Transcript Welcome to Science Alliance!

Welcome to
Science Alliance!
October 2007
Lexington, KY
Science Alliance is supported through
Math and Science Partnership (MSP)
funds administered by the Kentucky
Department of Education
Group Norms
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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
Keep side conversations to a minimum
Agenda for Today
Deconstruct standards
• Develop performance tasks
• Examine assessment plans for
congruency
• Deepen understanding of formative
assessment
– Difference between of and for
UbD Stages
• Stage 1 – Desired Results
– Organizer/Hook
– Specific PoS and CCA
• Deconstructed standards
– Essential Questions
– Misconceptions
– Critical Vocabulary
• Stage 2 – Acceptable Evidence
– Formative Assessments
– Summative Assessments
• Stage 3 – Learning Plan
– Learning Activities
Deconstructing Standards:
Creating Clear
Learning Targets
When we have a clear vision of where
we’re headed with students, we can
communicate that vision to them.
CASL, pg. 57
4 Types of Targets
• Knowledge
– Knowledge/facts/concepts to be learned
outright; some to be
retrieved using
reference materials
• Reasoning
– Thinking proficienciesusing knowledge to
solve a problem, make
a decision, etc.
• Skills
– Demonstrations where
the doing is what is
important; using
knowledge and
reasoning
• Products
– Characteristics of the
final product are
important; using all 3
of the other target
types
» Pg. 64, CASL
SC-8-I-U-2
Students will
understand that the
matter in an ecosystem
is constantly transferred
between and among
organisms and the
physical environment.
While the form and
location is continuously
changing, the total
amount of matter in the
system remains
constant.
SC-8-I-S-1
Students will predict the
effects of change on one or
more components within
an ecosystem by analyzing
a variety of data
SC-08-4.7.2
Students will:
explain the interactions
of the components of the
Earth system (e.g., solid
Earth, oceans,
atmosphere, living
SC-8-I-S-2
organisms);
Students will analyze
propose solutions to
detrimental interactions.
ecosystems to identify
patterns of cooperation that Interactions among the
enhance stability
solid Earth, the oceans,
the atmosphere and
SC-8-I-S-3
living things have
Students will model the
resulted in the ongoing
flow of energy and transfer development of a
changing Earth system.
of matter within
ecosystems, communities
DOK 3
and niches
Big Idea: Interdependence (Unifying Concepts) Grade 8
It is not difficult for students to grasp the general notion that species depend on one another and on the environment for survival. But their awareness
must be supported by knowledge of the kinds of relationships that exist among organisms, the kinds of physical conditions that organisms must cope
with, the kinds of environments created by the interaction of organisms with one another and their physical surroundings, and the complexity of such
systems. In middle school, students should be guided from specific examples of the interdependency of organisms to a more systematic view of the
interactions that take place among organisms and their surroundings. Students growing understanding of systems in general will reinforce the concept
of ecosystems. Stability and change in ecosystems can be considered in terms of variables such as population size, number and kinds of species,
productivity, and the effect of human intervention.
SC-8-I-U-2
Students will understand that the matter in an
ecosystem is constantly transferred
between and among organisms and the
physical environment. While the form and
location is continuously changing, the
total amount of matter in the system
remains constant.
SC-8-I-S-1
Students will predict the effects of change on
one or more components within an
ecosystem by analyzing a variety of data
SC-8-I-S-2
Students will analyze ecosystems to identify
patterns of cooperation that enhance
stability
SC-8-I-S-3
Students will model the flow of energy and
transfer of matter within ecosystems,
communities and niches
SC-08-4.7.2
Students will:

explain the interactions of the
components of the Earth system (e.g.,
solid Earth, oceans, atmosphere, living
organisms);

propose solutions to detrimental
interactions.
Interactions among the solid Earth, the
oceans, the atmosphere and living
things have resulted in the ongoing
development of a changing Earth
system.
DOK 3
What are the targets for this grade level?
Knowledge Reasoning
Skills
Products
The Deconstruction Process
(Using the KY Combined Document)
• Read the Big Idea to gather the overarching
meaning.
• Read the Understandings to understand the
context of the skills and core content.
• Sort the information in the SKILLS/CONCEPTS
column into the knowledge, reasoning, skills,
and products that students will have to
demonstrate in order to develop understanding.
• Examine the Core Content for Assessment
statements for any additional targets.
Stage One
• Deconstruct the
standards that your
unit addresses.
Agenda for Today
• Deconstruct standards
Develop performance tasks
• Examine assessment plans for
congruency
• Deepen understanding of formative
assessment
– Difference between of and for
Performance Task
• When do you master the
game?
• The goal of learning is
transfer, not content
mastery.
• How do you know if
learning has transferred?
• Don’t confuse drills with
the play book.
• What does doing science
mean?
• You learn by playing!
Backward Design from…
• NOT “content” but “thoughtful and effective
use of content” – i.e. transfer and
personal meaning-making required
• NOT “knowledge” and “skill” but “important
accomplishments requiring big ideas,
knowledge, and skill”
– Grant Wiggins
The difference a transfer task
makes:
Measuring Skills
Experimental Design
What makes plants thrive?
Develop a brochure for the local nursery…
Plant Parts
Plant Requirements
Performance Tasks
• Ask:
– What does it mean to do the subject, to have
your abilities ‘tested’ in the world?
– What are authentic options, constraints, and
opportunities when doing such work?
Transfer: Interdependence
“What matters?”
• Pre-test: give each
student a picture of a
“bottle biology”
ecosystem, and ask
them to identify all of
the factors necessary
to sustain the
ecosystem and
explain why.
EQ: Which is more important in an
ecosystem: biotic or abiotic factors?
• Identify all of the biotic factors in
an ecosystem.
• Identify all of the abiotic factors in
an ecosystem.
• Construct a food web for a given
ecosystem which shows energy
flow.
• Collect and analyze data depicting
changes of different factors for
different ecosystems and explain
the impact.
• Collect and analyze population
data when specific variables have
changed and explain the changes.
Acquire Information
• Read the textbook section on biotic and abiotic
factors in ecosystems.
– Card sort for biotic and abiotic factor
• Read the Ecosystems excerpt concerning the
extinction of dinosaurs.
– Complete the cause and effect organizer and make
generalizations about the extinction of dinosaurs
– Quiz over factors that contribute to extinction
• Read different environmental impact ‘case
studies’ and make generalizations about cause
and effect.
– Quiz over factors that impact ecosystems
Apply Learning
• Students present their
findings from their “bottle
biology” ecosystems to the
whole class.
• Small groups analyze the
data and draw conclusions
concerning biotic and abiotic
factors.
• Students participate in John
Muir Live! A ‘televised’ debate
over which matters more –
biotic or abiotic factors?
Transfer Your Learning
• You are an environmental scientist on a team working
for the Department of Transportation in KY. Your
team has been asked to determine which de-icing
agent is the most environmentally safe to use. You
need to design and conduct an experiment
comparing the effects of the different de-icing agents
the DOT is considering on an ecosystem. Your team
will submit your recommendation to the DOT, which
needs to include your experimental design, your data
analysis and conclusions, and your justifications as
well as any inconsistencies and further research that
might be needed.
GRASPS
Stage Two
• Draft a performance
task for your unit.
• Use GRASPS and the
examples in your UbD
workbook to assist in
drafting.
Agenda for Today
• Deconstruct standards
• Develop performance tasks
Examine assessment plans for
congruency
• Deepen understanding of formative
assessment
– Difference between of and for
A Collection of Assessment
Evidence
Evidence Source
#1
Evidence Source
#2
Targeted Standard
Evidence Source
#3
Evidence Source
#4
A Collection of Assessment
Evidence
Pretest &
Card Sort
Quizzes from
Readings
Compare abiotic and biotic factors
in an ecosystem in order to
Explain consequences of change
In one or more factors.
“Bottle Biology”
Ecosystem Findings
and Debate
Transfer Task
De-icing
Recommendation
Infer Goals
• Examine the listing of assessment evidence for
the unit on nutrition.
• Infer the goals for the unit from the listing.
• Compare your inferences to the understandings,
knowledge, skills and essential questions
identified in Stage 1.
• Is there congruency between Stage 2 and 1? Is
the evidence sufficient to “convict” the students
guilty of understanding nutrition?
• Suggestions to address any congruency issues?
Agenda for Today
• Deconstruct standards
• Develop performance tasks
• Examine assessment plans for
congruency
Deepen understanding of formative
assessment
– Difference between of and for
An Excellent Assessment
System
Personal Reflection
• In your notebook, please take a moment to
think, reflect, and answer this question:
WHY DO YOU ASSESS?
• Take a few minutes to discuss your answers with
others at your table.
The perfect assessment system
relies on a variety of assessments
to provide timely and
understandable information to
those who need it to inform
instructional decisions that
maximize student success.
THE FLAWS
Mistaken beliefs about:
Assessment and Motivation
Crucial Decision Makers
Assessment Sort
• Working in groups of 2, sort the
assessments in your envelope as either
Formative (FOR learning) or Summative
(OF Learning)
• While sorting, ask yourself…..
– What makes this particular assessment
formative or summative in nature?
– How have I used this type of assessment with
my students?
New Mission, New Beliefs
• As you view the DVD, keep your considerations
about assessment and assessment practices in
mind.
• Note any key points that Rick Stiggins makes,
where relevant, on the organizer.
• Complete Table 2.1 as you view the DVD.
After Viewing
• Summarization strategy:
– Write the ONE word that summarizes the topic in the
DVD (assessment FOR learning).
– Explain why you chose that word.
– Share your choice with one person at your table.
– Defend your choice if it differs from his/her choice.
– List your word(s) on your table’s designated chart.
OVERVIEW
Assessment OF
Learning (AOL)
Reason
To Inform
Focus
Assessment For
Learning (AFL)
Report achievement Promote more learning
status
Others about
Students about
students
themselves
Achievement
standards
Achievement targets
that underpin
standards
OVERVIEW
Assessment OF
Learning
Assessment FOR
Learning
Follow test
administration
procedures
Change standards into
classroom targets,
inform students,
involve students
Student’s Role
Strive for highest
score/avoid failure
Strive to see the
targets, use results,
learn to do better
Primary Motivator
Promise of reward,
fear of punishment
Joy and expectation of
success
Teacher’s Role
Crucial Distinction
Assessment OF Learning:
How much have students learned as of a particular point in
time?
Assessment FOR Learning:
How can we use assessment to help students learn more?
ANALOGIES
Working with a partner, complete the following analogies:
• AOL is like _____________________________________________
because ______________________________________________.
• AFL is like______________________________________________
because ______________________________________________.
Assessment is REALLY formative
when:
• Its purpose is to support—not merely
monitor--learning
• It points up the scaffolding
• It provides descriptive feedback
• It builds self-confidence, self-efficacy
• It’s “Assessment FOR Learning”.
We ASSESS to:
• INFORM instructional decisions
• ENCOURAGE students to keep
trying to learn
Research-based Strategies
5 Research-based strategies that
significantly improve student learning:
• Sharing criteria (clear learning targets with
success criteria)
• Questioning
• Feedback
• Peer assessment
• Self-assessment
Different Methods—Different
Responses
The different assessment methods provide
students with the opportunity to respond in
different ways. Let’s examine selected
response/multiple-choice items to
determine QUALITY through item design
considerations and effective use of
assessment items for formative
assessment purposes.
Selected Response
Students select an answer from a list or generate a
very brief answer.
For example:
• Multiple Choice
• True/false
• Matching
• Fill in the blank
• Label a diagram
Advantages of Multiple Choice
When there is only one correct answer
with several PLAUSIBLE ALTERNATIVES
to the correct answer, MC is an effective
tool because it can
* cover a variety of material efficiently,
* be scored easily, and
* provide formative information.
Multiple Choice Construction
A multiple-choice item consists of three
parts:
1. The STEM (the question)
2. The KEY (correct answer)
3. The DISTRACTORS (plausible choices)
MC Design Considerations
• Factors to consider for the KEY and the
DISTRACTORS
– Provide one, and only one, correct answer
– Include plausible options that demonstrate a
student’s level of understanding
– Colleague review
School Bus Item
A teacher is planning a field trip and will need school
buses to transport students. A school bus holds up
to 36 students. If 1,128 students will be transported,
how many buses are needed? Explain your answer.
A. 31
B. 31.33
C. 32
Based on student
answers, what could
D. 36
you determine about
a student from each
choice?
Sample NAEP question taken from the Nations’ Report Card at www.nces.ed.gov
School Bus Item
A teacher is planning a field trip and will need
school buses to transport students. A school
bus holds up to 36 students.
1,128 Dstudents
How didIfchanging
will be transported, how many
buses
are
make
this
assessment more
needed? Explain your answer.
formative in nature?
A. 31
B. 31.33
C. 32
D. 32.33
Sample NAEP question taken from the Nation’s Report Card at www.nces.ed.gov
What to do with the results?
Based on the students’ answers, you attach a
problem for each student to work on.
A. Rounding Problem
B. Rounding for Real-World Purposes
C. Correct—Extension Problem
D. A division problem
An item like this can give a teacher differentiated
information for the class so the teacher can figure
out who needs extra help and plan ahead for
additional instruction.
Science Example
Deer herds in KY are
currently plagued by a
fatal hemorrhagic
disease. Which
population will be most
affected by the loss of
deer?
A. Acorns
B. Grass
C. Sun
D. Coyotes
Justify your response.
• What do the
distractors need to
discriminate about
student
understanding to be
used formatively?
• What might be better
distractors for
formative purposes?
What to do with the results?
Deer herds in KY are
currently plagued by a
fatal hemorrhagic
disease. Which
population will be most
affected by the loss of
deer?
A. Acorns
B. Wolves
C. Humans
Justify your response.
A. Examine various
energy pyramids and
determine population
changes
B. Correct answer –
extension activity
(e.g., analyze more
than 2 populations
compared graphically)
C. Examine population
growth of humans vs
deer over time and
determine what the
relationship is
between the two.
Now it’s your turn
• Using information from your CTS and
known misconceptions, design a MC item
that would assist you in uncovering
student thinking.
• Do the answer and distractors you
provided help to identify problems your
students may be having?
• Brainstorm possible next steps depending
upon the results.
Agenda for Today
Deconstruct Standards
Performances of Understanding
Examine assessment plans for
congruency
Formative Assessment
Difference between of and for
At Our Next Meeting
• November 29th
• Continue to work on
Unit Development
• Have a Happy
Thanksgiving!