Transcript Science Leadership Support Network - Home

Science Leadership Support
Network
Welcome!
Supported by PIMSER K-12 Math & Science Outreach and
Kentucky Department of Education
Please enjoy some refreshments and Networking
Group Norms
• Stay on schedule; be on
time
• Put cell phones on silent
and computers closed
• Stay present, giving full
attention
• Listen actively as others are
speaking
• Be engaged—Be IN the work
• Avoid sidebar conversations
• Balance advocacy and
inquiry
• Keep name tags visible
• Rule of 2 feet
• Any others?
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 Energy Transformations big
idea.
• Develop and act on a personal vision of
leadership for sustainable improvement in their
school or district.
Last Month Review
Our Overall
Vision
Putting it
All Together
Test
Blueprint
Target
Method
Match
Finish
Deconstruction
Student
Self
Assessment
Chapter 4
HOMEWORK
Today’s Path
Deconstruction
Tool Kit
Instructional
Plans
Assessment
& Motivation
Debrief
Ch. 4
Ch. 6
Problems of
Practice
Talk A Mile A Minute
Partner A
Partner B
Learning Targets Tool Kit
• What resources do I
have that will help me
to lead others in this
process?
Reading Materials
• Ch. 3….CASL
• Ch. 2….7 Strategies
• Ch. 7 & 8….Active Learning Through
Formative Assessment
• KDE Talking Points on Learning Targets
Tools
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Types of Targets (Power Point)
Target Sort
Strong and Weak Models of Deconstruction
Standard vs target
Target or not?
Ch. 3 CASL pg. 64 verb sheet
Deconstruction Template
Penny Analogy
Process
• Why learning targets? What types are there?
Can read CASL Ch. 3 before or after.
– Target Sort—Sort with Partner—after they wrestle
with this a bit, introduce the verb sheet
• Standard vs Target
– Penny Analogy
• Strong and Weak Models of deconstruction
• I do (facilitator), we do (fac & group), you do (with
partner) deconstruction practice with standards
• Fish Bowl (may or may not need based on group needs)
T-chart Time
Student Self Assessment
• I can describe how I can
use the “new American
notebook” tool to help
students in my
class/school extract key
information and recall it.
• I can explain how student
self-assessment can
improve learning and
motivation.
An Example
New American Notebook procedure from Tools for Promoting Active, In-depth
Learning
• Preview the text to be read.
•Turn topic headings into questions.
•Read carefully, determine the main ideas and important details related to each
question.
•Review each question, determine if you understand the answer, have any
questions, or need further review/clarification, using a set of reader’s punctuation:
 = I know this
? = I have a question about this
 = I need to review this or I need clarification
How did this work as a strategy for you as you read Ch.
4 in the 7 Strategies book?
Ch. 4 Seven Strategies of AFL pages 95 - 103
Questions
Main Ideas
What is the
impact of selfassessment on
student
achievement?
Worth spending time on
self-assessment
Most effective for
lower achieving
students
What are the 3
parts to
Strategy 4?
Self assessment
Justification
Goal Setting
Details
Must make the learning
clear to students
Must provide practice
Must provide descriptive
feedback
Research studies showed
that student achievement
increased through the use
of self and peer feedback
without additional
instruction
Do not have to have all 3 at all times
– context dependent
Attention is on the learning, not on
getting a better grade
SA ideas for ele
-Checkers, buttons, chips
-Learning chains
-Stars and stairs
-Stamping stairs
-KWL
-I am learning …
-I can…
-Mark list
-Exit task
-Letter to parents
-Traffic light icons
Monitor

?
Help with justification
 = I know this
? = I have a question
about this
 = I need to review
this or I need
clarification
New American Notebook
• How could you use this
strategy in your
classroom or with your
faculty?
– Quickly jot down a couple
of ways you might use
this strategy.
• Exchange ideas with
two others at your table.
Seven Strategies of AFL
• Three kinds of benefits from student selfassessment:
– Cognitive achievement – although all students
benefit, self-evaluation helps the lowest achieving
students the most
– Motivation – students taught to self-evaluate are
more likely to persist on difficult tasks, be more
confident about their ability, and take greater
responsibility for their work
– Attitude about evaluation – students who are taught
and regularly participate in self-evaluation have a
more positive attitude about evaluation and
assessments
Self-Assessment and Motivation
• Carol Dweck’s work on Mindset
– Fixed vs Growth Mindset
– “Motivation is the most important factor in determining whether
you succeed in the long run. What I mean by motivation is not
only the desire to achieve, but also the love of learning, the love
of challenge and the ability to thrive on obstacles. These are the
greatest gifts we can give our students.”
• Shirley Clarke reading on Learning Culture
– Modeling
– Praising effort and achievement rather than ability or personal
attributes
– Avoiding external rewards
– Learning how to learn
Self-Assessment and Motivation
• Identify similarities
concerning motivation in
business and in
education.
Self-Assessment and Motivation
• Identify some practices currently in place
in your classroom/school/district for
motivating students with respect to student
learning.
• Identify some factors that need to be in
place for student self-assessment and
goal-setting to be effective.
Give One, Get One
• Write down 2 self-assessment strategies
from the chapter or that you have used.
• You will have 3 minutes to get 4 different
ideas from 4 different people not at your
table.
• Stand up and “connect” with 4 others and
exchange strategies.
• What are some next steps concerning
self-assessment for you in your
classroom and as a leader?
Take Home Message
• Student’s cognition, motivation, and
attitude improve as a result of using selfassessment effectively.
• “Meaningful student self-assessment and
goal setting require clear targets to begin
with. Beyond that, students need to be
taught to compare their status to the
targets, justify their judgments with
evidence from their work, and set specific
goals that guide subsequent actions.”
– Seven Strategies for AFL, pg. 127
• “Shallow men believe in luck. Strong men
believe in cause and effect.”
– Ralph Waldo Emerson,
poet and philosopher
T-chart Time
Test Blueprints:
Problems of Practice
Targets:
• Identify elements that
should be included in a
test blueprint.
• Articulate the purpose,
audience, and utility of a
variety of test blueprints.
• Collaboratively develop
an informed response to
a problem of practice.
Test Blueprints
“When we make a plan for
an assessment, whether
we intend to create the
assessment or just copy it,
we are making the
advance decisions about
validity—what the test will
cover and how much
weight each learning
target will get.” (CASL)
Test Blueprint (and Instructional)
Design Considerations
• Are the targets aligned to the standard?
• Are the targets clear with respect to what evidence
would constitute mastery?
• Do the learning targets represent what has been
or will be taught?
• Does the relative importance of each learning
target match its relative importance during
instruction?
• Is the sample size large enough to inform
judgments about mastery of a target?
• Have appropriate assessment methods been
selected based on the target types?
Test Blueprints: Problems of
Practice
• Work in groups of 3-4.
• Read each scenario and
discuss the questions.
• Choose 1 of the scenarios; as
a group, write 3 Talking Points
to lead a conversation with
colleagues around that
particular issue.
• Be prepared to share with the
entire group.
T-chart Time
Instructional Planning
• I understand the
questions to ask in
order to determine the
experiences needed
for students to meet
the learning targets
for a lesson sequence
or unit of study.
Learning Targets
Assessment
Instructional
Plan
• “In their planning, teachers typically focus on
making sure that they understand what they will
need to do in order to implement the lesson or
activity, with little or no attention to its purpose or
goals. Similarly, when they do implement the
lesson or activity, they usually focus on making
sure that the students know what to do and how
to do it, with little or no attention to why they are
doing it or what they will get out of it.
Consequently, both teachers and students
commonly engage in lessons or learning
activities without any sense of purpose beyond
meeting requirements.” (Brophy, 2004; Clark &
Peterson, 1986)
– Jere Brophy, On Excellence in Teaching
Instructional Planning
• Working with a partner, assess each of the sample
instructional units on heat and temperature by
rating them on the alignment considerations.
– 1 = low, 5 = high
– Include rationale and/or evidence for the rating
– Identify strengths, weaknesses, other considerations,
and make a recommendation
• Place a dot above the rating you gave each unit
for each consideration on the posted charts.
– Red = Core Knowledge, Blue = McDermott
Instructional Framework
• 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?
• Question 1: What will I do to
establish and communicate
learning goals, track student
progress and celebrate success?
– Considerations:
• Learning goals vs. learning activities
• Establishing learning targets
• Involving students with understanding and
“owning” learning targets
• Developing and using rubrics for quality
• Providing descriptive, criterion-based
feedback
• Determining next steps for instruction
• Involving students in monitoring progress
• Question 2: What will I do to help
students effectively interact with
the new knowledge?
– Considerations:
• Previewing
• Presenting in small chunks, then allowing
for discussion, descriptions, predictions
• Elaborating
• Writing out conclusions and representing
learning
• Reflecting on learning
• Question 3: What will I do to help
students practice and deepen their
understanding of new knowledge?
– Considerations:
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Tasks that involve similarities and differences
Creating analogies
Identifying errors in thinking
Practicing
Using cooperative groups
Using homework
Allowing revisions and corrections in preliminary
work
• RVD
• Question 4: What will I do to help
students generate and test
hypotheses about new knowledge?
– Considerations:
• Inquiry in all content areas
• Decision-making
• Problem-solving
Instructional Planning
• Think – Write – Pair – Share
• What are some important considerations
for selecting and/or creating instructional
plans aligned to learning targets derived
from the standards?
– As a consumer
– As a leader
Take Home Message
• Activities and experiences must be aligned
to the learning targets derived from the
standards.
• An instructional framework,
misconceptions, concept development,
summative assessment, relevance, grade
appropriateness, and “survival strategies”
are considerations for selecting curricular
materials that are more than just a topic
match.
T-chart Time
“The original concept for High
Tech High grew out of the
concerns of business leaders and
university partners who saw that
kids were leaving high school very
good at memorizing facts and
taking tests and doing well on
them, but you ask them to apply
what they know or you ask them
to talk about or present their work,
and they weren’t able to do that.”
—Gary Jacobs
GAG Chapter 6 Debrief
• Part 1: With an elbow partner, look at
your reading guide and discuss the
terms/concepts for 2 minutes, along
with any ‘ah-has’ etc.
• Part 2: In groups of 3-4, Share each of
your 3 ‘redesigns’; negotiate to
determine the top 3 school (or science
department) ‘redesigns’ you would
implement if offered the opportunity.
Be ready to share with the entire group
and to defend your choices.
Next Meeting: Read the
Conclusion
“In the often ideologically driven debates about
education, it is easy to lose sight of what
matters most—which is what happens
between students and teachers in real
classrooms every day.” --Tony Wagner
Homework: Write a paragraph which
summarizes your philosophy of public
education.
T-chart Time
For Our Next Meeting
• Read chapters 2-4
in Formative Assessment
for Secondary Science
Teachers.
• Our next meeting
will be