Transcript Network for New Math & Science Teachers

Network of New Math & Science
Teachers
November 16, 2011
Facilitated by the P-12 Math and
Science Outreach Unit of PIMSER at
the University of Kentucky
P-12 Math & Science Outreach
Your facilitators
• Terry Parkey – Regional Teacher Partner
[email protected]
• Susan Mayo – Regional Teacher Partner
[email protected]
P-12 Mathematics and Science Outreach of
PIMSER
Group Norms - RESPECT
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Rejoin whole group when signaled
Everyone participates
Side conversations to a minimum
Prepared for meeting
Expect to be here and present in the work
Cell phone and other electronics etiquette
Two feet rule
P-12 Mathematics and Science Outreach of
PIMSER
3
• Reminder
– Save your unit!
P-12 Mathematics and Science Outreach of
PIMSER
NNMST Meeting Resources
• http://www.uky.edu/P12MathScience/
NMSTM Year 3 - Goal for this year
•
Design a strategic unit that will improve instruction and
engage students in meaningful learning.
P-12 Mathematics and Science Outreach of
PIMSER
A look back…meeting 2
Book Study: Drive
Curriculum Topic Study
Classroom Curriculum
Design
Learning Window:
Essential Questions
Selected Response
Test Blueprint
P-12 Mathematics and Science Outreach of
PIMSER
Roadmap for the day…
Multiple Choice
Review
Task Rotation
Book Study
Questioning Styles
and Strategies
Diagnostic
Assessment
Unit Work Time
Book Study Meaning Making
Ground Rules for Discussion
• Only those who have read the selection may
take part in the discussion.
• All opinions should be supported with
evidence from the selection.
• Leaders may only ask questions not answer
them.
• Each person in the group is expected to
contribute.
• Group members should be respectful of
other’s comments.
Questions to facilitate discussion:
(Must use information from book to support your
discussion)
• What “a-ha” did you have as a result of this
reading?
• What conflicted with your current thinking?
• What are the implications for my
classroom/school/district?
• What implications does this have toward the
implementation of SB 1?
Now summarize…4-2-1
Tools for Promoting
Active, In-Depth
Learning pg. 82
• Using the organizer, decide the 4 most important
points from Chapter 2 of your book.
• Next, pair up and share your points. Negotiate the 2
most important points.
• Pairs join pairs, share your points and decide the
most important point.
• As a discussion group, share each point from your
pair groups.
• Decide the most important point for your book study
group.
P12 Math Science Outreach
12
P12 Math Science Outreach
13
Next Meeting Prep
• Read chapter 3 in Drive.
• Please complete the reading guide.
Questioning
• Learning Targets:
– I can identify the
purpose of using good
questions during
instruction.
– I can describe the
criteria necessary for
thoughtful questions.
– I can develop a set of
style based questions
that promote deeper
understanding.
Goals of Questioning
1.
2.
3.
4.
5.
Build Motivation
Enhance Recall and Memory
Teach Good Thinking
Increase Students’ Depth of Knowledge
Design Better Lessons and Units
Turn to pg. 5 in your folder workbook. Read about
these goals and choose the TWO that are the most
important to you and discuss why with an elbow
partner.
Questions Should Promote Thinking
• Read the story on pages 6-7 in the workbook.
• Complete Figure 1.5 on page 8.
• Be prepared to discuss.
Building an Answer
• We must find data (collect).
– Via memories, research, experience, etc.
– Chunking data to form patterns, theories, and
generalizations.
• We must construct data (arrange).
– Objective—Arranging by logic and procedure.
– Subjective—Arranging by personal values &
images.
Questions in Style asks students to do this building
in different ways.
Questions are Powerful
• Examine the description of questioning styles on
pages 10 and 16 of the workbook.
• What are the advantages of posing questions in
all four styles?
• If questions are written to reflect style, does
that mean that they are on a higher order level?
Why or why not?
Targets and Questions
• Examine the following Math and Science
learning targets and questions.
• Are the questions…
– ….congruent to the targets?
– ….requiring higher order thinking?
– ….reflective of style?
A Math Example
LEARNING TARGETS:
• I can state the equation of a line through the
origin in the form y = mx.
• I can state the equation of a line intercepting
the vertical axis at b in the form y = mx + b.
Turn to your talking partner.
After your partner gives you
the equation for a line in
the form y = mx + b,
tell your partner whether the graph
of the line intersects the
vertical axis above or below the origin.
Using the form y=mx+b, state
the equation of two different
lines on the xy
coordinate plane that pass
through the origin.
MATH
Think of any non-vertical line on the
coordinate plane as a road.
Think of a car on that road that
is traveling from your left to your right.
If the equation of that line
is y = -3x + 1, explain why
you think the car is traveling
uphill, downhill or along a flat stretch.
Describe some real-life
situation in which the
resulting graph
would be a line with
a negative slope.
A Science Example
Learning Targets:
• I can identify the force acting on an object.
• I can use force arrows to predict change in the
motion of an object.
• I can explain the change in motion of an
object when an unbalanced force acts on it.
Understanding forces can
be difficult at times. What
are 1 or 2 questions
that you have about forces
That would help your
understanding?
Choose an object that is in
motion and one that is not.
Identify all the forces
acting on each object.
Use words and arrows.
Science
A car is traveling down a road
At 70 mph. A large rock falls
from a cliff, rolls down the hill,
and slams into the passenger
side of the car. Using words and
force arrows predict how the
motion of the car will
change.
What if all forces in the
World were unbalanced?
How would this affect life
As we know it?
Tools for Questioning
•
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Carousel Brainstorming
Graffiti
Four Thought
Comprehension Menus
Jigsaw activity – Tools for Questioning
• Pg 24-33 of Questioning Folder
• Follow directions on pg. 24
• groups of 3 (science/science & math/math)
– Everyone reads “Carousel Brainstorming”
– Jigsaw
• Graffiti
• Four Thought
• Comprehension Menus
Take Time to Think…
• What are the benefits to using each
questioning tool?
– For Teachers?
– For Students?
• How could it be used in your classroom?
• Be prepared to discuss
Let’s try an example…
Comprehension Menus
• What is it?
– A tool for assessing reading comprehension.
– NEW TWIST: To check comprehension after an
activity and/or lecture.
Recall of facts & details
Connecting to yourself
Inferences
&
Generalizations
Applying knowledge
A Science Example
List 3 physical properties and 3
chemical properties for each
material:
Wood, Metal, Plastic
How are physical changes and
chemical changes similar
and different?
Physical change Chemical Change
Differences
What tips could you give another
student who is having trouble
keeping physical and chemical
properties/changes sorted out in
their mind?
Create visual icons for
the following:
Chemical Property
Chemical Change
Physical Property
Physical Change
A Math Example
Generate four different
Fractions between 0 and 1.
Order them from least to
greatest.
Which numbers are more
important—fractions or whole
numbers? Why?
Mr. Jones has a square piece of
property. He wants to keep one-fourth. for himself (in pink) and
Divide the rest equally among his
Have you ever
Four sons. Each son should
used a fraction
receive a piece of land equal in size &
shape. How can he do this?
to settle a dispute?
Explain how.
A Blueprint for Questioning
• Examine the excerpts in Fig. 3.3 on page 42.
• How do we know that these questions are
good, rich, and powerful questions?
• What are at least 3 criteria for good
questions?
• Now review the criteria on pg.43
• How do the questions in the excerpts meet
each criterion? Record on page 44
“The important thing is to not stop
questioning.”
-Albert Einstein
T-chart Time
Things to
remember
Things to share
with others
Differentiating Your Summative
Assessments
• Summative assessment tasks need to provide an
equal opportunity for all styles of learners to succeed.
• How do you differentiate your assessment tasks?
• Do you make any modifications or adjustments to
your tasks so that more students have an equal
opportunity to succeed?
Task Rotation
brings
flexibility to
summative
assessment
Pg. 241
In a Task Rotation students
can…
• Complete all four activities in
a specified sequence.
• Complete a certain number
of activities in any sequence.
• Complete specified task(s)
and choose a preferred task.
• Choose the tasks they want
to complete.
Four Styles of Tasks
Mastery
Mastery tasks emphasize the recall of
facts, the demonstration of skills, and the
management and organization of
information.
Mastery tasks ask students to:
• Recall
• Describe
• Sequence
• Provide examples
• Summarize
Understanding
Understanding tasks focus on analytical,
logical, and critical thinking.
Understanding tasks ask students to :
• Compare and contrast
• Prove or disprove
• Explain how or why
• Classify
• Infer or interpret
Interpersonal
Interpersonal tasks incorporate the
personal, social, and emotional aspects of
the content.
Interpersonal tasks ask students to:
• Describe feelings and reactions
• Empathize
• Prioritize according to personal values
• Reflect
• Make decisions
Self-Expressive
Self-Expressive tasks allow students
opportunities to express their creativity
and imagination.
Self-Expressive tasks ask students to:
• Associate
• Think divergently
• Develop similes/metaphors
• Imagine
• Create or synthesize
A 4th grade Science Example
Mastery Style
Identify solid, liquid, and gaseous earth
materials.
List the properties for each that do NOT
change no matter how much or how little
you have.
List the properties that might change if
the amount of it changes
Interpersonal Style
Understanding Style
Self-Expressive Style
Compare earth materials using their
properties.
Explain how their properties determine
how they are used.
Choose one:
How would the earth be different if:
The soil wasn’t granular.
Rocks weren’t made of minerals
OR
Water didn’t exist in all three states.
Use earth objects and materials to tell a
story about where they are found and why
they are important to you.
A Math Example: Task Rotation Finding Equivalent
Fractions, Decimals, and Percents –Sabrina’s unit
Mastery
Interpersonal
List the percent and decimal
equivalent for ½, 1/3, ¼, ¾, 1/5, 2/5,
4/5, 1/6, 1/10, 4/10 and illustrate
these by coloring them in on a 10x10
grid.
If you were a percent, what percent
would you be and why? List your
decimal and fraction equivalent- who
would they represent in your life?
Explain how you are like them, but
different.
Understanding
Self-Expressive
How are fractions, decimals, and
percents alike, but different? Explain
Write a cinquain poem about Fractions.
Topic (1 Word)
Adjectives(2 words)
Action Verbs (3 Words)
Sentences or Phrase (4 Words)
Conclusion or Final Word(1 Word)
• An Assessment Menu is a variation
on Task Rotation that incorporates
levels of achievement to create a
comprehensive menu of tasks.
• Over the course of a unit or
marking period, students have the
opportunity to select the tasks
they believe will best demonstrate
what they have learned.
• The chief benefit of an Assessment
Menu is that it provides greater
opportunity for all students to
succeed by allowing them to
choose tasks that work best for
them.
Sample Menus
Diagnostic Assessment
Three questions to consider:
1. How will I and my students determine
students’ prior knowledge of the topic?
2. How will I assess students’ skill levels?
3. How will I help students draw on and
explore their own interests related to the
unit’s content?
Diagnostic Assessment
Question 1:
How will I and my students determine students’ prior
knowledge of the topic?
Three Examples:
1. Anticipation Guides
2. Comprehension Menus
3. Vocabulary Knowledge Rating
Sample Anticipation Guide
Tools for Promoting Active, In-Depth
Learning Page 40
Sample Comprehension Menu
The Strategic Teacher
Page 249
Mastery
What does probability mean?
Interpersonal
How is probability used in the real
world? How do you use it?
Understanding
Why do we need probability?
Self-Expressive
What if there were no such thing
as probability? What might some
of the consequences be?
Sample Vocabulary Knowledge Rating
Math Tools page 49
Essential questions as diagnostic assessment
tools
For example, a middle school science teacher posed his
three essential questions at the beginning of a unit on the
respiratory system:
What do we breathe?
How do we breathe?
Why do we breathe?
Student responses at beginning of
the unit
Student responses at the
end of the unit
What do we breathe?
Air.
What do we breathe?
We breathe in oxygen and release CO2.
How do we breathe?
In and out.
How do we breathe?
Our lungs are like balloons surrounded by
muscles in our diaphragm. When the
diaphragm contracts, pressure is
decreased, allowing air into the lungs.
When the diaphragm relaxes, pressure is
reduced and air is released from the lungs.
Why do we breathe?
If we don’t we’ll die.
Why do we breathe?
We breathe because our bodies need O2
to carry out the combustion required to
burn food and produce energy. This
energy gives our cells the power they
need to carry out life’s functions.
Diagnostic Assessment
Question 2: How will I assess
students’ skill levels?
Example: Graduated Difficulty
The Strategic Teacher
Pg 45
Simple and effective
Students reflect on their current skill level and
analyze three tasks or problem sets, looking for
the correct level of “match.”
A Sample Graduated Difficulty
Source: The Strategic Teacher: Selecting the Right Research-Based Strategy for Every Lesson.
Copyright © 2007 Thoughtful Education Press. (p. 53)
Diagnostic Assessment
Question 3: How will I help students draw
on and explore their own interests related to
the unit’s content?
Diagnostic assessment is an ideal time to engage students
personally in the learning to come.
Diagnostic assessment that takes student interest into
account also gives you an easy way to personalize and
differentiate learning throughout the unit.
Sample Student Survey
Below are topics we’ll be studying as part of our unit on Weather & Climate.
What interests you most? Put your choices in order from 1 (most
interested) to 5 (least interested).
In this unit, we will learn about:
___ The difference between weather and climate
___ The causes of weather
___ Factors that cause climate to be different in different locations
___ Global climate changes
___ Humans influence on climate
___ Other - What is one thing you want to learn about weather and climate?
________________________
Sample Comprehension Menu
Your turn…
Mastery
Interpersonal
Define diagnostic assessment in
your own words. Then list the
diagnostic assessment tools and
strategies that we covered.
How do you diagnostically assess?
What do you do that is similar to
the methods discussed? Do you
use any techniques that were not
mentioned?
Understanding
Self-Expressive
Agree or disagree? Every unit
needs a good diagnostic
assessment activity. Explain your
answer.
Create an image or icon that
represents your understanding of
diagnostic assessment.
T-chart Time
Things to
remember
Things to share
with others
Questioning
• Learning Targets:
– I can identify the
purpose of using good
questions during
instruction.
– I can describe the
criteria necessary for
thoughtful questions.
– I can develop a set of
style based questions
that promote deeper
understanding.
Classroom Curriculum Design
•
•
•
•
Learning Window
Essential Questions
Curriculum Topic Study
Summative Assessment
– Selected response
Assessment:
Selected Response
• Learning Targets
– I can determine if a SR item is
congruent or correlated to
the learning target(s).
– I can evaluate SR items for
quality.
– I can modify questions in
order to improve quality.
– I can explain the importance
of student self-assessment.
Revisiting Franzipanics – CASL pg.139
• Think back to last February when you took the
Franzipanics quiz.
• What helped you to get any of the questions
correct?
• What item guidelines did each question
break?
What are the implications of this exercise?
Assessment information can be inaccurate in one
of two ways:
1. We think students have mastered material
when they actually have not.
2. We think students haven’t mastered material
when they actually have.
• What problems for teachers and students
would arise from each of these situations?
Don’t Confuse
These Two “C” Words
• Congruent
–An exact match
• Correlated
–Has some
relationship
In Partner Pairs
• Examine the multiple choice items in light of
the learning targets for your subject area.
• Are the items congruent or correlated?
• Are the distracters quality distracters?
• Modify the questions as needed.
A Math Example
Grade Level/Course:
Grade 8 Mathematics
Cluster:
Understand and apply the Pythagorean Theorem
Standard:
7. Apply the Pythagorean Theorem to determine
unknown side lengths in right triangles in realworld and mathematical problems in two and
three dimensions.
Learning Target:
I can apply the Pythagorean Theorem to determine
unknown side lengths in right triangles in real
world problems in two dimensions.
A diagram of part of a baseball field and some of its dimensions are shown below.
Point F represents First Base, point S represents Second Base, point T represents
Third Base, point H represents Home Plate, and point P represents another
location on the baseball field.
P
180 ft
Second Base
S
90
90 ft
90 ft
T
F
First Base
Third Base
H
Home Plate
The diagram has the following characteristics:
Quadrilateral FSTH is a square.
Point F lies on HP.
Triangle FST is isosceles.
Question 1
What is the measure of PSF?
A. 30
B. 45
C. 60
D. 75
Question 2
What is the length of
A. 90.0 ft
B. 127.3 ft
C. 155.9 ft
D. 180.0 ft
?
Question 3
What is the length of
A. 270 ft
B. 90 ft
C. 155.88457 ft
D. 180 ft
?
A Science Example
Learning Targets (7th grade)
• I can identify the force acting on an object.
• I can use force arrows to predict change in the
motion of an object.
• I can explain the change in motion of an
object when an unbalanced force acts on it.
Question 1
An object is moving at a constant speed of 10 m/s. Its
speed increases to 20 m/s. What must have happened
to cause the change in speed?
A. A net force was applied in the direction of motion.
B. A net force was applied in the direction opposite of
motion.
C. The net force acting on the object was doubled.
D. The mass of the object was doubled.
Question 2
Newton’s 3rd Law of Motion states that ___________.
A.
B.
C.
D.
force equals the mass of an object times the acceleration
of the object
inertia is an object’s resistance to change
for every action force there is an equal and opposite
reaction force
an object at rest tends to stay at rest, and a moving object
tends to keep moving in a straight line until affected by an
outside force
Question 3
The boulder in the picture above is not moving because
A.
B.
C.
D.
The boulder has too much force inside it to be moved.
No forces are pushing or pulling the boulder.
Gravity is holding it down to the ground.
The ground pushes up with the same force that gravity
pulls down.
Now You Do….
• Examine the summative test for your unit
focusing on the multiple choice items.
• Are the items congruent or correlated to the
learning targets?
• Are the distracters quality?
• Are any of the guidelines violated?
– Evaluate your multiple choice questions for quality
using the checklist from CASL 2nd
• Modify questions as needed.
Question
Number
Issues with questions?
General
Multiple
Guidelines
Choice
Guidelines
Formatting Guidelines
Writing Directions
Continue working on your unit…
•
•
•
•
Learning Window
Essential Questions
Curriculum Topic Study
Summative Assessment
– Selected response
– Extended Response
– Other
• Diagnostic Assessment
• Task Rotation
T-chart Time
Things to
remember
Things to share
with others
Roadmap for the day…
Multiple Choice
Review
Task Rotation
Book Study
Questioning Styles
and Strategies
Diagnostic
Assessment
Unit Work Time
Please complete your reflection sheet!
Next Meeting Prep – December 8, 2011
Bring to next meeting:
Homework
• Complete or Revise
Summative Assessment
• Complete Diagnostic or
Pre-Assessment
• Complete Task Rotation
• Read Drive - Chapter 3
& Complete reading
guide
•
•
•
•
•
Green Folder
CASL
Drive
Strategic Teacher
Think Trix, and Thinking
Questions Smart Cards
(from yr 1)
• lap top
P-12 Mathematics and Science Outreach of
PIMSER