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2001 • Expert perspective • Education reform environment • Research-based practices • Work force requirements This chart includes talking points for the professional development model. HIGH SCHOOL MATHEMATICS CONTENT EXPECTATIONS page 4 of 19 11...
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2001 • Expert perspective • Education reform environment • Research-based practices • Work force requirements This chart includes talking points for the professional development model. HIGH SCHOOL MATHEMATICS CONTENT EXPECTATIONS page 4 of 19 11/07 MICHIGAN DEPARTMENT OF EDUCATION
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http://www.michigan.gov/documents/Math11-14-open1_142202_7.pdf#page=6
www.michigan.gov/documents/Math11-14-open1_142202_7.pdf#page=6
2001 • <span class="highlight">Expert</span> perspective • Education reform <span class="highlight">environment</span> • Research-based practices • Work force requirements This chart includes talking points <span class="highlight">for</span> the professional <span class="highlight">development</span> model. HIGH SCHOOL MATHEMATICS CONTENT EXPECTATIONS page 4 <span class="highlight">of</span> 19 11/07 MICHIGAN DEPARTMENT <span class="highlight">OF</span> EDUCATION
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Comprehension (CM) Metacognition (MT) Critical Standards (CS) Reading Attitude (AT) Genre (GN) Process (PR) Personal Style (PS) Grammar & Usage (GR) Spelling (SP) Handwriting (HW) Writing Attitude (AT) Conventions (CN) Discourse (DS) Conventions (CN) Response (RP) Preparing Students f...
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Comprehension (CM) Metacognition (MT) Critical Standards (CS) Reading Attitude (AT) Genre (GN) Process (PR) Personal Style (PS) Grammar & Usage (GR) Spelling (SP) Handwriting (HW) Writing Attitude (AT) Conventions (CN) Discourse (DS) Conventions (CN) Response (RP) Preparing Students for Academic Success Within the hands of teachers, the Grade Level Content Expectations are converted into exciting and engaging learning for Michigan’s students. As we use these expectations to develop units of instruction and plan
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=7
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=7
Comprehension (CM) Metacognition (MT) Critical Standards (CS) Reading Attitude (AT) Genre (GN) Process (PR) Personal Style (PS) Grammar & Usage (<span class="highlight">GR</span>) Spelling (SP) Handwriting (HW) Writing Attitude (AT) Conventions (CN) Discourse (DS) Conventions (CN) Response (RP) Preparing Students <span class="highlight">for</span> Academic Success Within the hands <span class="highlight">of</span> teachers, the Grade Level Content Expectations are converted into exciting and engaging learning <span class="highlight">for</span> Michigan’s students. As we use these expectations to develop units <span class="highlight">of</span> instruction and plan
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=16
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=16
Comprehension (CM) Metacognition (MT) Critical Standards (CS) Reading Attitude (AT) Genre (GN) Process (PR) Personal Style (PS) Grammar & Usage (<span class="highlight">GR</span>) Spelling (SP) Handwriting (HW) Writing Attitude (AT) Conventions (CN) Discourse (DS) Conventions (CN) Response (RP) Preparing Students <span class="highlight">for</span> Academic Success Within the hands <span class="highlight">of</span> teachers, the Grade Level Content Expectations are converted into exciting and engaging learning <span class="highlight">for</span> Michigan’s students. As we use these expectations to develop units <span class="highlight">of</span> instruction and plan
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=25
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=25
Comprehension (CM) Metacognition (MT) Critical Standards (CS) Reading Attitude (AT) Genre (GN) Process (PR) Personal Style (PS) Grammar & Usage (<span class="highlight">GR</span>) Spelling (SP) Handwriting (HW) Writing Attitude (AT) Conventions (CN) Discourse (DS) Conventions (CN) Response (RP) Preparing Students <span class="highlight">for</span> Academic Success Within the hands <span class="highlight">of</span> teachers, the Grade Level Content Expectations are converted into exciting and engaging learning <span class="highlight">for</span> Michigan’s students. As we use these expectations to develop units <span class="highlight">of</span> instruction and plan
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=34
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=34
Comprehension (CM) Metacognition (MT) Critical Standards (CS) Reading Attitude (AT) Genre (GN) Process (PR) Personal Style (PS) Grammar & Usage (<span class="highlight">GR</span>) Spelling (SP) Handwriting (HW) Writing Attitude (AT) Conventions (CN) Discourse (DS) Conventions (CN) Response (RP) Preparing Students <span class="highlight">for</span> Academic Success Within the hands <span class="highlight">of</span> teachers, the Grade Level Content Expectations are converted into exciting and engaging learning <span class="highlight">for</span> Michigan’s students. As we use these expectations to develop units <span class="highlight">of</span> instruction and plan
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=42
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=42
Comprehension (CM) Metacognition (MT) Critical Standards (CS) Reading Attitude (AT) Genre (GN) Process (PR) Personal Style (PS) Grammar & Usage (<span class="highlight">GR</span>) Spelling (SP) Handwriting (HW) Writing Attitude (AT) Conventions (CN) Discourse (DS) Conventions (CN) Response (RP) Preparing Students <span class="highlight">for</span> Academic Success Within the hands <span class="highlight">of</span> teachers, the Grade Level Content Expectations are converted into exciting and engaging learning <span class="highlight">for</span> Michigan’s students. As we use these expectations to develop units <span class="highlight">of</span> instruction and plan
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=50
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=50
Comprehension (CM) Metacognition (MT) Critical Standards (CS) Reading Attitude (AT) Genre (GN) Process (PR) Personal Style (PS) Grammar & Usage (<span class="highlight">GR</span>) Spelling (SP) Handwriting (HW) Writing Attitude (AT) Conventions (CN) Discourse (DS) Conventions (CN) Response (RP) Preparing Students <span class="highlight">for</span> Academic Success Within the hands <span class="highlight">of</span> teachers, the Grade Level Content Expectations are converted into exciting and engaging learning <span class="highlight">for</span> Michigan’s students. As we use these expectations to develop units <span class="highlight">of</span> instruction and plan
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=58
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=58
Comprehension (CM) Metacognition (MT) Critical Standards (CS) Reading Attitude (AT) Genre (GN) Process (PR) Personal Style (PS) Grammar & Usage (<span class="highlight">GR</span>) Spelling (SP) Handwriting (HW) Writing Attitude (AT) Conventions (CN) Discourse (DS) Conventions (CN) Response (RP) Preparing Students <span class="highlight">for</span> Academic Success Within the hands <span class="highlight">of</span> teachers, the Grade Level Content Expectations are converted into exciting and engaging learning <span class="highlight">for</span> Michigan’s students. As we use these expectations to develop units <span class="highlight">of</span> instruction and plan
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=66
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=66
Comprehension (CM) Metacognition (MT) Critical Standards (CS) Reading Attitude (AT) Genre (GN) Process (PR) Personal Style (PS) Grammar & Usage (<span class="highlight">GR</span>) Spelling (SP) Handwriting (HW) Writing Attitude (AT) Conventions (CN) Discourse (DS) Conventions (CN) Response (RP) Preparing Students <span class="highlight">for</span> Academic Success Within the hands <span class="highlight">of</span> teachers, the Grade Level Content Expectations are converted into exciting and engaging learning <span class="highlight">for</span> Michigan’s students. As we use these expectations to develop units <span class="highlight">of</span> instruction and plan
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http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=74
www.michigan.gov/documents/ELAGLCE_140483_7.pdf#page=74
Comprehension (CM) Metacognition (MT) Critical Standards (CS) Reading Attitude (AT) Genre (GN) Process (PR) Personal Style (PS) Grammar & Usage (<span class="highlight">GR</span>) Spelling (SP) Handwriting (HW) Writing Attitude (AT) Conventions (CN) Discourse (DS) Conventions (CN) Response (RP) Preparing Students <span class="highlight">for</span> Academic Success Within the hands <span class="highlight">of</span> teachers, the Grade Level Content Expectations are converted into exciting and engaging learning <span class="highlight">for</span> Michigan’s students. As we use these expectations to develop units <span class="highlight">of</span> instruction and plan
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that relationship can lead to interdependency. The final course of study in ecosystems for the sixth grader includes biotic and abiotic factors in an ecosystem that influence change. Included is the consequence of overpopulation of a species, including humans....
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that relationship can lead to interdependency. The final course of study in ecosystems for the sixth grader includes biotic and abiotic factors in an ecosystem that influence change. Included is the consequence of overpopulation of a species, including humans. Students explore how humans affect change, purposefully and accidentally, and recognize possible consequences for activity and development. Earth Science: Solid Earth, Earth in Space and Time Sixth grade students develop a deeper understanding of
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http://www.michigan.gov/documents/mde/Complete_Science_GLCE_12-12-07_218314_7.pdf#page=64
www.michigan.gov/documents/mde/Complete_Science_GLCE_12-12-07_218314_7.pd...
that relationship can lead to interdependency. The final course <span class="highlight">of</span> study in ecosystems <span class="highlight">for</span> the sixth grader includes biotic and abiotic factors in an ecosystem that influence change. Included is the consequence <span class="highlight">of</span> overpopulation <span class="highlight">of</span> a species, including humans. Students explore how humans affect change, purposefully and accidentally, and recognize possible consequences <span class="highlight">for</span> activity and <span class="highlight">development</span>. Earth Science: Solid Earth, Earth in Space and Time Sixth grade students develop a deeper understanding <span class="highlight">of</span>
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Assessments Career/Technical Education Department of Labor and Economic Growth State/National Landscape • Expert perspective Education reform environment Research-based practices Work force requirements State/Federal Expectations No Child Left Behind (NCLB) National Governo...
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Assessments Career/Technical Education Department of Labor and Economic Growth State/National Landscape • Expert perspective Education reform environment Research-based practices Work force requirements State/Federal Expectations No Child Left Behind (NCLB) National Governors’ Association (NGA) Michigan Law State Board of Education Policy K-8 Educational Experience Learning Processes Strategies & Skills Reasoning Analytical Thinking Constructing New Meaning Communication Content Knowledge
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http://www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=10
www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=10
Assessments Career/Technical Education Department <span class="highlight">of</span> Labor and Economic Growth State/National Landscape • <span class="highlight">Expert</span> perspective Education reform <span class="highlight">environment</span> Research-based practices Work force requirements State/Federal Expectations No Child Left Behind (NCLB) National Governors’ Association (NGA) Michigan Law State Board <span class="highlight">of</span> Education Policy K-8 Educational Experience Learning Processes Strategies & Skills Reasoning Analytical Thinking Constructing New Meaning Communication Content Knowledge
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