Transcript Welcome to our Science Vertical Team Meeting

Macomb Science Leadership
Council
May 1, 2014
Be daring, be different, be
impractical, be anything
that will assert integrity of
purpose and imaginative
vision against the play-itsafers, the creatures of the
commonplace, the slaves
of the ordinary.
Cecil Beaton
Vision without action
is merely a dream.
Action without vision
just passes the time.
Vision with action
can change the
world.
Joel A. Barker
Leadership is
the capacity to
translate vision
into reality.
Warren G. Bennis
As you consider the vision
planning process we explored at
our last meeting, which of these
quotes resonates with you?
When you have
vision it affects
your attitude.
Your attitude is
optimistic rather
than pessimistic.
Charles R. Swindoll
Good leaders must
communicate vision
clearly, creatively,
and continually.
However, the vision
doesn’t come alive
until the leader
models it.
John C. Maxwell
The vision must
be followed by the
venture. It is not
enough to stare
up the steps – we
must step up the
stairs.
Vance Havner
Macomb Science Leadership Council
The purpose of this group is to provide professional
learning, support, and networking opportunities
for district-level science curriculum and instruction
leaders in Macomb County.
Our work will center on supporting districts as we plan
for the Next Generation Science Standards.
Objectives for today
 Sharing:
 How is your vision development going?
 What support do you need as you move forward?
 NGSS Update:
 BOTA Assessment Report
 EQuIP Rubric for identifying NGSS-ready curricular materials
 Getting Started in your District:
 Using the EQuIP Rubric for identifying NGSS-ready curricular
materials
Thriving in times of change
It is unreasonable to ask a professional to change
much more than 10 percent a year, but it is
unprofessional to change by much less than 10
percent a year.
~Steven Leinwand
Sharing
VISION PLANNING
A Model for Change
“As-Is” Model
Where are we now?
“To-Be” Model
Where do we want to be?
Culture
Culture
?
Conditions
Competencies
Conditions
Based on Harvard Change Leadership Group
Competencies
Becoming NGSS Ready
At your table, please
share your Planning
Draft.
If you haven’t had a
chance to complete it,
jot down a few notes
now.
Sharing your Vision Planning Draft
Please move to your group:
A: Elementary Teacher
B: Secondary Teacher
C: Coordinator/Teacher Leader
D: Building Administrator
E: Central Office Administrator
NGSS Updates
DEVELOPING ASSESSMENTS FOR THE NGSS
REPORT
●
EQUIP RUBRIC
Developing Assessments for the
NGSS
Developing Assessments for the NGSS
National Research Council
Board on Testing and
Assessment
Board on Science Education
Division of Behavioral and
Social Sciences and Education
http://www.nap.edu/catalog.php?record_id=18409
Some of the Main Messages
 New types of assessments are needed
 NGSS assessment should start with the needs of
classroom teaching and learning
 States must create coherent systems of assessment to
support both classroom learning and policy/
monitoring functions
 Implementation should be gradual, systematic,
carefully prioritized, and attend to equity
 Professional development and adequate support for
teachers will be critical
System of Assessment
 Assessment to support
classroom teaching and
learning
 Assessment for monitoring
student learning
 Indicators of opportunity-to-
learn (OTL)
What might these assessments look like?
Tasks should ask
students to apply
practices in the context
of disciplinary core
ideas and crosscutting
concepts.
Disciplinary
Core Ideas
Science and
Engineering
Practices
Crosscutting
Concepts
What might these assessments look like?
Need multi-component tasks that
use a variety of response formats:

Selected response questions

Short and extended constructed
response questions

Performance tasks

Classroom discourse
System of Assessment
 Assessment to support
classroom teaching and
learning
 Assessment for monitoring
student learning
 Indicators of opportunity-to-
learn (OTL)
5th Grade Example
BIODIVERSITY IN THE SCHOOLYARD
5th grade example: Biodiversity in the schoolyard
Where are the three dimensions
assessed in this series of
classroom assessment tasks?
Disciplinary
Core Ideas
Science and
Engineering
Practices
Crosscutting
Concepts
Formative Assessment Tasks
Task 1
• Collect data on the number of animals
(abundance) and the number of
different species (richness) in
schoolyard zones
Task 2
• Create bar graphs that illustrate
patterns in abundance and richness
data from each of the schoolyard
zones
Task 3
• Construct an explanation to support
your answer to the question: Which
zone of the schoolyard has the
greatest biodiversity?
Formative assessment
Task 1
• Collect data on the number of
animals (abundance) and the
number of different species
(richness) in schoolyard zones
Formative assessment
Task 2
• Create bar graphs that illustrate
patterns in abundance and
richness data from each of the
schoolyard zones
Formative assessment
Task 3
scaffold
• Construct an explanation to support
your answer to the question: Which
zone of the schoolyard has the
greatest biodiversity?
scaffold
Summative assessment
Construct an explanation
to support an answer to the
question:
Which zone of the
schoolyard has the
greatest biodiversity?
5th grade example: Biodiversity in the schoolyard
• Disciplinary Core Idea
• Biodiversity
• Crosscutting Concept
• Patterns
• Practices
• Planning and carrying
out investigations
• Analyzing and
interpreting data
• Constructing
explanations
Disciplinary
Core Ideas
Science and
Engineering
Practices
Crosscutting
Concepts
System of Assessment
 Assessment to support
classroom teaching and
learning
 Assessment for monitoring
student learning
 Indicators of opportunity-to-
learn (OTL)
Middle School Example
PLATE TECTONICS
Middle school example: Plate tectonics
Where are the three dimensions
assessed in this performance
task?
Disciplinary
Core Ideas
Science and
Engineering
Practices
Crosscutting
Concepts
Performance Task
 Draw a model of a volcano formation at a hot spot using
arrows to show movement in the model. Be sure to label all
parts of the model.
 Use your model to explain what happens with the plate and
what happens at the hot spot when a volcano forms.
 Draw a model to show the side view (cross-section) of
volcano formation near a plate boundary (at a subduction
zone or divergent boundary). Be sure to label all parts of
your model.
 Use your model to explain what happens when a volcano
forms near a plate boundary.
Performance Task
The hot spot allows the magma to
move up into the crust where it
forms a volcano.
The magma pushes up through the
crust and goes up and erupts.
Middle school example: Plate tectonics
• Disciplinary Core Idea
• Plate tectonics
• Crosscutting Concept
• Patterns
• Scale
• Practices
• Developing and using
models
Disciplinary
Core Ideas
Science and
Engineering
Practices
Crosscutting
Concepts
Developing Assessments for the NGSS
Remember:
This is a report about what kind
of assessments need to be
developed for NGSS.
No one has developed these
assessments yet.
The examples included in the
report (and today’s
presentation) are things the
committee saw and said…”Oh
yes…something like that might
work…”
http://www.nap.edu/catalog.php?record_id=18409
"It is through our assessment that we
communicate most clearly to students
which activities and learning outcomes we
value." ~NCTM Assessment Standards
“…these practices are clearly identified not
as separate learning goals that define what
students should know about the process of
science. Instead, the scientific practices
As we consider the
values
identify the reasoning behind, discourse
outlined in the NGSS,
are
about,what
and application
of the core ideas in
“Too often,
standards are long lists of detailed
science.”
~Reiser, Berland,
and Kenyon
some things we need
to consider
and disconnected facts, reinforcing the
as we reflect on our current
criticism that science curricula in the United
district assessment system?
States tend to be ‘a mile wide and an inch
As we reflect on
these
deep.’
Notideas,
only is such an approach alienating
to
young
people,
but it can also leave them
what shifts in instruction will we
just fragments
need to considerwith
as we
move of knowledge and little
sense of the creative achievements of science,
forward?
its inherent logic and consistency, and its
universality.” ~NGSS Framework
Write Around
How do these ideas inform our
district curriculum work?
NGSS and CIA
2014-15 Workshops at MISD
2014-15 Workshops at the Detroit Zoo
(information coming soon)
Hold off on
big
curricular
decisions
until after
state
adoption!
• Managing Exploration
and Modeling (4-8)
• Argumentation and
Explanation
Development (3-5)
• Argumentation and
Explanation
Development (6-12)
• Creating Meaning
through the
Crosscutting Concepts
(K-12)
• Classroom Assessment (K-5)
• Classroom Assessment (6-12)
EQuIP Rubric
IDENTIFYING CURRICULAR RESOURCES
THAT ARE ALIGNED TO THE NGSS
EQuIP Rubric
Educators
Evaluating the
Quality of
Instructional
Products
Similar to EQuIP
Rubrics for Math
and ELA
Getting started in your district
BECOMING NGSS READY:
IDENTIFYING NGSS-READY CURRICULAR
MATERIALS
NGSS Catch Phrase!
FIND A PARTNER!
NGSS Catch Phrase
Partner A
Partner B
 Performance
 Crosscutting Concepts
Expectation
 Science and
Engineering Practices
 Energy
 Heredity
 Plate tectonics
 Disciplinary Core Ideas
 DNA
 Climate
 Molecule
Curricular Materials to Review
JOIN A GROUP!
Identifying NGSS-Ready Curricular Materials
Individually,
review the
lesson or unit
and score it with
the first column
of the rubric.
Individually,
complete the
response form.
Evidence-Based Consensogram
Each person on
your team places a
sticker on the
consensogram that
reflects their
thoughts about the
evidence they
found to support
each statement on
the rubric.
Evidence-Based Consensogram
As a team, discuss
each of the criteria.
Focus on
understanding the
interpretations from
each person on the
team and the
evidence they
have found.
The power of
this process
lies in this
discussion!
Identifying NGSS-Ready Curricular Materials
Continue the
process with the
other two
columns.
Identifying NGSS-Ready Curricular Materials
Continue the
process with the
other two
columns.
Tug of War Reflection
NOT NGSS Ready
Crosscutting
Concepts
not evident
Students use
SEP: Planning
and carrying
out
investigations
From Making Thinking Visible by Ritchhart, Church, and Morrison
NGSS Ready
Science Leadership Council
2014-15
SEPTEMBER 22, 2014
JANUARY 15, 2015
APRIL 16, 2015
1:00 – 4:00 PM
Science Leadership Council Reflection
Big Ideas to Keep:
Extensions to my Learning:
Someone to Connect With:
To Try:
Science Leadership Council Reflection
Big Ideas to Keep:
Extensions to my Learning:
Someone to Connect With:
To Try:
Science Leadership Council Reflection
Big Ideas to Keep:
Extensions to my Learning:
Someone to Connect With:
To Try:
Resources
 Next Generation Science Standards:
 http://www.nextgenscience.org/next-generation-sciencestandards
 Developing Assessments for the NGSS
 http://www.nap.edu/catalog.php?record_id=18409
 EQuIP Rubric
 http://www.nextgenscience.org/resources
Questions?
Paul Drummond
[email protected]
Jennifer Gottlieb
[email protected]
Mike Klein
[email protected]