Transcript Science Leadership Support Network

Science Leadership
Support Network
March 21, 2008
Welcome!
Enjoy some breakfast and networking!
Sponsored by:
PIMSER and KDE
Goals of SLSN
Participants will:
• Articulate the “big ideas” in science, together
with teacher and student understandings
(content, process, relevance) that underlie them.
• Develop a broader understanding of assessment
and how to use a variety of assessment
strategies in support of student learning.
• Develop and act on a personal vision of
leadership for sustainable improvement in their
school or district.
Group Norms
• Start and end on time
• Put cell phones on silent
• Be respectful of all
comments
• Everyone participates
• Exercise the rule of “two
feet”
• Come prepared for the
meeting
Review from February
Instructional Model
Ed Leadership
Articles
Grading and Reporting
Roadmap for Today
Instructional Model
Grading & Reporting
Share Fair
Diagnostic
Questions
Easter Eggstravaganza
Instructional Model
• I can identify factors
in an instructional
sequence that
deepen
understanding.
What will I do to help students
practice and deepen their
understanding of new knowledge?
• Considerations from Ch. 3:
– Developing Procedural Knowledge
– Developing Declarative Knowledge
– Revision
– Error Analysis
– Identifying Similarities & Differences
– Homework
What did we learn last time?
• Reflect on the activity from last month
concerning the ratio between mass and
volume
– What did you do in this activity?
– What did you learn from this activity?
– Think about the rules you created—what do
they tell us about the mass to volume
relationship?
Quality Control Experts
• Working in groups of 3
– Assign jobs based on
your cooperative
pyramid; everyone
records
– Decide how you will
determine quality of the
Easter Tootsie Roll
– Follow the guidelines on
the company letter
– Use combination notes to
record your findings
Combination Notes
Regular notes
Symbols,
pictures, or
graphic
Summary
Step ONE
• Determine the mass
to volume ratio for
each set of samples
• Organize your data in
a chart, then
represent it
graphically
• Look for patterns in
your data among the
samples
What about…….
Steps Two and Three
• After calculating density for each sample
set, determine if the Easter wrapped
Tootsie Roll meets quality standards
• Compare results with 2 other groups
making sure to consider:
– Testing procedures
– Reliability of data
• Make final judgment using evidence on
quality of the Easter candy
Homework
• Examine the
“Questions for
Defining Density”
homework sheet
• Each table group will
be assigned one
homework question
• Be prepared to
answer your question
with evidence
• “Teaching always includes finding a balance
between what and how, between content and
skills, between declarative and procedural
knowledge. While it is true that good teaching
strategies incorporate content and skills, it is
also true that some strategies are better suited
to helping students learn how to serve a tennis
ball, write an essay, or construct a mathematical
proof; meanwhile, other strategies slant toward
the declarative side of content, enabling
teachers and students to explore essential
questions and delve into the riches of various
disciplines.”
– Silver, Strong, Perini in The Strategic Teacher pg. 11
What will I do to help students
practice and deepen their
understanding of new knowledge?
• Examine the ‘Action Steps’ on pgs. 71-85.
• Identify components in the demonstration
lesson.
• Discuss how these components might help
students effectively deepen their
understanding.
• Discuss how these components are/are
not compatible with brain research.
“When choosing instructional
approaches, think about what is
needed for learning,
not just what is comfortable for
teaching.”
-Wiggins and McTighe,
Understanding by Design, pg. 242
Grading and Reporting
• I can weigh evidence
of accuracy for
various methods of
grading, in order to
determine a more
accurate way to
report student
understanding of the
standards.
Ch. 9 CASL
Communicating About Student Learning
• With your table group, share the biggest
‘aha,’ most startling statement, something
you disagree with, or something you are
still pondering from chapter 9.
• As a table, be prepared to share the most
thought provoking comments from your
group.
Ch. 9 CASL
Communicating About Student Learning
• Find the table tent with the name of the role you
chose to assume for the “after reading” section.
• Share the possible reactions and questions you
brainstormed for this role with your role-alike
group.
• Meet with your assigned mixed-role group and
share reactions and questions for each role.
• Synthesize the perspectives and determine the
top three reactions or questions that need to be
considered when addressing how we
communicate about student learning.
• Post these on chart paper.
Looking closely at habit
•Always tricky: habits run
so deep, we rationalize
without realizing it.
•We ask that you work
hard to keep an open mind
and resist the ‘Yes, but…’
reaction that is inevitable.
Grading Formulae: What Grades
Do Students Deserve?
• Read the scenarios and
examine the summary
grades tallied by 3
different methods.
• Think and Write
– Which grading method is
best?
– Which is fairest?
– What grade does each
student deserve?
• Pair and Share
– What questions are raised
by the scenarios and the
methods used to determine
grades?
“…grading practices are not the
result of careful thought or sound
evidence,…rather, they are used
because teachers experienced these
practices as students and, having
little training or experience with
other options, continue their use.”
-Tom Guskey, Communicating
Student Learning: The 1996 ASCD
Yearbook.
Share Fair
• I can share formal
and/or informal ways
in which I have used
materials and
strategies from SLSN.
Share Fair
Share Fair
• Meet with your “meaning making” group.
• Brainstorm ways that you have used materials,
strategies, etc. from SLSN. Consider both formal
(i.e., conducted a workshop) and informal (i.e.,
shared an article with a colleague) ways.
• Record on a T-chart on an index card. (3 min.)
• If you have used the materials formally, record
how you have garnered support, the structure of
the event(s), and the effectiveness of it/them.
• Share with your “meaning making” group.
• Consider how the SLSN could assist you in
sharing.
• “If we're growing, we're always going to be
out of our comfort zone.”
– John Maxwell
Diagnostic Questions
• I can provide
suggestions to KDE
about preferable
formats for and
marketing of the
diagnostic items.
Project Background
• Development funds
provided by KDE
• Began in 2005
• Designed a process
Development Process
• 20 teachers from Jessamine and Lewis
Counties
– Physics, biology, chemistry in 2005-2006
• Added teachers from Carter, Fayette,
Rockcastle, and Russell Co.
– Added earth science in 2006-2007
• Trained using CAC Test Item Development
Materials
• Reached consensus on DoK levels
Development Process
• Chunked the PoS and
CCA into topics by
discipline
• Used Science
Curriculum Topic
Study approach and
associated materials
to assist in
understanding key
topics identified in the
standards
Development Process
• Identified problematic misconceptions
from various sources
– Benchmarks for Science Literacy
– Making Sense of Secondary Science
– Concept Cartoons
– Uncovering Student Ideas in Science
– Other web resources
Development Process
• Deconstructed standards (PoS and CCA)
into:
– Knowledge
– Reasoning
– Skills
– Products
Big Idea: Structure and Transformation of Matter (Physical Science) High School
A basic understanding of matter is essential to the conceptual development of other big ideas in science. By high school, students will be dealing with evidence
from both direct and indirect observations (microscopic level and smaller) to consider theories related to change and conservation of matter. The use of models
(and an understanding of their scales and limitations) is an effective means of learning about the structure of matter. Looking for patterns in properties is also
critical to comparing and explaining differences in matter.
Academic Expectations
2.1
Students understand scientific ways of thinking and working and use those methods to solve real-life problems.
2.2
Students identify, analyze, and use patterns such as cycles and trends to understand past and present events and predict possible future events.
2.4
Students use the concept of scale and scientific models to explain the organization and functioning of living and nonliving things and predict other
characteristics that might be observed.
2.5
Students understand that under certain conditions nature tends to remain the same or move toward a balance.
SC-HS-1.1.1
Students will classify or make generalizations about elements from data of observed patterns in atomic structure and/or position on the periodic
table.
The periodic table is a consequence of the repeating pattern of outermost electrons.
DOK 2
SC-H-STM-S-8
Students will explain the organizational structure (design) and communicate the usefulness of the Periodic Table to determine potential combinations of
elements
SC-H-STM-S-10
Students will relate the chemical behavior of an element, including bonding, to its location on the periodic table.
Knowledge
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Atomic number
Valence electrons
Periodicity
Period
Family
Blocks
Element
Bond types
Ionize
Covalent
Metallic
Orbitals (spdf)
Metals/nonmetals
Atomic radius
Shielding effect
Effective nuclear
charge
Ionization energy
electronegativity
Reasoning Skills
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explain
organizational
structure/periodic
table
communicate
usefulness of
periodic table to
determine
potential
combinations of
elements
relate chemical
behavior of an
element including
bonding to
location on
periodic table
classify or make
generalization
about element
from data
observe patterns
in atomic structure
compare/contrast
properties
Process Skills
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locate information
on periodic table
predict bond types
using information
about location on
periodic table
interpret electron
configuration
construct graphs
interpret graphs
recognize patterns
Products
Development Process
• Developed multiple choice and open
response items (range and balance of
DoK levels)
– To assess knowledge, reasoning, skills
– To assess naïve or misconceptions
concerning key concepts
• Developed parallel items when possible
– Possible use pre/post
– Check for “false positives”
Development Process
• Developed reading passages
– Assessing comprehension of science text
– Assessing content understanding and application
from reading
– Using NAEP reading framework to craft items
• Developed performance tasks
– Assessing critical skills identified from standards
– Assessing to help determine if lack of or weak skill
responsible for limiting application of knowledge
Validation Process
• Do our questions assess what they were
designed to assess?
• Have we identified the correct DoK level?
• University personnel reviewed all items
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Standard match
DoK match
Content accuracy
Clarity
Importance
• Revised items based on feedback
Field Test Process
• Most items have been tested in a
minimum of 2 different classrooms
• Item analysis has been utilized to revise
questions
– Scantron
– By hand
Kinds of Assessment
• Diagnostic/Pre-assessment: takes
place prior to instruction; used to
identify student’s needs with
respect to learning targets
• Formative/On-going assessment:
provides direction for
improvement and/or adjustment to
instruction for a student/group of
students/whole class
• Summative/Final assessment:
provides information to be used in
making a judgment about a
student’s achievement at the end
of a sequence of instruction
Assessment Continuum
Feedback and Goal Setting
Pre-assessment
Formative
(Finding Out)
(Keeping Track &
Checking Up)
•Pre-test
•Graphing for Greatness
•Inventory
•KWL
•Checklist
•Observation
•Self-Evaluation
•Questioning
•Concept Map
•Conference
•Peer Evaluation
•Observation
•Questioning
•Exit Card
•Portfolio check
•Quiz
•Journal Entry
•Self Evaluation
•Concept Cartoons
•Probes
Never graded
Rarely graded
Summative
(Making Sure)
•Unit test
•Performance Task
•Product/Exhibit
•Demonstration
•Portfolio Review
Graded
Pre-assessments
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Sample the key content in the unit
Mirror the post assessment
Contain a low baseline
Align with the district or state proficiency
levels for end of unit
Are closely tied to the content learning targets
Can be efficiently scored
Support decision making
Inform students of the purpose
“Assessment is today’s means of
understanding how to modify
tomorrow’s instruction.”
Carol Tomlinson
SC-HS-1.1.8
Students will:
 explain the importance of chemical reactions in a
real-world context;
 justify conclusions using evidence/data from
chemical reactions.
Chemical reactions (e.g., acids and bases,
oxidation, combustion of fuels, rusting,
tarnishing) occur all around us and in every
cell in our bodies. These reactions may
release or absorb energy.
DOK 3
22. When wood burns, CO2 is released into the air. From where
does the CO2 come?
A. CO2 is trapped as a gas inside the wood and is released upon
burning.
B. CO2 is a liquid inside the wood and burning of the wood
allows it to evaporate.
C. Carbon from the wood combines with oxygen from the air
forming CO2.
D. Burning decomposes the molecules in the wood into CO2 and
other molecules.
DOK 2
42. Examine the following graphs and select the one that best
illustrates what happens to the amount of matter over time as
bonds are broken in the reactants and subsequently re-formed in
the products of a chemical reaction. Assume that this reaction is
occurring in a closed system.
DOK 2
Catalytic Converters
Open Response
Context/Situation
7. Most modern cars are fitted with a catalytic converter that makes the exhaust fumes
of the car less harmful to people and to the environment.
About 90% of harmful gases are converted into less harmful ones. Here are some of
the gases that go into the converter and how they come out of it.
Directions
A. Use the information in the diagram above to give one example of how the
catalytic converter makes exhaust fumes less harmful.
B. Changes take place to gases inside the catalytic converter. Are these changes
physical or chemical? Explain your answer.
Next Steps
• What would be the
best way to package
the items?
• What would be the
best way to market
the items?
Roadmap for Today
Instructional Model
Grading & Reporting
Share Fair
Diagnostic
Questions
Preview for MAY
• Next meeting: May 16th
• Read Ch. 4 in The Art and
Science of Teaching and
complete reading guide.
• Read the introduction (pgs.
1-46) of How to Grade for
Learning using your
Guide-o-rama.
• Continue to develop the
instructional model.
• Continue study of grading
and reporting.