Transcript Science Leadership Support Network

Science Leadership
Support Network
January 9, 2009
Supported by PIMSER and Kentucky Department of Education
Welcome!
Help yourself to some refreshments
and enjoy some networking!
2008-09 Goals of SLSN
• Deepen understanding of a balanced
assessment system and its role in motivating
students to higher levels of achievement.
• Understand and incorporate skills and strategies
for transforming planning and practice in order to
ensure that all students understand key
concepts from the Earth and the Universe big
idea.
• Develop and act on a personal vision of
leadership for sustainable improvement in their
school or district.
Group Norms
• Stay on schedule; be on
time
• Put cell phones on silent
• Be respectful of all
comments
• Participate actively
• Exercise the rule of “two
feet”
• Come prepared for the
meeting
• It’s OK to have FUN!
Review from November
Working with
Adults
Earth Processes
Roadmap for Today
Learning
Progressions
Grading and
Reporting
Deconstructing
Standards
Competing
Priorities
Grading and Reporting
Grading and Reporting
Learning targets and
goals:
• I can articulate and justify my
purpose for assigning grades.
• I can explain the relationship
between grading and reporting
systems and student
motivation.
• I can critically examine
alternative grading and
reporting systems for:
– Accuracy in reporting
achievement of learning goals
– Effect on student motivation
– Effect on student
accountability
Chain Notes
• Respond to the question printed at the top
of the paper in your table groups.
• Each participant should respond to the
question with one or two sentences related
to the question and then pass the paper
on to the next participant.
• Upon receiving the previous “chain of
responses,” add a new thought or build on
a prior statement.
Chain Notes
• Discuss the various statements from the
entire table group and related ideas in the
article, “Seven Reasons for Standardsbased Grading.”
• Determine a consensus statement
representative of the entire table and
prepare a justification for it.
• Share with the whole group.
• “Too often,
educational tests,
grades, and report
cards are treated by
teachers as
autopsies when they
should be viewed as
physicals.”
– Douglas Reeves
Grades and Student Motivation
• On a “think pad” (aka post-it note) jot down 3-4
factors that you feel can affect student
motivation and can be controlled by the teacher.
• Skim the article, “Increasing Student
Engagement and Motivation,” especially pages
4-6 as well as the article, “Seven Reasons for
Standards-based Grading.”
• Add any factors from the articles to your “think
pad” that you didn’t initially have.
Grades and Student Motivation
• Using your notes on your “think pad” to assist you,
highlight grading practices that directly relate to student
motivation on the handout entitled, “Grading Practices
That Inhibit Learning.”
• What conclusions can you draw from this comparison?
• Are grading practices in your classroom/school/district
counterproductive to motivating students to learn?
• What suggestions did the teacher have in “Seven
Reasons for Standards-based Grading” that might help
bridge the gap between grading and motivating
students?
• “Many common grading practices…make
it difficult for many youngsters to feel
successful in school.”
– Canady and Hotchkiss, 1989
• “Schools have come to be about the
grades rather than the learning.”
– Conklin, 2001
Reading for This Month
• Pre-reading reflections: What factors do we
need to consider when designing grading
and reporting systems that meet our stated
purpose and would motivate students to
keep on trying?
• For January, read chapters 1 and 2 in
Classroom Assessment and Grading That
Work.
• During reading: annotate the text as you
read:
–
–
–
–
* = important information
! = strong reaction to
? = questions about or disagree with
Record 3 key ideas from each chapter
• After reading: Re-read your pre-reading
reflections and add to these ideas any new
ones that you gained from chapters 1 and
2. Identify possible dimensions for the
measurement topic, Earth Processes.
Summarizing Ch. 1
• Take the 3 key ideas that you recorded from
chapter 1 of CAAGTW and write each idea on a
separate index card.
• Pool the index cards for each person at your
table and organize them by similarities. (Form
piles of the cards with similar ideas.)
• Summarize your table’s key ideas from chapter
1.
– What are some important ideas about assessment
and grading presented in this chapter?
– How do these key ideas relate to and inform our
whole group work on grading’s purpose and effect on
student motivation?
Ch. 2 The Role of State Standards
Too Much Content
The content must be
trimmed to fit within the
amount of
instructional time
available.
A school or district must
make a distinction
between the content
that is essential for all
students to learn versus
that which is not.
LEADERSHIP
Variables
Teacher
Instructional Strategies
Classroom Management
Curriculum Design
Student
Home Environment
Learned Intelligence and Background Knowledge
Student Motivation
LEADERSHIP
What Works in Schools, Robert J. Marzano
LEADERSHIP
LEADERSHIP
School
Guaranteed and Viable Curriculum
Challenging Goals and Effective Feedback
Parent and Community Involvement
Safe and Orderly Environment
Collegiality and Professionalism
“GUARANTEED” means ALL of
the following are the same thing!
Intended Curriculum
The content specified by the state, district or school
to be addressed in a particular course or at a
particular grade level
Implemented Curriculum
The content actually delivered by the teacher
Attained Curriculum
The content actually learned by students
Lack of Unidimensionality
State standards documents mix multiple dimensions in
a single statement. Multiple dimensions make it almost
impossible to effectively assess the content in
standards, especially if teachers use formative
assessment.
A single score on a test should represent a single
dimension or trait that has been assessed.
The lack of unidimensionality in state standards
documents causes problems for classroom instruction
(cannot be taught simultaneously).
4 Parallel parks exactly 6 inches from the curb;
stops at all lights and signals right on the white
line; drives at posted speed limit at all times.
3 Parallel parks sufficiently (car is within 3 inch
range and at no more than 15 degree angle to
curb); stops within 6 inches of white line; drives
within 3-5 miles of posted speed limit.
2 Parallel parks such that the car is on the curb or
more than 18 inches from it; stops at 90% of stop
signs and all lights within 2 feet of white line;
drives within 7-10 miles of posted speed limit.
1 Cannot parallel park; misses stopping at posted
signs and lights; drives more than 10 miles over
posted speed limit.
4 Parallel parks exactly 6 inches from the curb;
stops at all lights and signals right on the white
line; drives at posted speed limit at all times.
3 Parallel parks sufficiently (car is within 3 inch
range and at no more than 15 degree angle to
curb); stops within 6 inches of white line; drives
within 3-5 miles of posted speed limit.
2 Parallel parks such that the car is on the curb or
more than 18 inches from it; stops at 90% of stop
signs and all lights within 2 feet of white line;
drives within 7-10 miles of posted speed limit.
1 Cannot parallel park; misses stopping at posted
signs and lights; drives more than 10 miles over
posted speed limit.
Reconstitute the knowledge found in the
standards documents into a format that is
designed to make standards useful for formative
assessment and guide classroom instructional
practices.
1. Unpack the standards and benchmarks.
2. Identify measurement topics.
3. Identify the elements for each grade level and/or
course for each measurement topic.
4. Using a scale format, create rubrics for each
grade level and/or course for each measurement
topic.
5. Use formative assessment as a means to collect
evidence on student learning and to inform
instructional practices.
“Do we really
have to take the
time to unpack
the standards
and
benchmarks?”
Reporting Students’ Progress
CONTENT STANDARD
TOPIC
TOPIC
•
Benchmark
•
Benchmark
•
Benchmark
•
Benchmark
Too broad for
feedback
TOPIC
Too many, not
feasible
Providing specific feedback on learning goals at the
classroom, school and district levels.
PHASE I
Track specific
learning goals
using a
formativelybased system to
identify students
in need and
provide
additional help
for those
students.
PHASE II
Design learning
goals that can be
tracked using a
formativelybased system for
all subject areas
and design a
complementary
grading and
reporting system.
Gradual transformation
PHASE III
Implement
the record
keeping and
reporting
system in a
staged
fashion.
Providing specific feedback on learning goals at the
classroom, school and district levels.
PHASE II
Design learning
goals that can be
tracked using a
formativelybased system for
all subject areas
and design a
complementary
grading and
reporting system.
1. Develop learning goals (i.e.
measurement topics) for each grade
level (or course) for each subject areas
along with a rubric (common scale) for
each learning goal.
2. Develop learning goals (i.e.
measurement topics) for non-academic
(i.e. life skills) areas along with a rubric
(common scale) for each non-academic
area.
Providing specific feedback on learning goals at the
classroom, school and district levels.
PHASE II
Design learning
goals that can be
tracked using a
formativelybased system for
all subject areas
and design a
complementary
grading and
reporting system.
3. Design a record keeping and reporting
system that utilizes the academic and
life skill learning goals for each subject
area.
4. Identify a computer program that will be
used to record and report data (e.g.
generate report cards.)
5. Have a small team of “van-guard
teachers” pilot test the new record
keeping and reporting system and the
new computer program.
6. Make revisions based on the pilot test.
Grading and Reporting
Learning targets and
goals:
• I can articulate and justify my
purpose for assigning grades.
• I can explain the relationship
between grading and reporting
systems and student
motivation.
• I can critically examine
alternative grading and
reporting systems for:
– Accuracy in reporting
achievement of learning goals
– Effect on student motivation
– Effect on student
accountability
We’ve done the CTS…now what?
Deconstructing
Standards!
Learning Targets and Goals
• I can describe and identify the 4 types of
learning targets
• I can compare and contrast strong and
weak models of deconstructed standards
• I can practice deconstructing state
standards
Learning/Achievement Targets
Statements of what
we want students to
learn and be able to
do.
“Teachers who truly understand
what they want their students to
accomplish will almost surely be
more instructionally successful than
teachers whose understanding of
hoped-for student accomplishments
are murky.”
-W. James Popham
CLEAR TARGETS
Assess what?
What are the learning targets?
Are they clear?
Are they good?
Are the student learning targets stated and easy to find?
Are the student learning targets focused—are there too
many?
Are they clear?
Are they appropriate?
Do the stated learning targets reflect a bigger plan to cover
all important learning targets over time?
Educators & Students
must be able to answer……
•
•
•
•
•
Where am I going?
Where am I now?
How can I close the gap?
How will I know I’m getting there?
How can I keep it going?
Is this a Target?
What do you think?
• Complete a senior project
• Build a bird feeder
• Use a band saw safely
• Analyze a lab report
• Construct a diorama
An Example
• Science
• Chemistry
Subject
Topic
• Page 152 in the book
• Mystery Powders Lab
Assignment
Activity
• Observe chemical interactions in
order to identify materials
Learning
Target
Learning Targets
• Knowledge
• Reasoning
• Performance/
skills
• Products
Knowledge Targets
Mastery of substantive
subject content where
mastery includes both
knowing and
understanding it.
Knowledge Examples
• Identify metaphors and similes
• Read and write quadratic equations
• Describe the function of a cell
membrane
• Know the multiplication tables
• Explain the effects of an acid on a
base
Reasoning Targets
The ability to use
knowledge and
understanding to
figure things out
and to solve
problems.
Reasoning Examples
• Use statistical methods to describe,
analyze, evaluate, and make decisions.
• Make a prediction based on evidence.
• Examine data/results and propose a
meaningful interpretation.
• Distinguish between historical fact and
opinion.
Performance/Skill Targets
The development of
proficiency in doing
something where
the process is most
important.
Performance/Skill Examples
• Measure mass in metric and SI units
• Use simple equipment and tools to gather
data
• Read aloud with fluency and expression
• Participates in civic discussions with the
aim of solving current problems
• Dribbles to keep the ball away from an
opponent
Product Targets
The ability to create
tangible products
that meet certain
standards of quality
and present
concrete evidence
of academic
proficiency.
Product Examples
• Construct a bar graph
• Develop a personal health-related fitness
plan
• Construct a physical model of an object
• Write a term paper to support a thesis
Clear Targets
Clear targets help us:
• Recognize if the formative assessment
adequately covers and samples what we
taught.
• Correctly identify what students know/don’t
know, and their level of achievement.
• Plan the next steps in instruction.
• Give meaningful descriptive feedback to
students.
Clear Targets (continued)
• Have students self-assess or set goals
likely to help them learn more.
• Keep track of student learning target by
target or standard by standard.
• Complete a standards-based report card.
QUESTION
What is the difference between a
STANDARD
and a
TARGET?
An Example
• STANDARD: An excellent golf swing
• TARGETS:
– Proper placement for feet (stance)
– Proper grip while maintaining stance
When to
should
these be
– Swing A, B, C (3-parts
swing)
• ACTIVITIES:
added and/or
developed?
– Watch videos of great golfers and imitate their
stance
Are the Standards Clear?
• Can your content standards stand alone and be
used as learning targets or do they need to be
deconstructed or ‘unpacked’?
• Deconstruction involves taking a standard and
breaking it down into manageable learning
targets—Knowledge, Reasoning,
Performance/skills, and/or Products—so that
students and teachers can accurately identify
what students should know and be able to do.
Deconstruction Models
• Find a partner
• Look at the STRONG example
– How would this help teachers?
– How would this impact student learning?
• Look at the WEAK example
– Would this be beneficial to teachers?
• In order to deconstruct effectively what
skills/knowledge are needed?
Let’s Do a Think Aloud
Let’s Get to Work
• Working in groups, highlight the standards in
Earth and the Universe that deal with Processes
that Shape the Earth.
• Think about what knowledge, skills, reasoning or
products students will need in order to meet
these standards.
• Start with the skills column, then move to
understanding and last to core content.
• Do NOT think of how you will teach the standard
or how you will assess it, ONLY about what
students will need to know and be able to do in
order to meet that standard.
Tips for Deconstructing
• Don’t over analyze each statement.
• Decide what must students know and be able to
do in order to meet that particular standard.
• Use your VERB sheet to help you determine
where to put your targets.
• Be explicit in your statement so that if some one
else used your deconstruction they would
understand what to do.
• Use the example of the strong model as a guide.
The single most common barrier to
sound classroom assessment is the
teachers’ lack of vision of
appropriate achievement targets
within the subjects they are
supposed to teach.
Rick Stiggins
Learning Targets and Goals
• I can describe and identify the 4 types of
learning targets
• I can compare and contrast strong and
weak models of deconstructed standards
• I can practice deconstructing state
standards
Learning Progressions
Goals for Earth Process
Activities
• Experience a learning
progression for a
particular topic P-12.
• Experience various
ways of introducing a
topic at different
grade bands.
• Uncover thinking
about Earth
processes.
The Art and Science of Teaching
The Art & Science of Teaching involves 10 “design questions”
teachers can ask themselves as they plan a unit of instruction.
1
2
3
Instruction
4
5
6
8
9
10
Classroom
Management
Student
Engagement
Learning Goals
Feedback
7
High
Expectations
Developing
Effective Units
The Art & Science of Teaching
• Question 1
– What will I do to establish and communicate learning
goals, track student progress, and celebrate success?
• Question 2
– What will I do to help students effectively interact
with new knowledge?
• Question 3
– What will I do to help students practice and deepen
their understanding of new knowledge?
• Question 4
– What will I do to help students generate and
test hypotheses about new knowledge?
What Will I Do To Help Students Effectively
Interact with New Knowledge?
•
Identify critical input experiences.
•
Preview the content prior to a critical input experience.
•
Organize students into groups to enhance the active
processing of information.
•
Present new information in small chunks and ask students for
descriptions, discussion, and predictions.
•
Ask questions that require students to elaborate on
information.
•
Have students write out their conclusions or represent their
learning nonlinguistically.
•
Have students reflect on their learning.
Action Step:
Identify critical input experiences.
Examples of Critical Input Experiences
Read a book/passage/article
Listen to a lecture
Observe a demonstration
Be part of a demonstration
Watch a video/DVD
Engage in a simulation
Listen to a guest presentation
Go on a field trip
Action Step:
Preview the content prior to a critical
input experience.
Prior to the actual critical input experience, students should be
involved in some form of previewing activity that helps
them think about the content they will encounter.
Prepare Students for a Critical Input Experience
1.
Help students make linkages or connections to prior learning
experiences from class
2.
Provide students with a brief summary (oral or written)
3.
Have students preview the information (e.g., skimming)
4.
Give students cues or clues related to what they will be
learning
5.
Give students advance graphic organizers (e.g. Thinking
Maps)
6.
Provide students with teacher-made notes
7.
Use questions as a means to activate prior knowledge
8.
Engage students in activities that help students think about
what they already know about the content
Think About What They Already Know
1.
KWL chart
2.
Brainstorming
3.
Think, pair, share
discussions
4.
Milling to music
5.
Cell phone buddies
6.
Circle pairs
14. Bulletin
boards/Display items
7.
Anticipation guides
15. Center exploration
8.
Sticky note share
16. Sing a song
9.
Picture/photo share
17. Play a game
10. Draw/act out something
you know about the topic
11. Introduce key
vocabulary terms to
make predictions
12. Morning message and
sharing
13. Pictures/picture walk
18. Response journal
19. Vocabulary previews
Action Step:
Organize students into groups to
enhance the active processing of
information.
Goal:
• To guide students in
determining the most
important aspects or the
critical learning experience
• To help students construct
meaning
Actively Process Information
To actively process information, macrostrategies must be employed (e.g., Reciprocal
Teaching, SQ3R). Macro-strategies include the
following sub-components:
1. Summarizing
2. Note taking
3. Non-linguistic representations
4. Questions
5. Reflection
6. Co-operative learning
Action Step:
Present new information in small chunks
and ask students for descriptions,
discussion, and predictions.
Action Step:
Ask questions that require students to
elaborate on information.
Action Step:
Have students write out their conclusions
or represent their learning nonlinguistically.
Mental Pictures
Link Strategy
Familiar Place Framework
Rhyming Pegword
Number/key word
Physical Representations
Dioramas
Mobiles
Models
Manipulative
3-D maps
Kinesthetic Representations
Language-based hand signals
Using body to create images
Role Plays
Five Finger Retell
Using sand
Musical movement
Reader’s theatre
Charades
Skywriting
Graphic Organizers
Time sequence
Descriptive pattern
Cause/effect pattern
Generalization pattern
Concept pattern
Episode pattern
Problem Solution Pattern
Web
Fishbone
Sorting Tree
Tree Map
Box and Whisker Graph
Circle Map
Time Line
Continuum
Story Map
Venn Diagram
Stem and Leaf
KWL Chart
Two or Three Column Chart
Analogy chart
Main idea/Supporting Details
Flow Chart
Action Step:
Have students reflect on their learning.
Identify one thing you already knew and one thing that was new to you.
Describe something you found interesting.
Identify one thing that was confusing and try to clear up that confusion.
What strategies that you used were most effective in helping you learn?
What got in the way of your learning?
How did your efforts effect your overall learning experience? What
would you do different next time?
Learning Progression
• Primary
– Identify local changes to the earth and tell what might
have caused them.
• Intermediate
– Compare and contrast quick change versus slow
change.
• Middle
– Determine the impact of destructive and constructive
forces on the Earth’s surface.
• High
– Predict the consequences of constructive and
destructive forces to the Earth’s surface.
Partner Up
• You will be going
through the 4 stations
with a partner.
• Each station will
accommodate several
pairs.
• Your partner will be
determined by the
results of the ‘round
up’.
Station Work
• With your partner, begin at any station.
• Once there, follow the directions for that
station and complete the task in the time
allotted.
• When time ends, rotate to the next grade
level.
• Be prepared to discuss all the stations
when complete.
Station Reflection
• Describe the Learning Progression P-12
that you just experienced using a nonlinguistic representation.
• How would you describe the effectiveness
of each station at uncovering student
thinking?
• What might be some considerations for
“next steps” in instruction?
Goals for Earth Process
Activities
• Experience a learning
progression for a
particular topic P-12.
• Experience various
ways of introducing a
topic at different
grade bands.
• Uncover thinking
about Earth
processes.
Competing Priorities
“Resistance to change does not reflect
opposition, nor is it merely a result of
inertia. Instead, even as they hold a
sincere commitment to change, many
people are unwittingly applying
productive energy toward a hidden
competing commitment.”
-Kegan and Lahey, 2001
Inner Conflicts, Inner Strengths
Why do the ‘best laid plans’ (goals)
often fall short of success? (or– Are we
our own worst enemy?)
•Skim the article to get the ‘gist’ of it.
•Focus attention on the table on page 68.
•Complete the following in just a few
sentences on an index card
(independently): The thing about
competing commitments is…
Before next month…
Complete a 4 column chart for yourself. (handout)
Barriers to
Change
Column 1:
Genuinely held
commitment
Column 2:
What I do that
works against
my
commitment
Column 3:
The competing
commitment
that generates
column 2
Column 4:
My big
assumption
What would you
like to see
changed at
work, so that
you could be
more effective
or so that work
would be more
satisfying?
What
commitment(s)
does your
complaint imply?
What are you
doing, or not
doing, that is
keeping your
commitment
from being
more fully
realized?
If you imagine
doing the
opposite of the
undermining
behavior
(column 2) do
you detect in
yourself any
discomfort,
worry, or fear?
What worrisome
outcome are
you committed
to preventing?
What are you
really trying to
protect yourself
from?
Roadmap for Today
Learning
Progressions
Grading and
Reporting
Deconstructing
Standards
Competing
Priorities
For February
• Our next meeting is February
13th
• Read Ch. 3 in Classroom
Assessment and Grading That
Work
– Pre-reading: What’s the difference
in student learning for a student
with a semester average of 90%
and another student with an
average of 89%?
– After reading: Write one Type I,
one Type II, and one Type III item
for Earth Processes for your
grade level/band.
• Read Ch. 3 in Ready, Set,
Science and complete the
reading guide.