Frank NiepoldClimate Education Coordinator and Education Interagency Working Group Co-chair (USGCRP/CCSP)National Ocean and Atmospheric Administration (NOAA)

Climate Portal Education Interface

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Advancing climate literacy

 Use the “Climate Literacy: The Essential Principles of Climate Science” (Version 2, March 2009) framework to organize resource development.

Establish a voluntary national climate education curriculum for K-16.

Continue investments in climate education research that lead to more effective strategies.

Provide a focus within individual agency programs on professional development for formal educators.

Support creation of interpretive and educational programs and products that leverage existing outreach and extension networks and informal science education venues.

Develop new resources and tools that utilize “new media” and emerging outlets for widespread dissemination and public engagement in climate.

Foster development of an agency-wide protocol for designating and labeling educational programs of merit (Climate education collections)

Establish mechanisms for monitoring public understanding of climate literacy, and related actions.

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Coordinating Federal Investments in Climate and Earth System Science Education-- Developed from ongoing discussions within the US CCSPAd-hoc Education Interagency Working Group

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Initial Mission

Climate Portal Education Interface Mission

The Climate Portal Education Interface (CPEI) will be created by the National Oceanic and Atmospheric Administration to provide organized access to high quality resources and tools that support innovations in teaching and learning at all levels of climate science, technology, engineering, and mathematics (STEM) education.

As a national network of learning environments, resources, and partnerships, CPEI seeks to serve a vital role as the climate part of STEM educational cyberlearning for the nation, meeting the informational and technological needs of educators and learners at all levels.

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• Develop Climate Portal Education Interface working group (June 15)• Project 2061 Assessment Review Panel (July 20-24)• NSF C3 grant collaboration (on going)• Engaging Disciplinary Communities to Enhance NSDL’s Science Literacy Maps (July 29 & 30)

• NSDL Strand map interface• Design Education interface workshop (September 2009)• CLEAN NSF proposal (January 2010)• Education grants coordinated

• NOAA Environmental Literacy & AZA grants• NASA GCCE grants• NSF GCCE activities• USGCRP education activities

Timeline of key activities

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Background Slides

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Revolutionizing Earth System Science Education for the 21st Century:Report and Recommendations from a 50-State Analysis of Earth Science Education (2007)

Atmosphere, Weather and Climate in State Standards: Forty-two states directly (n = 30) or indirectly (n = 12) address atmosphere, weather and climate within their standards. Eight states have standards that fail to adequately address atmosphere, weather or climate concepts.

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State of Affairs

• Current state of the NOAA climate education website; http://www.education.noaa.gov/ • Increased level of climate education

o Published Climate Literacy: The Essential Principles of Climate Science (USGCRP+ 19 Education partners)o Increased Funding at multiple agencies

o FY 08, FY 09, FY 10, FY 11, FY 12 and beyondo New Legislative mandates

o UNFCCC (article 6)o IOOS (Global Climate change educationo America Competes

o Congressional activityo Increased science education/STEM community activityo NOAA NCS/Climate goal leadershipo Interagency coordination/collaborationo International increased activity

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Programmatic vs Grant activity

• Successful NOAA, DOE, NSF and NASA education grants litter the Internet waiting for sustainability or operations

• FY 05-08 NOAA Environmental Literacy grants (? M)• FY 05-08 DOE grants (Keystone Foundation)• FY 01-08 NSF Formal and Informal Education • FY 08 NASA GCCE (6.7 M)• FY 09 NASA/NSF GCCE grants (15 M+)

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State of Affairs

Some key Websites to integrate into the Climate Education interface

• http://serc.carleton.edu/index.html• http://serc.carleton.edu/climatechange/• http://strandmaps.nsdl.org/• http://www.climatescience.gov/ or http://www.globalchange.gov• http://www.globe.gov/ • http://oceanservice.noaa.gov/education/• http://sanctuaries.noaa.gov/education/• http://www.estuaries.gov/ • http://learningcenter.nsta.org • http://astc.org/iglo/c3/• http://neo.sci.gsfc.nasa.gov/• http://sos.noaa.gov/• other…

Curriculum

Educator Preparation

Instruction

Materials Development

Assessment

Literacy Goals

Learning Goals

Connections

Supporting the Goals

ActivitiesPrograms

…a continuum of competency

Literacy Progression

Target Audiences

Uninterested and/or unaware

Climate science interested

Climate science attentive

Climate science engaged

CLIM

ATE

LITE

RACY

INFORMEDDECISION MAKING

KNOWLEDGE

AWARENESS

Climate Literacy is…

Long-term, the vision expects a society capable of informed decision-making

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Final NOAA Education Council Metatag List

Developed plan for implementation of ADN metadata framework

Phase 1 Phase 2 Phase 3

Implementation Strategy

Phase 4: Expand to include other educational resources!

File Level Metadata

• Adopt metadata fields

• Create HTML & PDF templates

• Create Guidance Kit

• Conduct orientations

• Apply metadata format to NEW lesson plans

• Apply metadata format to existing plans, as resources permit

Benefits

• Creates consistency

• Improves accessibility of files

• Is compliant with DOC website standards

Web Database

• Online searchable collection management system (DLESE)

• Creation of a NOAA collection in DLESE, will need collection manager

• Import existing metadata from Phase 1

• Implement metadata quality review

• Provide user search interface on our web site

Benefits

• Customize searches and results

• Curatorial control of metadata

Quality Review

• Allow users to rate products

• Develop lesson plan content guidelines

• Establish a quality review process (structural and content)

• Implement reviews of existing lessons

• Create vetted lesson plan collection

• Institute a review procedure for new entries

Benefits

• Increase product quality and recognition

• Improve consistency of product

Comparison of Two Education Search Features

Function DLESE USA.gov

Search supports quality control process

Yes No

Search terms are specific to education resources

Yes No

Search results are easily restricted to lesson plans

Yes No

Cost of Implementation $30-45K $0

Ease of use on NOAA web site

Medium Very easy & required*

Searches can include non-NOAA resources

Yes No

* DOC policy mandates every web site have a search feature (typically usa.gov) on it. We recommend making sure your sites are “affiliates” of usa.gov.

A Critical Piece of the Solution

• Scalable• Sustainable• Individualized• On-Demand e-PD• With Accountability

How do we integrate our partners work into the

portal?

The NSTA Learning Center

The Research:Increased Content Knowledge Matters

A significant, positive correlation exists between student achievement and teachers’ content knowledge (subject matter AND pedagogical content knowledge).

Aaronson, Barrow and Sander, 2003; Cochran-Smith and Zeichner, 2005; Darling-Hammond and Bransford, 2005; Goldhaber, 2002; Goldhaber and Brewer, 1998; Goldhaber and Brewer, 2000; Jepsen, 2004; Kane, Rockoff and Staiger, 2006; Ma, 1999; Monk, 1994; Rivkin, Hanushek, and Kain, 2005; Rockoff 2004; Sanders and Rivers, 1996; Shulman, 1986, 1987; Wenglinsky, 2002; Wilson, Floden and Ferrini-Mundy, 2001

What we know—Local Systemic Core Evaluation:K-8 Weaknesses (75,000 data points -10 year longitudinal NSF study)

Teachers of Science with less than 16 hours of PD in last 3 years:

– What % at K-4 level? 76%– What % at 5-8 level? 57%– What % at 9-12 level? 32%

Current Landscape: Bridging Gap between Research and Practice in PD

Research calls for 50-80 hours professional development over course of year to make substantive change in practice. Obvious need for scalable on-line supplemental solution to augment face-to-face experiences within school settingBanilower, E.R., Heck, D. J., & Weiss, I.R. (2007); Garet, M. Porter, A., Desimone, L., Birman, B., & Yoon, K. (2001); Yoon, K.S. Duncan, T.. Lee, S.W., & Shapley, K. (2008)\;Supovitz, J.A. & Turner, H.M., 2000)

Top 12 Most Emailed Science Objects (viral word of mouth):

NOAA Science Objects hold 4 of the top 12 spotsas of 5/13/09 across all 60 free Science Objects:

• Oceans Effect on Weather & Climate: Global Circulation Patterns

• Oceans Effect on Weather & Climate: Global Climate Patterns

• Oceans Effect on Weather & Climate: Global Precipitation and Energy

• Coral Reef Ecosystems: The Living Reef

• Scaleable and Sustainable

• Large number ofhigh quality on-demand Resources byLearner Preference

• Free Tools to Plan, Execute and Document Growth

• State and District Deployments Advancing Rapidly supportingLocal Face-to-FacePD Initiatives

The NSTALearning Center

http://learningcenter.nsta.org

Implementation Strategy

Phase 1

File Level Metadata

• Adopt metadata fields

• Create HTML & PDF templates

• Create Guidance Kit

• Conduct orientations

• Apply metadata format to NEW lesson plans

• Apply metadata format to existing plans, as resources permit

Benefits

• Creates consistency

• Improves accessibility of files

• Is compliant with DOC website standards

Implementation Strategy

Phase 2

Web Database• Online searchable collection management system (DLESE)

• Creation of a NOAA collection in DLESE, will need collection manager

• Import existing metadata from Phase 1• Implement metadata quality review• Provide user search interface on our web site

Benefits• Customize searches and results• Curatorial control of metadata

Implementation Strategy

Phase 3

Quality Review• Allow users to rate products• Develop lesson plan content guidelines• Establish a quality review process (structural and content)• Implement reviews of existing lessons• Create vetted lesson plan collection• Institute a review procedure for new entries

Benefits• Increase product quality and recognition• Improve consistency of product

Familiarity with the natural world and respect for its unity

Awareness of important ways in which mathematics, technology, and the sciences depend upon one another

Key concepts and principles of science

Capacity for scientific ways of thinking

Knowing that science, mathematics, and technology are human enterprises and what that implies about their strengths and limitations

Ability to use scientific knowledge and ways of thinking for personal and social purposes

What Is Science Literacy?