Transcript Module 2: Science Research Simulation Task Analysis

Supporting Rigorous Science
Teaching and Learning
Module 2: Science Research
Simulation Task Analysis
Tennessee Department of Education
Science
© 2013 UNIVERSITY OF PITTSBURGH
Goals
 Deepen understanding of Science Research
Simulation Task (RST) by
 analyzing and discussing Science RST connections
with the Common Core State Standards (CCSS) for
Literacy in Science reading and writing standards;
and
 discussing implications for teaching and learning in
science.
 Reflect on learning.
© 2013 UNIVERSITY OF PITTSBURGH
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Norms for Working Together
 Keep students at the center.
 Be present and engaged.
 Monitor air time and share your voice.
 Challenge with respect.
 Stay solutions oriented.
 Risk productive struggle.
 Balance urgency and patience.
© 2013 UNIVERSITY OF PITTSBURGH
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Task Sheet
Analysis of a Science Research Simulation Task
Part I—Partner Work
With a partner, take about 15 minutes to do the following:
1. Share and discuss your responses to the tasks and
these four questions.
a. How is this assessment different from current
assessments?
b. How did the Science Research Simulation Task
(RST) relate to the Common Core State Standards
(CCSS) key shifts?
c. What did you have to know and be able to do to
complete each task?
d. What did you find challenging?
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Task Sheet
Analysis of a Science Research Simulation Task
Part II—Table Work
1. Review the Common Core State Standards
(CCSS) for Literacy in Science reading and writing
standards.
2. Identify and chart the specific standards assessed
across the tasks.
3. When asked, share one literacy reading or writing
standard you have listed.
© 2013 UNIVERSITY OF PITTSBURGH
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Task Sheet
Analysis of Science Research
Simulation Task (continued)
Part III—Whole Group Discussion
• What insights did you gain from engaging in the
Science Research Simulation Task (RST)?
• How does the Science RST exemplify the three
Common Core State Standards (CCSS) key shifts and
literacy reading and writing standards?
• What do you see as implications for teaching and
learning in science?
© 2013 UNIVERSITY OF PITTSBURGH
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Reflection
Take a few minutes to reflect personally and/or share with
a partner
 What one thing will you do differently in the classroom
based on your understanding of this module’s content
and the demands of the Common Core State
Standards (CCSS)?
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Takeaways
An understanding of
• the CCSS for Literacy in Science reading and writing
standards; and
• how key shifts of CCSS for Literacy in Science are
shifting expectations for science teaching and learning.
© 2013 UNIVERSITY OF PITTSBURGH
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Bridge To Practice
Assignment
 Implement the Research Simulation Task (phase I) with
your students. Collect student work and score using TCAP
Writing rubric. Conduct a preliminary analysis of the data.
Discuss outcomes and instructional implications with PLC.
 Completion of this task is vital in understanding how
students may perform on the PARCC assessment.
 The next module involves the engaging in a rigorous
science lesson with implications for teaching and learning in
Science.
 Thank you for your time!
© 2013 UNIVERSITY OF PITTSBURGH
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