ArkansasIDEAS Course Catalog

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631 course(s) found.

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SSB14034: CCSS Math #9: Tri-State Quality Review (EQuIP) Rubric for Mathematics (updated April 2013)
Subject Area: {"540b21ecdb276f5087ee585cedd6d5d0":{"option":"Mathematics","icon":"","default":1,"delete":0},"5db1ad6f0bc7f0d220ef0c6848baf258":{"option":"State Standards","icon":"","default":1,"delete":0}}
TESS Domain: {"c5f590d18e1ea128362eeafb7192cc21":{"option":"1e","icon":"advertising-practice","default":1,"delete":0}}
Credit Hours: 1.5

This course provides a detailed overview of the Tri-State Quality Review Rubrics from Educators Evaluating Quality Instructional Products (EQuIP). EQuIP, which is facilitated by Achieve, is an initiative of the American Diploma Project Network that builds on the collaborative effort of education leaders from Massachusetts, New York, and Rhode Island. Its purpose is to identify high-quality instructional materials and lessons that are aligned to the Common Core State Standards.

Dana Breitweiser, English Language Arts Assessment Specialist, and Thomas Coy, Assessment Program Manager, both from the Arkansas Department of Education, are the Arkansas literacy and math leads. In this course, Mr. Coy examines all components of the Tri-State Quality Review Rubric for Mathematics while demonstrating how Arkansas educators may utilize this tool.

SSC14026: CCSS Math #1: Standards and Curriculum (9-29-11)
Subject Area: {"540b21ecdb276f5087ee585cedd6d5d0":{"option":"Mathematics","icon":"","default":1,"delete":0},"5db1ad6f0bc7f0d220ef0c6848baf258":{"option":"State Standards","icon":"","default":1,"delete":0}}
TESS Domain: {"aea07c4d3d1709313c4bb2d07a47027d":{"option":"4e","icon":"advertising-practice","default":1,"delete":0}}
Credit Hours: 2

Credit Hours: 2

Vendor: ADE

This course was filmed and produced by the Arch Ford Educational Service Cooperative. It features Dr. Linda Griffith, Director of the Arkansas Math Project. During the presentation, Dr. Griffith discusses problem types in mathematics curriculum development for grades K-4 and more. Topics covered include: differentiation between Common Core Mathematics Content Standards and possible mathematics curriculum, the role of teacher understanding of problem types in mathematics curriculum development for grades K-4, and extending problem types to middle and high school for vertical continuity in all mathematics curriculum.

SSC15028: A Vision and Plan for Science Teaching and Learning
Subject Area: {"35bf1210e6727959a7a88a00462db959":{"option":"Science","icon":"","default":1,"delete":0},"5db1ad6f0bc7f0d220ef0c6848baf258":{"option":"State Standards","icon":"","default":1,"delete":0}}
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Credit Hours: 2.5

This course provides a vision and plan for classroom instruction consistent with the Framework for K-12 Science Education and Next Generation Science Standards. Participants engage in a science performance that models quality classroom instruction and receive an instructional sequence that can be applied across all grade levels.

This presentation with Brett Moulding was taped on November 7, 2014 during the Arkansas Curriculum Conference at the Marriott Hotel in Little Rock, Arkansas.

SSC15052: Foundations for C3 Inquiry and The Inquiry Design Model (IDM): Part One
Subject Area: {"72e33c80a2dfcd5f40311ef264906180":{"option":"History & Government","icon":"","default":1,"delete":0},"478112df214d4d0da178a2e76984752a":{"option":"Instruction & Assessment","icon":"","default":1,"delete":0},"5db1ad6f0bc7f0d220ef0c6848baf258":{"option":"State Standards","icon":"","default":1,"delete":0}}
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Credit Hours: 4.5

Professor John Lee (North Carolina State University) and Professor Kathy Swan (University of Kentucky) give an overview of the inquiry-based C3 Framework for teaching social studies at all grade levels. They describe their Inquiry Design Model (IDM) as a pedagogically logical blueprint for learning that begins with "compelling questions" to activate prior knowledge and stimulate interest in students. The IDM then takes students through skill-building "formative performance tasks" to the goal of constructing sound arguments in answer to compelling questions.

This presentation was taped at the Arkansas Educational Television Network studios in Conway, Arkansas on June 6, 2015.

SSC15053: Foundations for C3 Inquiry and The Inquiry Design Model (IDM): Part Two
Subject Area: {"72e33c80a2dfcd5f40311ef264906180":{"option":"History & Government","icon":"","default":1,"delete":0},"478112df214d4d0da178a2e76984752a":{"option":"Instruction & Assessment","icon":"","default":1,"delete":0},"5db1ad6f0bc7f0d220ef0c6848baf258":{"option":"State Standards","icon":"","default":1,"delete":0}}
TESS Domain: {"c5f590d18e1ea128362eeafb7192cc21":{"option":"1e","icon":"advertising-practice","default":1,"delete":0},"0cde80d4d65fc5307a07f86ac9dfa34c":{"option":"1f","icon":"advertising-practice","default":1,"delete":0},"5fcfcb7df376059d0075cb892b2cc37f":{"option":"3c","icon":"advertising-practice","default":1,"delete":0}}
Credit Hours: 4.5

This course is part two of a two-part presentation regarding the C3 Framework for social studies instruction and its primary pedagogical tool, the Inquiry Design Model (IDM). In this course, Professors John Lee (North Carolina State University) and Kathy Swan (University of Kentucky) primarily focus on "taking informed action" — school or community student involvement related to their studies — and proper selection and use of source material upon which students will base their ideas.

This presentation was taped at the Arkansas Educational Television Network studios in Conway, Arkansas on June 17, 2016.

SSC17001: Foundations for C3 Inquiry and the Inquiry Design Model (IDM): Part Three
Subject Area: {"72e33c80a2dfcd5f40311ef264906180":{"option":"History & Government","icon":"","default":1,"delete":0},"478112df214d4d0da178a2e76984752a":{"option":"Instruction & Assessment","icon":"","default":1,"delete":0},"5db1ad6f0bc7f0d220ef0c6848baf258":{"option":"State Standards","icon":"","default":1,"delete":0}}
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Credit Hours: 4

Dr. John Lee (North Carolina State University) and Dr. Kathy Swan (University of Kentucky) begin this course with a brief review of the C3 Teachers Inquiry Design Model (IDM), which is described with great detail in Parts One and Two.

This course focuses on question design and the selection of sources during the inquiry building process conceptualized within the College, Career, and Civic Life Framework’s Inquiry Arc. Follow along with the group of teachers in the workshop and build the beginning of your own inquiry as the professors take participants through the steps of using the IDM Blueprint Template. Please note that the work begun in this course will be continued within Part Four of the series. We advise that these two courses be taken in order.

This course was recorded on June 19, 2016 at AETN studios in Conway, Arkansas.

SSC17002: Foundations for C3 Inquiry and the Inquiry Design Model (IDM): Part Four
Subject Area: {"72e33c80a2dfcd5f40311ef264906180":{"option":"History & Government","icon":"","default":1,"delete":0},"478112df214d4d0da178a2e76984752a":{"option":"Instruction & Assessment","icon":"","default":1,"delete":0},"5db1ad6f0bc7f0d220ef0c6848baf258":{"option":"State Standards","icon":"","default":1,"delete":0}}
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Credit Hours: 3

Dr. John Lee (North Carolina State University) and Dr. Kathy Swan (University of Kentucky) continue their presentation of the Inquiry Design Model (IDM). Parts One and Two describe this process in detail, and Part Three focuses on the creation of questions and the selection of sources during the inquiry building process conceptualized within the College, Career, and Civic Life Framework’s Inquiry Arc.

In Part Four, follow along with the teachers in the audience and finish building the inquiries you began working on during the previous course. After designing the inquiries’ formative tasks, the professors take participants through the use of the IDM Generator step-by-step in order to add completed IDM Blueprint Templates to the C3 Teachers database of inquiries. Please note that this course is a continuation of the work began within Part Three of the series. We advise that these two courses be taken in order.

This course was recorded on June 20, 2016 at AETN studios in Conway, Arkansas. 

SSD14453: The Common Core Standards and the Understanding by Design Framework: English Language Arts
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TESS Domain: {"c5f590d18e1ea128362eeafb7192cc21":{"option":"1e","icon":"advertising-practice","default":0,"delete":0}}
Credit Hours: 7

With 46 states adopting the Common Core State Standards, teachers and school leaders are searching for resources and support for implementation. In this course, Jay McTighe and Grant Wiggins explain the relationship between this standards movement and the Understanding by Design® (UbD™) template for planning units of instruction in the English/Language Arts classroom.

SSD14454: Formative Assessment and the Common Core State Standards: English Language Arts/Literacy
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TESS Domain: {"55fac25c11a99ce497915bfc80308ffc":{"option":"3d","icon":"advertising-practice","default":0,"delete":0}}
Credit Hours: 6

The Formative Assessment and the Common Core Standards: English Language Arts/Literacy course is designed to inform participants about assessment practices to maximize student success within the context of Common Core State Standards (CCSS).

SSD14458: The Common Core Standards and the Understanding by Design Framework: Mathematics
Subject Area: {"5db1ad6f0bc7f0d220ef0c6848baf258":{"option":"State Standards","icon":"","default":0,"delete":0}}
TESS Domain: {"c5f590d18e1ea128362eeafb7192cc21":{"option":"1e","icon":"advertising-practice","default":0,"delete":0}}
Credit Hours: 8.5

With 46 states adopting the Common Core State Standards, teachers and school leaders are searching for resources and support for implementation. In this course, Jay McTighe and Grant Wiggins explain the relationship between this standards movement and the Understanding by Design® (UbD™) template for planning units of instruction in the Mathematics classroom.

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