2010 CASE Institute Presentation

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Site Logistics

• Welcome• Facilities• Lodging• Meals

• College Credit

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Introductions

• Host Site Facilitator• Lead Teachers• CASE Team

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The Call for and Purpose of CASE

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Mission of The Council

Overall mission of The Council is to provide leadership and coordination to shape the future of school-based agricultural education.

Additionally, The Council will– Proactively identify current and emerging issues of

national concern,– Provide innovative solutions in response to current and

emerging issues,– Coordinate the efforts of appropriate entities in

strengthening programs, and – Serve as a national advocate for school-based

agricultural education.

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The Council Projects

Three primary projects started by the National Council for Agricultural Education

National AFNR Content Standards

National AFNR Program Quality Standards

Alternative National Curriculum Model - CASE

New Management

National Association of Agricultural Educators assumed management for

CASE in May of 20107

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What is CASE?

Curriculum for Agricultural Science Education

Enhancement of STEM core academicsRigorous, relevant, and standards-based

curriculumStudent directed, inquiry-based instructionTeaching concepts through activity-, project-, and

problem-based modalities

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To address the shortage of professionals in agriculture

• Increase supply of graduates into the agriculture pipeline– Recruitment– Provide graduates with skills for success for

the changing world

Driving Force of the CASE Project

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Addresses program quality and growth initiatives including Perkins mandates:– Logical Sequence of Courses

• Program of Study

– Integration of Science and Mathematics– Accountability

• Common assessment of programs

How can CASE help Agricultural Education?

Perkins Definition of a Program of Study

Four Core Elements:– Incorporate and align secondary and postsecondary

education elements– Include academic and CTE content in a coordinated,

non-duplicated progression of courses– Offer secondary students postsecondary credits– Lead to an industry-recognized credential or certificate

at the postsecondary level, or an associate or baccalaureate degree

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Goals of CASE

• Increase the rigor and relevance of agriculture, science, mathematics, and English literacy in agriculture education instruction

• Increase the number of agriculture programs

• Enroll non-traditional agriculture students into agricultural education subject matter

• Increase teacher retention and recruitment to build a strong base of highly qualified agriculture teachers

• Increase the number of well-educated and highly skilled agricultural education graduates

CASE Project Overview

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What is CASE?

CASE is:• Resources and tools to

facilitate student directed learning

• Science enhanced• Math enhanced• Designed to make kids

think• Focused on participation,

creativity, activity, and communication

CASE is not:• Revolutionary content• Drill and fill• Totally canned• Designed to take away

individual teacher style• Geographically driven

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Four Critical Components of CASE

CASE is a four-dimensional approach to agricultural education

Curriculum

FeaturesComprehensive package including all teaching resources.Activity-, Project-, and Problem- Based Learning ModalitiesShifts from teacher-directed instruction to student-directed learning

Changing the Culture of Agricultural Education

CASE provides the curriculum resources and teacher support services to promote effective teaching practices

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Professional Development

Assessment Certification

Curriculum

On-Going Professional Development

• Curriculum design features:– Teacher Notes

• NAAE Communities of Practice

• Professional Learning Communities– State and regional CASE teacher groups

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CASE Assessment

• Learning Reflections– Provided with every activity, project, and

problem

• Check for Understanding– End of lesson quizzes

• End-of-Course Exams• National Assessment Exams

– Exams for Program of Study completers

Assessment Availability

Center for Agricultural and Environmental Research and Training (CAERT) will be the contractor for CASE assessments

ASA and ASP will have assessments ready to pilot 2010-2011 school year

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CASE Certification

• Quality assurance

• May lead to college credit for students

• Three levels of certification

What does Certification Mean?

CASE certified teachers have the exclusive right to use the CASE curriculum and access to teacher services

• Free updated versions of the curriculum• Access to online internal testing instruments• Students are eligible for CASE certification and

recognition• Teachers are eligible to become Lead Teachers

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Next Steps

• Late night reading:– Understanding the CASE Model– CASE Lesson Development Philosophy

• Morning start time, breaks, lunch, and ending times

• Parting Questions

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Current Status of the CASE Project

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Current CASE Offerings

• Introduction to Agriculture, Food, and Natural Resources

• Principles of Agricultural Science – Animal

• Principles of Agricultural Science – Plant

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Introduction to Agriculture, Food, and Natural Resources

• Introductory level course required of all CASE students

• Provides background for foundation level courses in Animal, Plant, Agricultural Mechanization, and Natural Resources

• Includes basic skills for laboratory, presentation, and student leadership organization participation

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Principles of Agricultural Science - Animal

• Foundation level course (second level)

• Provides background for specialization courses in Food Science and Biotechnology

• Includes study of animal domestication, behavior, anatomy and physiology, nutrition, reproduction, genetics, health, and management

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Principles of Agricultural Science - Plant

• Foundation level course (second level)

• Provides background for specialization courses in Food Science and Biotechnology

• Includes soils, hydroponics, anatomy and physiology, classification, environmental requirements, propagation, genetics, pests and diseases, and management

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CASE Programs of Study

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Animal and Plant Biotechnology

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Food Science and Safety

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Agricultural Business, Research, and Development – Capstone

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Natural Resources and Environmental Science Pathway

Projected Topics for NRES Pathway Courses•Agriculture in an Environmentally Conscience Society

•Air

•Biomes

•Conservation versus Preservation

•Ecosystems

•Energy

•Fisheries

•Forestry

•Geospatial Technology

•Global Natural Resources Issues

•Human Impact on Natural Resources

•Invasive Species

•Meeting the Demands of Future Natural Resource Needs

•Natural Resources Careers and SAE

•Social Concerns

•Soil Conservation and Quality

•Sustainability

•Waste Management

•Water Conservation and Quality

•Wildlife Management

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Agriculture Technology and Systems Pathway

•CAD•Electrical Energy•Fuels•General Physics (e.g., levers)•GIS•Hydraulic Energy•Materials•Mechanical Energy•Physical Properties (e.g., Density)

•Power Transmission•Power, Force, and Energy•Safety•Service and Maintenance•System Design and Management•Technical Reading, Writing, and Mathematics•Tools and Equipment

Projected Topics for ATS Pathway Courses

CASE Design Philosophy and

Pedagogy

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In the Beginning

CASE lessons are developed from a panel of experts:

• Secondary teachers who are content experts• Post-secondary staff from teaching and research in

content area• Industry representatives involved in subject matter

area

Field testing is conducted the first full school year to ensure quality

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CASE is not Stagnant

Curriculum revision every three years• Update new science and technology• Update new content needs• Integrate new ideas for teaching strategies

provided by CASE teachers• Realign curriculum goals with educational reform• Update assessment instruments

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Pedagogical Philosophy

• How People Learn, by the National Research Council

• Understanding by Design, by the Wiggins & McTighe

CASE is grounded in research and philosophy prescribed by:

How People Learn

• Design effective learning environments• Students learn in a multitude of ways, clear,

discernable outcomes must be used to develop conceptual understandings

• Situate knowledge in context to help the learner organize information

• Sets-up the concept of “spiraling” lessons to manage misconceptions

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Understanding By Design

• Backwards design curriculum

• Clear and precise concepts are assessed– Not extra stuff to cause confusion

• Shifts learning outcomes from knowledge (and skill) to understanding– Understanding allows for transfer of concepts

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Agriculture and Core Academic Enhancement of Rigor

• All CASE lesson concepts are aligned to national content standards for:– AFNR (NCAE)– Science (NSES)– Mathematics (NCTM)– English (NCTE)

• Purposeful instruction of Employability Skills

Enhancement of Mathematics and Science

CASE utilizes best instructional design strategies for enhancing math and science within agriculture subject matter:

– Mathematics – NRCCTE Seven Elements of Mathematics Lesson Enhancement (Stone, et.al, 2006)

– Science – Inquiry based approaches as defined by Colburn (2004)

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Purposeful Teaching of Math

Bring the math out and purposely teach it in a generic way so students understand the math

43The Seven Elements of a Mathematics Enhanced Lesson (Stone, 2006)

Purposeful Teaching of Science

• Inquiry-based methodology used if at all possible

• Proper use of science equipment as professionals in agricultural research use

• Reinforcement of scientific method and appropriate communication of data

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APP Modalities

Activities

–Structured inquiry

Projects

–Guided inquiry

Problems

–Open inquiry

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Activities, Projects, and Problems

• Written to the student

• Student-directed

• Teaches the concept through laboratory work

• Inquiry-based

• Includes reflection questions

Purposeful Teaching of English Language Arts

• Reinforcement of proper presentation methods – both oral and visual

• APP is written to the student – we expect the student to read and be accountable for reading directions carefully

• Writing quality is practiced and measured by the use of rubrics

• Students keep an organized portfolio of notes from presentations

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Keeping to the Traditional Strengths of the AgEd Model

Promoting

• Contextual learning through classroom and laboratory instruction

• Experiential learning through a Supervised Agricultural Experience

• Leadership and personal development through the National FFA Organization

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CASE Navigation and Features

•Lesson Template

•APP Template

•Examine cd

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CASE Institute Participant Expectations

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Daily Schedule

• 8:00 am start time

• Breaks as designated by Lead Teachers

• Lunch is provided by site

• 5:00-5:30 pm ending time

• Homework as assigned by Lead Teachers

Scope and Sequence Review

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Participant Expectations

• Handout

• Participant Deliverables• Portfolio and check off list requirements

Be on time every session

No cell phone or email use during sessions

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Thank You – Questions??

A project of the: Managed by:

Dan Jansen, CASE Project Directordan.jansen@case4learning.org

Marlene Mensch, CASE Curriculum Directormarlene.mensch@case4learning.org

Visit our website at www.case4learning.org