Pabaco's List: curriculum

• • Is this something we need to do by 7/1/13?
• This legislation also requires that not later than July 1, 2013, local boards of education are to adopt interim end-of-course examinations for American history and American government. These interim examinations are to be used until the state end-of-course examinations are selected. Ohio’s end-of-course examinations for American history and American government are to be determined by July 1, 2014.

• teachers implement writing-to-learn strategies in science classrooms and embed these strategies within inquiry learning activities.
• hile data show that a number of students on any given test—on average, fewer than 5% (ODE, 2008)—do not attempt to respond at all to these types of questions, most students do respond, but most of the responses demonstrate insufficient content knowledge to respond appropriately to the task. In either case—not responding or responding inadequately—students' difficulty constructing representations of their learning is a troubling issue that classroom teachers must address in order to ensure that Ohio schools are developing scientifically literate citizens.
• Complex associations among data, background information, evidence, claims, and counterclaims of authentic science require a written record to document observations, to reveal patterns of evidence and arguments, and to connect and position developing understandings of the natural world.
• Osborne and Wittrock (1983) suggest that to comprehend what they are taught verbally, what they read, or what they observe watching a demonstration or doing an experiment, students must invent a model or explanation for it that organizes information in a way that makes sense to them and that aligns with their real-world experiences. Students build knowledge as they produce text or other representations of scientific knowledge and are better positioned to justify knowledge claims and decide whether to add ideas (conceptual growth) or modify ideas (conceptual change)
• composing a laboratory report, or answering an essay question. While these forms of writing have their pl
• ace, integrating the writing process more fully and authentically broadens and deepens students' learning of science content.

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