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Honors Matrix Training Thomasena Stuckett, SCS Honors Analyst
2013
Agenda
• State and District Policy Overview
• Framework of Standards
• Honors Matrix
• Strategies
• Questions
Honors Courses
State and District Policy
Honors Course Expectation
• Substantially exceed the content standards, learning expectations and performance indicators approved by the TDOE
• Teachers to model instructional approaches that facilitate maximum change of ideas– Independent Study– Self-directed Research– Appropriate use of technology
Honors Course Expectation
• Must include multiple assessments– Short Answer– Constructed-response prompts– Performance-based tasks– Open-ended questions– Essays– Original or creative interpretations– Authentic products– Portfolios– Analytical writing
Honors Course Expectation
• The emphasis is placed on:– Academic rigor– Teacher as the facilitator, student as the
thinker and problem solver– The three highest levels of Bloom’s – Purposeful writing – Purposeful research – Critical analysis– Inquiry-based learning
Honors Courses
Framework of Standards
Framework Components
• An Honors Course shall include five of the following components:– Extended reading assignments that
connect with the curriculum.
– Research-based writing assignments that address and extend the curriculum.
– Projects that apply course curriculum to relevant and real world situations.
Framework Components
• An Honors Course shall include five of the following components:– Open ended investigations in which the
student selects the questions and designs the research.
–Writing assignments that demonstrate a variety of modes, purposes and styles.
– Integration of appropriate technology into the course of study.
Framework Components
• An Honors Course shall include five of the following components:– Deeper exploration of the culture,
values, and history of the discipline.
– Extensive opportunities for problem-solving experiences through imagination, critical analysis, and application.
Honors Courses
Course Matrix
Questions and Answers