Analyzing Instructional Materials Review and Recommendation to the DCRC High School Science Instructional Materials Grades 9-10 April 19, 2011 District.

Analyzing Instructional Materials

Review and Recommendation to the DCRC

High School Science Instructional Materials

Grades 9-10

April 19, 2011District Office Boardroom


Welcome and Introductions• Thank You

• Three questions drive our presentation….– What foundations were in place prior to beginning

the material review?– What process was used to review candidate

materials and recommend candidate materials materials to this committee?

– What is the consensus data, how did it support our recommendations and how do our recommendations align with other districts?


Data Driven Dialogue

Phase 1Predict

Phase 2Observe

Phase 3Infer/

Question

GO VISUAL

Adapted from Professional Development Center at BSCS


Data Set Two

• Compare student WASL performance by level from 8th to 10th grade for the Class of 2010 or 2011.

• Table 1 has Class of 2010• Table 2 has Class of 2011• Table 3 has Summary Data Class of 2010• Table 4 has Summary Data Class of 2011


Sample Data Set for Tables 3 and 4


Resolving Next Steps for the SVSD Science Program

• At your table privately reflect on the next steps you see for SVSD’s science program.

• Briefly share your thoughts with others at your table

• Chart next steps for others to view• Cut your inferences into strips and post • Clump like strips• Build consensus on the next strips


Next Steps Supported by Data

• Map our current instructional materials and activities

• Look at other instructional materials to consider their instructional practices


Instructional Materials Showcase

• Larry Parton, Coordinated Science• Phyllis Woolwine, A Human Approach• John Henry, An Inquiry Approach• Kari Hollandsworth, Insights in Biology

• Matt Elisara, It’s About Time Publishing • Nils Boolen, Kendall Hunt Publishing


Lenses: Viewing Materials

•Inquiry Instruction Strategies

•Instructional Observation Tool to review instruction for content and cognition


3 Disciplines, 3 Materials to Review

Life Earth Chem Physics

Inquiry approach

Coordinated Science

Insights in Biology

A Human Approach

Not selected as a candidate material


TAKE HOME MESSAGE “INQUIRY”

• There is no separation between science process and science content.

• Inquiry teaching is not chaotic, it needs to be carefully choreographed.

• Students can take responsibility for learning --ask, “Who is making sense of the data?”

• The four approaches are teacher tools to shift the responsibility for thinking about science concepts toward students over time.


AIM includes . . .AIM includes . . .

Show-case

Select

Paper Screen

Identify CriteriaGather EvidenceAnalyze Evidence

& Apply Rubric

Score ComponentsSummarize Results

Implementation


What is AIM?

AIM is…• A process and tools to analyze and select

instructional materials

• Based on the National Science Education Standards (NSES)

• Aligned with research from How People Learn

• A professional development strategy

• A collaborative process that uses consensus-building

AIM is NOT…• A checklist; it

goes beyond the “thumb test”

• Overly complicated and prescriptive


Specific Process at SVSD– Homework

– Conceptual Flow Document

– Review Sessions

– -Decision on Recommended Materials

– Looked at decisions by districts in the region


AIM: Paper Screen

GatherEvidence

Identify Criteria

SummarizeResults

Analyze Evidenceand Apply Rubric

ScoreComponents

GatherEvidence


ScoreComponents

GatherEvidence


ScoreComponents

GatherEvidence


ScoreComponents

ScienceContent

WorkStudents Do Assessment Work

Teachers Do


SCIENCE CONTENT RUBRIC (5) (3) (1)

STANDARDS ALIGNMENTScience content standards: May originate at the national, state, district, or

school level, May include the subject matter disciplines

(physical, life, earth and space sciences) as well as science as inquiry, science and technology, science in personal and social perspectives, history and nature of science, and/or unifying concepts and processes.

Most of the science content standards designated for the specific course and/or grade level are addressed.

Some of the science content standards designated for the specific course and/or grade level are addressed.

Few of the science content standards designated for the specific course and/or grade level are addressed.

ACCURACYAccurate science content: Is grounded in current research and conforms to

fact, Includes explanations about science that translate

information into developmentally appropriate content without losing original meaning or distorting fact.

Most of the science content is accurate with few errors of fact or interpretation.

Some of the science content is accurate with few errors of fact or interpretation.

Little of the science content is accurate with few errors of fact or interpretation.

CONCEPT DEVELOPMENT (HPL 2)Content developed for conceptual understanding: Includes a limited number of key concepts, Develops concepts in-depth at a developmentally

appropriate level, Requires students to apply and demonstrate their

understanding in multiple ways.

Most key science concepts are developed for conceptual understanding.

Some key science concepts are developed for conceptual understanding.

Few key science concepts are developed for conceptual understanding.


Part 2: Visually Display Your Evidence as a Conceptual Flow Graphic (CFG)


What is the consensus data, how did it support our recommendations and how do our

recommendations align with other districts?

• Coordinated Science and Insights-ranklin Pierce and Bethel Districts

• Inquiry Approach 1 & 2: Tahoma, Port Angeles, Tukwila and 15+ WA schools in two year study.

• Inquiry Approach 1.5 and Insights-Renton


Earth ScienceINQUIRY APPROACH Consensus Score Criterion Score

Science Content 25 8.75

Work Students Do 23 6.33

Assessment 20 4.00

Work Teachers Do 20 3.50

100% 22.58 pts.

COORDINATED SCIENCE Consensus Score Criterion Score



Assessment 12 2.40


67% 15.48 pts.


PhysicsINQUIRY APPROACH Consensus Score Criterion Score



Assessment 20 4.00


100% 23.13 pts.

COORDINATED SCIENCE Consensus Score Criterion Score



Assessment 12 2.40


67% 15.48 pts.


Life ScienceINQUIRY APPROACH Consensus Score Criterion Score



Assessment 20 4.00


97% 23.43 pts.

INSIGHTS IN BIOLOGY Consensus Score Criterion Score



Assessment 20 4.00


100% 25.13 pts.


Thank You For this Time

• Inquiry I, II & II were selected by the committee• A research based process was used in the review• A strong sense of collaboration and a change in

culture about science instruction was developed during the process

• We are truly looking forward to implementing these materials in the fall

• Questions

Analyzing Instructional Materials Review and Recommendation to the DCRC High School Science Instructional Materials Grades 9-10 April 19, 2011 District.

Documents

candidate materials

instructional materials

instructional materials

instructional materials

recommended materials

science process

instructional practices

science insights