Developing Curriculum from a Standards-based Perspective

Workshop on a School Unit on Medical Technology

ETEP Conference“Technology Education for the 21st Century:

Bridging Theory and Practice”Palestine Technical University Kadoorie,

October 23, 2012

Overview of Workshop

• Resources• The Big Picture (content, curriculum,

assessment, etc.)• Standards for Technological Literacy:

• #14: Medical Technology (Grades K-12)• Workshop Activity

A copy of this presentation can be downloaded by going to: http://www.iteea.org/Resources/PressRoom/PalestineWorkshop2012.ppt

RESOURCES

Medical Technology: Contexts and Content in Science and

Technology By

Michael A. De Miranda, A. Mark Doggett, &Jane T. Evans (2005)

URL: http://digitalcommons.wku.edu/cgi/viewcontent.cgi?article=1004&context=arch_mfg_fac_pub

Selected Resources for Teaching Medical Technology in

Web-based resources: Science Daily: www.sciencedaily.comMedical technology: http://medgadget.comBiotechnology: www.biotechinstitute.orgBiotechnology:

http://www.ehow.com/how_5208869_become-biotechnologist.html

Many others!

Selected Resources for Teaching Medical Technology (Continued)

• Museums• Selected Resources in MEDICAL & BIO-RELATED

TECHNOLOGIES (SHARON BRUSIC)• ITEEA’s 2012-13 STEM Education Product Guide

is now available online! http://www.iteea.org/Publications/publications.htm

Selected Resources for Teaching Medical Technology (Continued)

ITEEA:• Probase Learning Units on Medical Technologies:http://www.iteea.org/Palestine/medical.html

• Biotechnology Medicine: http://www.iteea.org/Palestine/BioMed.pdf

Both of these resources are available exclusively tothe Palestine ETEP Conference Participants free until November 30, 2012.

THE BIG PICTURETHE BIG PICTURE

ITEEA: AETL, 2003)

Program

Everything that affects student learning, including content (from standards), professional development, curriculum, instruction, student assessment, and the learning environment, implemented across grade levels. (ITEEA: AETL, 2003)

Content

Written statements about the knowledge and abilities students should possess in order to be technologically literate (Standards provide the content) (ITEEA: Planning Learning- Developing Technology Curricula, 2005)

Professional Development

A continuous process of lifetime learning and growth that begins in early life, continues through primary and secondary school, on to the undergraduate pre-service experience, and extends through the in-service years.(ITEEA, AETL, 2003)

Curriculum

Specification of the way content is delivered, including the structure, organization, balance, and presentation of the content in the classroom/laboratory. (ITEEA: AETL, 2003)

Standards-based vs. Standards-related Curriculum

• Standards-based curriculum: Educational standards provide the content basis on which student learning is built

• Standards-related curriculum: A connection is made to educational standards, but standards do not necessarily provide the basis for student learning

Student Assessment

A systematic, multi-step process of collecting evidence on student learning, understanding, and abilities and then using that information to inform instruction and provide feedback to the learner, thereby enhancing student learning. (ITEEA: AETL, 2003)

Learning Environment

Formal or informal location where learning takes place that consists of space, equipment, resources (including supplies and materials), and safety and health requirements. (ITEEA, AETL, 2003)

Instruction

The actual teaching process that the teacher employs to deliver the content to all students.(ITEEA, AETL, 2003)

Addenda DocumentsAddenda Documents

Measuring Progress: Assessing Students for Technological Literacy

Realizing Excellence: Structuring Technology Programs

Developing Professionals: Preparing Technology Teachers

Planning Learning: Developing

Technology Curriculawww.iteea.org

THE BIG PICTURETHE BIG PICTURE

Measuring Progress

(ITEEA, 2004)

Realizing Excellence

(ITEEA, 2005)

Developing Professionals

(ITEEA, 2005)

Planning Learning(ITEEA, 2005)

ITEEA: AETL, 2003)

Standards for Technological Literacy (ITEEA, 2000, 2002, 2007)

Standards for Technological Literacy (ITEEA, 2000, 2002, 2007)

Advancing Excellence in Technological Literacy: Student Assessment, Professional Development, and Program Standards (2003)

www.iteea.org

STL Medical Technology Standard (#14)

Students will develop an understanding and be able to select and use medical technologies.

• Grades K-2 & 3-5 (Ages 5-11):– Vaccinations– Medicine– Products that take care of people and their

belongings– Development of devices to repair or replace

certain parts of the body– Use of products and systems to inform

STL Medical Technology Standard (#14)

Students will develop an understanding and be able to select and use medical technologies.

• Grades 6-8 (Ages 12-14):– Advances and innovations in medical technologies– Sanitation processes– Immunology– Awareness of genetic engineering

STL Medical Technology Standard (#14)

Students will develop an understanding and be able to select and use medical technologies.

• Grades 9-12 (Ages 15-18):– Medical technologies for prevention and

rehabilitation– Telemedicine– Genetic therapeutics– Biochemistry

Workshop Activity

Group Task

• Problem: Develop a learning unit for a medical technology curriculum for a 10th grade class in Palestine. This unit of instruction could last a week or more and will be taught one hour each day during the week. Each group will be assigned a topic in one of the four Intended Learning Outcomes for Medical Technology. These are:

Palestine Intended Learning Outcomes in Medical Technology*

• Pharmaceutical technology• Medical Devices

– Microscopes; Imaging devices; C-T Scan and MRI; Laser medical applications

• Prosthetics; Artery opening• Dialysis processes and genetics

*From Palestine “Course Development and Upgrading in Technology Education Program”

Process for Groups

• The workshop participants will be divided into smaller groups.

• Once organized, each group will select a leader and someone to take notes for the group.

• Group meeting time: 45 minutes • At the end of the meeting time, the leader of

each group will give a brief oral report to the total workshop audience on what his group has developed.

Understanding by Design: Palestine Medical Technology Unit*

Group Leader:Group Recorder:Other group members:Subject area: Medical TechnologyUnit title:Estimated Time for unit: One week (or more)Grade Level:

Stage 1: Desired Results

State Content Standards in STL: 14

Enduring Understandings (Students will understand that … this is a goal, not an objective. List the big ideas or concepts that you want them to come away with, not facts that they must know)

Essential Questions: [What leading questions can you ask of students to get them to understand the Big Ideas?][Address the heart of the discipline, are framed to provoke and sustain students interest; unit questions usually have no one obvious “right” answer

Student Objectives (Outcomes):Students will be able to:[These are observable, measurable outcomes that students should be able to demonstrate and that you can assess. Your assessment evidence in Stage 2 must show how you will assess these.][Your learning activities in Stage 3 must be designed and directly linked to having students be able to achieve the understandings, answer the essential questions, and demonstrate the desired outcomes

Stage 2: Assessment Evidence

Performance Tasks:[Authentic, performance based tasks that have students apply what they have learned and demonstrate their understanding.][designed at least at the application level or higher on Bloom’s Taxonomy. ][Rubrics can be used to guide students in self-assessment of their performance]

Other Evidence: [includes pre-assessment, formative assessment, and summative assessment evidence][Can be individual or group based][Can include informal methods (such as thumbs up, thumbs down, and formal assessments, such as quiz, answers to questions on a worksheet, written reflection, essay]

Stage 3: Learning ActivitiesLearning Activities: [This is the core of your lesson plan and includes a listing describing briefly (usually in bullet or numbered form so easy to follow) what: *the students will do during the class to prepare them for the outcomes you expect of them.*the teacher will do to guide the learning.* the student will do in terms of a hands-on activity as well as cognitive learning * Adapted from: Understanding By Design – Backwards Design Process(Developed by Grant Wiggins and Jay McTighe, 2002)

Brainstorming techniques• Focus on quantity• Withhold criticism• Welcome unusual ideas• Combine and improve ideas

Again …A copy of this presentation can be

downloaded by going to: http://www.iteea.org/Resources/

PressRoom/PalestineWorkshop2012.ppt

Thank You!The Best to You in Implementing

Technology Education in Palestine

William E. Dugger, Jr., PhD, DTE

Senior Fellow and Former Director

Technology for All Americans Project

International Technology and Engineering Educators Association

wdugger@iteea.org

&

Emeritus Professor of Technology Education

Virginia Tech

dugger@vt.edu