Advanced Learners

• Use of multiple texts and supplementary materials

• Use of computer programs

• Interest centers

• Learning contracts

• Compacting

• Tiered sense-making activities and tiered products

• Tasks and products designed with a multiple intelligence orientation

• Independent learning contracts

• Complex instruction

• Group investigation

• Product criteria negotiated jointly by student and teacher

Reference: "ED Differentiating Instruction for Advanced Learners in the Mixed Ability Classroom" http://www.nagc.org/index.aspx?id=151

Diversity of Teaching Strategies Indicating Complexity Above the

Standard LevelTeacher as a facilitator, coach, and model

Student led learning and research

Student exchange of ideas

Use of higher level critical thinking skills and creativity for advanced learners

Project-based learning, problem-solving learning, and seminar style learning with a concentration of writing across all modalities

Integration of other content areas with connections to real-world skills and context

Assessment(Section #3)

How is the Honors Level Course assessed?

FAQs – Frequently Asked Questions

• Who completes the portfolio? Individual teacher

• Who approves the portfolio? Principal, CTE Director, Superintendent (or designee) and NCDPI

• Will existing CTE standards and objectives meet honors level requirements? No. Honors levels standards and objectives must be an extension of the current objectives.

More FAQs

• Will we be required to develop a portfolio for honors level courses that are in field test status? Yes

• How much extra work is required to earn honors credit? Instruction should be differentiated at a higher level and not assign extra work. The focus should be on extension, acceleration, and enrichment. CTE recommends an extension of 25% of the course content.

• Should standards be rewritten or should new standards be added? Teachers may extend an existing standard or add a new one. Either is fine.

More FAQs

• May we work together?• Portions of the portfolios can be common and it is the expectation

that the LEA will provide PLC or PD opportunities for teachers to work collaboratively. However, individual teacher portfolios should reflect the course implementation in his/her classroom. Example: Student work samples should be collected by individual teachers for their portfolio.

More FAQs

• Do students needs to score a higher grade on Elements post-assessment to earn honors credit? No (And they take the same post-assessment as regular credit)

• What if I already have an honors portfolio I created using the old implementation guide? A new portfolio following the new rubric and revised implementation guide must be developed.

More FAQs

• If a new course is released at Summer Conference, how can I get an honors portfolio prepared before school starts? If your LEA permits, you may develop the portfolio while implementing a new or revised course. Remember to stay in close communication with your CTE Director.

Project Lead the WayOn 2/9/12, a memo was sent by Dr. Rebecca Garland that stated:

The following PLTW courses are eligible for two weighted quality points as provided in the State Board of Education policy for course credit. PLTW courses offer the opportunity for college credit upon successful completion of the course and passing a standardized examination. A yearly review will be conducted to amend this list as other PLTW courses add the college credit option:

8020 Intro to Engineering Design

8021 Principles of Engineering

3022 Digital Electronics

8030 Computer Integrated Manufacturing

8031 Civil Engineering and Architecture

8032 Biotechnical Engineering

8033 Aerospace Engineering

Portfolio Review Timeline

2012-13 - Transition Year

2013-14 - Fall/Winter: Portfolio review process for First Cohort Spring: Notification of Second Cohort

2014-15 - Second Cohort will be reviewed

2015-16 - Third and Final Cohort will be reviewed

More FAQs

• When our LEA is audited, how many portfolios must be submitted? One portfolio per identified course

• How many honors courses per LEA will be audited? A random selection

• How many student artifacts must be submitted when audited? Two or more per course

Curriculum Content

Marty Tobey

Why is this important?

• Teacher's explanation of his/her selection of curriculum content extension and additional topic objectives selected for the course.o Post-secondary preparedness (articulation, CCP, etc.)o Workforce preparedness (labor market and economic development

needs, industry recognized standards or credentials, etc.)o Supports Common Core Standards

Smart Phone Common Core Standards App

Recommended Credentials by Course list

KNOWLEDGE

DIMENSION

A

FACTUAL KNOWLEDGE

B

CONCEPTUALKNOWLEDGE

C

PROCEDURAL KNOWLEDGE

D

METACOGNITIVE

KNOWLEDGE

1.

REMEMBER

2.

UNDERSTAND

3.

APPLY

4.

ANALYZE

5.

EVALUATE

6.

CREATE

Recognize

Recall

InterpretExemplifyClassify

SummarizeInfer

CompareExplain

Execute

Implement

Differentiate

Organize

Attribute

Check

CritiqueGenerate

Plan

Produce

THE TAXONOMY TABLE COGNITIVE PROCESS DIMENSION

B2

A1

C3

e-Commerce I e-Commerce I Honors

Understand appropriate copyright and trademark laws for an e-business website. (B2)

Apply copyright and trademark procedures to develop an appropriate logo for an e-business website. (C3)

Increase Rigor

Accounting I Accounting I Honors

Apply procedures to maintain a petty cash fund and record related journal entries. (C3)

Evaluate the uses for petty cash and determine the need to increase or decrease the petty cash fund. (B5)

Accounting I Accounting I Honors

Apply procedures to prepare financial statements for a sole proprietorship. (C3)

Analyze the financial statements to predict the fiscal health of the organization. (B4)

Honors Create a long term savings and investment portfolio recommendation for a potential client. 10% B6

Instructional Materials and Methods

Wendy Edney

How can I differentiate for advanced learners?

• Use of multiple texts and supplementary materials• Use of computer programs• Interest centers• Learning contracts• Compacting• Tiered sense-making activities and tiered products• Tasks and products designed with a multiple intelligence orientation• Independent learning contracts• Complex instruction• Group investigation• Product criteria negotiated jointly by student and teacher• Graduated task-and product-rubrics

• (Referenced from: “ED Differentiating Instruction for Advanced Learners in the Mixed Ability Classroom” http://www.nagc.org/index.aspx?id=151 )

.

Criteria Strand/Standard/Clarifying Objective NC CTE Standard Level Honors e-Commerce I

Curriculum Social, Legal, and Ethical Issues of e-Commerce/Understand appropriate copyright and trademark laws for an e-business website.

Understand appropriate copyright and trademark laws for an e-business website. (B2)

Apply copyright and trademark procedures to develop an appropriate logo for an e-business website. (C3)

Instruction 4.02 Students will review the Indicator 4.02 Course Outline and the Indicator 4.02 Trademark Tutorial. Students will then answer questions to understand copyright and trademark laws for an e-business website:

1. What is the difference between a registered and unregistered work?2. What three pieces of information are normally included in a copyright notice?

Students will review the Indicator 4.02 Course Outline and Trademark Tutorials and then work in pairs or teams to develop an original logo for an e-business to apply the copyright and trademark laws for an e-business. Design an original logo for an e-commerce business (authentic or fictional) and complete the required portions of the assignment given below.1. Will the logo be copyrighted or trademarked?

Justify your response.2. Provide all required documentation to register your

logo as either a copyrighted or a trademarked work. 3. Present final product to a business audience  

This is where you’ll provide samples of YOUR work.

Must include at minimum:One unit plan and two lessons adhering to these guidelines

This is where you’ll provide samples of THEIR work.

Notice the continued emphasis on real world settings.

Must include at minimum:• Two or more student work

samples that adhere to these guidelines

AssessmentMarty Tobey

Criteria Strand/Standard/Clarifying Objective NC CTE Standard Level Honors e-Commerce I

Curriculum Social, Legal, and Ethical Issues of e-Commerce/Understand appropriate copyright and trademark laws for an e-business website.

Understand appropriate copyright and trademark laws for an e-business website. (B2)

Apply copyright and trademark procedures to develop an appropriate logo for an e-business website. (C3)

Instruction 4.02 Students will review the Indicator 4.02 Course Outline and the Indicator 4.02 Trademark Tutorial. Students will then answer questions to understand copyright and trademark laws for an e-business website:

1. What is the difference between a registered and unregistered work?2. What three pieces of information are normally included in a copyright notice?

Students will review the Indicator 4.02 Course Outline and Trademark Tutorials and then work in pairs or teams to develop an original logo for an e-business to apply the copyright and trademark laws for an e-business. Design an original logo for an e-commerce business (authentic or fictional) and complete the required portions of the assignment given below.1. Will the logo be copyrighted or trademarked?

Justify your response.2. Provide all required documentation to register your

logo as either a copyrighted or a trademarked work. 3. Present final product to a business audience  

Assessment   Think-Pair-ShareGallery WalkAnswer SheetMultiple Choice Test

Peer AssessmentReflection/Journal PrototypeVirtually present and shareRubric with scale, criteria, descriptors and standards aligned to the objective 

Honors Course: Make a Rigorous Course Even More

Rigorous

Wendy Edney

Marty Tobey