November 2018 Newsletter
We see a remarkable amount of content pass through the EdGate office. Sometimes we see a deluge of particular subjects, mostly determined by states who are adopting specific curriculum. For instance, there have been the years of SEL (Social Emotional Learning) or CTE (Career & Technical Education) or EC (Early Childhood)—choose your acronym. In other years, it’s the format of the curriculum that shifts. We have noticed an overarching trend related to the volume of video content being added to publisher’s curriculum offerings, including a new wave of education publishers who are solely dedicated to offering educational videos. The team at EdGate has been correlating videos for years for the likes of NBC Learn, Stossel in the Classroom, Infobase, Channel One and more, but now a shift has occurred and the more traditional publishers are adding videos to their online offerings or links to videos from their online courses as a means to supplement the material or teach a concept. Certainly content providers are emulating the style of video made so popular by Khan Academy and revered by homeschoolers. EdGate is tackling the high volume of video correlations by providing a new innovative service, through a Correlation Recommendation Tool. Watch for more details on our Correlation Recommendation Tool in the weeks to come!
As always, EdGate is your source for staying current with new developments in education and the impact of educational standards.
EdGate General Manager
YouTube in the Classroom
Arizona Science and Social Studies Standards Are Evolving
Looking to Expand Your Content’s Categorizations? Use EdGate’s API to Find Related Concepts!
What's new in the repository?
Students are increasingly turning to videos as a source of learning, a phenomenon that is quite apparent to the EdGate Correlation Team. In a recent article, "Technology in the Classroom: Using YouTube," Jordan Catapano suggests several reasons for using videos with students, as follows:
- An outside resource: the teacher finds or creates videos that address the material being studied and provides links to students.
- Supplemental video resources: when class time is limited, the teacher can share interesting links for work outside of class.
- Self-directed projects: the teacher can encourage a search for interesting and relevant information.
- A substantial complement to the classroom: using videos can heighten ideas through visual illustrations.
Catapano reinforces his ideas even further by suggesting that teachers can learn more about the content they teach; videos "hook" students into watching classroom materials; more and more experts are sharing their knowledge for free, such as "Crash Course Series" by John & Hank Green and the Khan Academy; seeing and hearing via video helps understanding and retention. Additionally, students who find useful content can share it with other students and teachers and students can create original content & share their expertise.
He reminds educators that students must evaluate videos for their usefulness, timeliness and appropriateness and not become distracted by those that are of little educational value.
In a related article, Meghan Mathis, reinforces many of Catapano's ideas. She talks about using electronic devices as supplements to lessons through "teachable moments." She cites the increasing educational resources being produced by respectable experts and goes on to discuss how these devices provide the opportunity to locate material that fits the student's needs and gives them the independence to make appropriate choices. She believes educators must guide students toward responsible citizenship by helping to increase their critical thinking by evaluating Websites for reliability. Finally, she says that the devices can heighten student interest by "hooking" them on the material currently being studied. We can only surmise that videos will become even more and more prevalent with each passing year.
By: Nancy Rubesch
The Arizona Board of Education met Sept. 24, 2018, and adopted new Science and Social Studies standards, updating their 2004 and 2005 standards, respectively. Bruce Jones, president of the Arizona Science Teachers Association, regarding the science adoption, stated "Compared to the standards we've been operating under for the last 10 years, it's a huge step forward."
These new science standards include evolution and climate change, and add more depth to the standards as a whole, emphasizing "three-dimensional learning". According to Arizona's Department of Education, students will ideally be able to 1) understand a core idea, 2) put the idea into practice, and 3) connect the idea with other concepts". Same model as the NGSS.
The revised standards also incorporate what Arizona calls the "engineering design process", which follows the NGSS approach of encouraging students to investigate problems and find solutions to those problems using science. However, the science standards do not appear to contain the "disciplinary core ideas" found in the shared Next Generation Science Standards.
Arizona's History and Social Science subject area standards will now focus on students "building on the facts to look at the larger picture", as well as adding more religion and financial literacy standards. The new standards will give students two consecutive years of U.S. history in fourth and fifth grade, and two consecutive years of global history in sixth and seventh grade.
Arizona will fully implement these new science and social studies standards by the 2019-2020 school year.
EdGate will continue to keep a watchful eye.
By: Larry Johnson
The Arizona Board of Education met Sept. 24, 2018, and
Is your content already organized into categories, classifications, skills, concepts or search terms? If so, your company might benefit from expanding these classifications with the “Find Related Concepts” feature of EdGate’s API. For example, if your company has resources that are organized under a concept such as “Angle Relationships”, using EdGate’s API to find related concepts, you can create additional classifications to include related concepts such as “Exterior Angles”, “Parallel Lines and Transversals”, “Triangle Sums” and others. Being able to utilize these related concepts can expand the categorization and more granularly define a resource. Moreover, the Find Related Concepts feature provides the ability to create alignments to educational standards. This capability may be just what your company needs to accelerate the metadata creation and alignment of its content or otherwise fill gaps in alignments.
If you would like more information about EdGate’s Find Related Concepts feature please contact your Project Manager or our Account Executives.
By: Kathleen Ideguchi
Curriculum Matrix Updates
In the last few weeks, 433 new resources have been added to the Curriculum Matrix from the sources listed below
NRICH (University of Cambridge)
Updates to The EdGate Standards Repository include:
- Brazil National Common Curricular Base – English Language Arts (2018 – Grades 6,7,8,9
- Brazil National Common Curricular Base – Science (2018 – Grades 1,2,3,4,5,6,7,8,9,10-12)
- Cambridge IGCSE English First Language 0500 (2017/First Exam 2019 – Grades KS4-KS5)
- Cambridge IGCSE English First Language 0500 (2017/First Exam 2020 – Grades KS4-KS5)
- Cambridge IGCSE English First Language 0524 (2017/First Exam 2019 – Grades KS4-KS5)
- Cambridge IGCSE English Literature 0486 (2016/First Exam 2019 – Grades KS4-KS5)
- Cambridge IGCSE History 0470 (2017 /First Exam 2020 – Grades KS4-KS5)
- Cambridge IGCSE Literature (US) 0427 (2017/First Exam 2019 – Grades KS4-KS5)
- Cambridge IGCSE Sociology 0495 (2017/First Exam 2020)
- Cambridge IGCSE World Language 0408 (2018/First Exam 2021 – Grades KS4-KS5)
- Finland National Core Curriculum – Primary Language (2014 – Grades K-2, 3-6, 7-9, 10-12)
- Nevada Computer Science (2018 – Grades K,1,2,3,4,5,6-8,9-12)
- Texas TEKS Medical Terminology Breakouts – 103.223 (2015 – Grades 9-12)
- United Kingdom CGE AS and A Level Drama and Theatre (2016 – Grades KS4-KS5)
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