LeaPS Learning in Physical Science October 28, 2010 A MSP Grant through KDE and Administered by University of Kentucky PIMSER Math and Science Outreach.

LeaPSLearning in Physical Science

October 28, 2010

A MSP Grant through KDE andAdministered by University of Kentucky

PIMSER Math and Science Outreach

Welcome!

Project Goals for LeaPS

• Overall goal: Students will learn targeted physical science concepts (structure and transformation of matter, force & motion)

• Goal 1: Enhance teacher content and pedagogical knowledge of targeted physical science concepts

• Goal 2: Improve Teacher Instructional Practices

• Goal 3: Enhance Administrator Support

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• Keep name tags visible• Rule of 2 feet• Any others?

Review from September

Force and MotionKits

STM TeacherContent Test Heat and

TemperatureContentBuilding

Plans for Today

AssessmentOf vs For

Content:Heat and

Temperature

ELA Science Literacy

Standards

Let’s Review our Homework

• Look over your reading guide for CASL Chapter 1 and the agree/disagree statements.

• Discuss at your table:– Why this book? How can

this book be used?– Why the assessment

focus?– What is your “take-away”

from your reading?

Assessment Literacy

• To be ‘assessment literate’ means to be skilled both in gathering accurate information about students’ learning and in using it effectively to promote further learning.– Classroom Assessment for Student Learning,

p. 21

Learning Goals

In this session, participants will:• Evaluate their assessment literacy and

determine some next steps for enhancing their understanding.

• Compare Pillars of a Thoughtful Classroom, Keys and Strategies for quality classroom assessment, and CHETL to write a recipe for improving student learning.

“Make this taste better!”

• How does one become a better chef?

• Apply this to school improvement.

• How does one become a ‘better’ teacher?

• What are the ‘ingredients’ of effective teaching that distinguish the most effective teachers? The most effective learners?

“Make this taste better!”

Skim through the handouts of the Characteristics of Highly Effective Teaching and Learning (HETL).

Working with a partner, highlight on the CHETL document, any statements addressed by the 5 Keys to Quality, the 7 Strategies of Assessment, and the Pillars from Thoughtful Classroom

• “Teachers working alone, with little or no feedback on their instruction, will not be able to improve significantly – no matter how much professional development they receive.”

• Tony Wagner, Change Leadership

“Improve student learning!”

• Write a “recipe” for improving student learning that utilizes the characteristics of CHETL, 5 Keys, 7 Strategies and the Pillars.

• Were there any missing ingredients?

• What would you consider the secret ingredient for improving student learning that’s found in all 3?

• “Student achievement will not improve unless and until teaching improves. Higher standards, more testing, smaller schools, etc. do not, by themselves, improve teaching.”

• Tony Wagner, Change Leadership

Balanced Assessment Goal of SB 1

SummativeSummativeProvides evidence achievement to certify student competence or program effectiveness

Assessment Assessment forfor learning learning

Use assessments to help students assess and adjust their own learning

Formative uses of Formative uses of summative datasummative dataUse of summative evidence to inform what comes next for individuals or groups of students

FormativeFormativeFormal and informal processes teachers and students use to gather evidence to directly improve the learning of students assessed

Assessment Assessment forfor learning learning

Use classroom Use classroom assessments to assessments to inform teacher’s inform teacher’s decisionsdecisions

Current Status of U.S. Educational Assessment System

Three Positives

• Reduction of assessment bias in large-scale tests

• Research ratification of the formative assessment process

• Increased advocacy of the formative assessment process

Four Negatives

• Educator’s abysmal assessment literacy

• Uncritical adoption of interim assessment system(s)

• Computer adapted testing’s seductive allure

• Instructionally insensitive accountability tests

James Popham, July 2010

• “Formative assessment, when used effectively, can significantly improve student achievement and raise teacher quality. Yet high-quality formative assessment is rarely a consistent part of the classroom culture. Teachers are neither sufficiently familiar with it nor equipped with the knowledge or the skills to put formative assessment to work for themselves and their students.”– Advancing Formative Assessment in Every Classroom: A Guide

for Instructional Leaders, by Moss and Brookhart

Personal Reflection

• Please take a moment to think about, reflect on and answer this question:

WHY DO YOU ASSESS?

• Take a few minutes to discuss your answers with others around you.

THE FLAWS

Mistaken beliefs about:

Assessment and Motivation

Crucial Decision Makers

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 word choice with a neighbor.– Defend your choice if it differs from his/her

choice.

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 ______________________________________________.

o 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 try to learn

For Next Time

• Read the excerpt from Inside the Black Box.

• Use your reading guide as you read Chapter 2 in Classroom Assessment for Student Learning.

• Begin gathering and keeping a file of all the assessments that you give—formally or informally.

Content Building

Teacher pre-test results for Year 2 of LeaPS; number of questions correct in each category

Heat and Temperature

• Review the CTS Notes

• What seems to be problematic for students?

• How should teachers approach this concept according to the research?

Work Time

Is heat different from temperature?

How do you know?

• Decide your position

• Think back to today’s activities, what evidence to you have to support your position?

• Use the Writing an Argument Frame to help you develop your answer.

Literacy Standards for Science

• Learning Targets– I can identify the

reading and writing standards for science for my grade level.

What matters most?

• What does our investment in teaching students mean?

• What do we want students to walk away with from our schools and classrooms?

• What should we teach?

35

The Five-Minute University

What is Guido Sarducci telling us about 20th century learning?

36

BP Oil Spill: A Teachable Moment

What can we learn about the nature of the challenges our students will face in the 21st century from this ecological disaster?

37

The challenges and problems our students will face in the 21st Century are:

• unpredictable. As in the case of the BP oil spill, we can wake up facing new and significant challenges we didn’t know we had yesterday.

• ambiguous. We may not have the knowledge we need to solve the problems when they occur and will have to acquire new knowledge as a result.

• interdependent. No single person or entity can solve the problem of the BP oil spill. 21st century problems are situated in a global economy in which individuals, organizations, corporations, and governments often have to work together to solve large-scale problems.

38

What is the Common Core State Standard (CCSS) Initiative?

• State-led initiative, led by the National Governors Association and the Council of Chief School Officers.

48 states, Puerto Rico, District of Columbia, and the U.S. Virgin Islands

What is the Common Core State Standard (CCSS) Initiative?

• Collaboration based on multiple drafts and feedback from school administrators, teachers, experts, and the public.

Interesting fact: There were almost 10,000 responses when the final draft was opened for public review.

What is the Common Core State Standard (CCSS) Initiative?

• Draws upon the best practices of existing curricular models in the United States, as well as internationally—cognizant of the fact that we are preparing our students to be active participants in a global society and economy.

• Designed with a focus on coherence and consistency, rigorous content and its application through higher order thinking skills—to best prepare students for college and careers.

• Emphasis on literacy across the content areas.

How are the Common Core State Standards designed?

ELA & Literacy in Science, Social Studies/History, & Technical Subjects

Mathematics

The CCSS are divided up into 2 categories:

ELA Standards—An Overview

• K-12 Standards for– Reading – Writing– Speaking and Listening– Language

• Reading and Writing Standards for History/Social Studies

• Reading and Writing Standards for Science and Technical Subjects

College and Career Readiness Anchor StandardsELA

– 4 sets: Reading, Writing, Language, and Speaking and Listening– Social Studies/History, Science, and Technical Subjects—2 sets: Reading and Writing– All of the standards within the grade bands are linked to these anchors with building

complexity as the grades increase

StrandsWithin each set, the anchors are divided into strands

Grade BandsThe ELA anchors are grouped K-5 and 6-12 (6-12 only for Social Studies, History/Science, and Technical

Subjects)

StandardsThe standards within grades and grade bands provide further specificity in a developmentally

appropriate progression toward meeting the expectation of the anchor

AppendicesExemplar texts, performance tasks, student work

ELA Standards—StructureThis hierarchy describes how to read the CCSS documents for ELA & Literacy in Science, Social Studies/History, Science & Technical Subjects

Strand

Grade BandStandards

AppendicesExemplar texts, performance tasks, student work

Literacy Standards for Science: Writing

• Examine the College and Career Readiness Anchor Standards for Writing (pg. 63) and the Writing Standards for Literacy in Science (pgs. 64-66).

• What are the 3 types of writing specified in the CAS for science?

• What are some curricular and instructional implications based on the “Research to Build and Present Knowledge” strand and the “Range of Writing” strand? How is this similar and different from your current practices?

Literacy Standards for Science: Writing

• Would the notebooking and argument frame we used today help address these writing standards? What evidence can you cite to support your thinking?

• Examine the Grade 6 and 7 Student Samples of Arguments.

• What might be some next steps with the argument frame based on these samples?

• Why would it be important to help students develop this type of thinking and writing in science classes?

For Next Time

• Our next meeting will be November 18

• Read Ch 2 in Classroom Assessment for Student Learning-please use the reading guide.

• Read the excerpt from the Black Box.

• Begin gathering and filing all assessments that you give--formal or informal.