APPLICATION IS ENGINEERING ON THE

SCIENCE MSP

[name here]REGIONAL SCIENCE COORDINATOR

[ESD here]

Application is Engineering Workshop Two:Using Student Data to Adjust Instruction

Supporting student success on the MSP

and beyond

Overview of the Series

Application and Engineering Design

Adjusting Instruction Based on Student Data

Implications for Instruction

For the Series…Learning Intentions:

Understand the technological design process as described in the WA Standards and the NGSS

Understand the student expectations for the technological design process in Washington State Standards

Understand application item types as assessed on the Measurement of Student Progress

For the Series….Learning Intentions

Use student data to adjust instruction

Apply their understanding of the applications/engineering in the classroom in their own context

Identify Academic Vocabulary unique to the Science MSP and the strategies to support ELL students

Day 2: Learning Intentions

Understand the student expectations for the technological design process in Washington State Standards

Use student data to adjust instruction

Apply their understanding of the applications/engineering in the classroom in their own context

Identify Academic Vocabulary unique to the Science MSP and the strategies to support ELL students

Your Turn

Take a few minutes to complete the Redesign MSP Item

Be conscientious

Put yourself in the students’ shoes What is confusing What could foul someone up

How does an Application Redesign Item connect to the NGSS?

Bridging from New Standards to Current Assessment

Where does a Redesign

Item sit in the Next

Generation Science

Standards Design

Process?

Bridging from New Standards to Current Assessment

Where does a Redesign Item sit in an NGSS

Design Standard?

Bridging from New Standards to Current Assessment

Where does a Redesign Item sit in Science

and Engineering Practices?

Examining Student Work- LASW Protocol

Teachers will work as a Professional Learning Community to:

Recognize the structure and purpose of protocols

Engage colleagues in a structured, collaborative discussion focused on student learning

Gain tools to use in collaborative professional development

What are Protocols?

• Protocols consist of….• Agreed upon structures and guidelines for conversation

• Vehicles for building the skills and culture necessary for collaborative work

• LASW Protocols enable educators to carefully and collaboratively examine student and/or teacher work

Rationale for Using LASW Protocols

• Deepens exploration of important ideas in teaching and learning

• Using a protocol will enhance the probability that everyone will have balanced opportunities to listen, present, examine, question, and respond

• It’s a good vehicle for surfasing assumptions, values, and beliefs in educational practice

Developing shared expectations of student work

Developing a rubric

Why Use H-M-L Protocols

Honing in on Student Performance

Read through the HML protocol

Identify roles in the group

Follow the protocol

Exploring the Rubric Together

Time Out for a Bio Break

Your Turn-Score Your Work

Score three student assessments from your class Fold the scoring rubric in half You score on one half then attach

to paper your score facing down

Trade with a partner for scoring

Peer Feedback

Partner scores on other half of scoring rubric

Discuss and agree

If you can’t agree have a third person

Once you get your rhythm KEEP SCORING

Effective Feedback

Read the first page: Feedback as Part of Formative Assessment from How to Give Effective Feedback to Your Students

by Susan M. Brookhart

Note:√ Ideas that reinforce your ideas.? Ideas you question! Ideas that surprise you.

http://www.ascd.org/publications/books/108019/chapters/Feedback@_An_Overview.aspx

Effective Feedback

Effective Feedback Chart

Look at three student responses from your group of varying quality

On a sticky note write what type of feedback you might give that student that would be effective and move their learning

Share your feedback ideas with a partner

Lunch

Marshmallow Challenge

Marshmallow Challenge

Marshmallow Support StructureDesign and build the Tallest Free-standing Structure

that will support a marshmallow

Criteria Constraints

The entire marshmallow must be on top

Structure must be free-standing

Collected measurement data

Building and testing completed in 18 minutes

Must use materials in the kit but need not use all

Must remain standing at end of 18 minutes

Structure height must be built and measured from the table (can’t be suspended, etc.)

Redesign Opportunity

Sense Making and Connections

What elements of the Design Process did you see in the Marshmallow Challenge ?

Given the learning from the implementation of the Zip Line Challenge and examining data from the student assessments, how can you optimize student engagement with the marshmallow challenge?

Your Turn

Take a few minutes to complete the Marshmallow Redesign MSP Item

Be conscientious

Put yourself in the students’ shoes What is confusing What could foul someone up

Item Vocabulary Challenges

Read the Marshmallow Redesign item prompt

Circle any words that might be “barrier words” to your students’ understanding

On the T-Chart place the “barrier words” in the appropriate column

Criteria for selecting words to teach

Think about what are the “barrier words”◦ Does this word keep the student from understanding

the text?

Importance of the word for understanding the text◦ What does the word choice bring to the meaning of

the text? (E.g., precision, specificity?)

General utility of the word◦ Is it a word that students are likely to see often in other

texts? Are there multiple meanings? ◦ Will it be of use to students in their own writing?

Criteria for selecting words to teach

Students’ prior knowledge of the word and the concept(s) to which it relates

◦ How does the word relate to other words, ideas, or experiences that the students know or have been learning?

◦ Are there opportunities for grouping words together to enhance understanding of a concept?

-- more at K-12 Teachers: Building Comprehension in the Common Core

Vocabulary Instruction

Meaning of specific words◦ Provide student-friendly definition(s)◦ Read the word in text◦ Discuss examples and non-examples of the word◦ Create semantic maps◦ Teach multiple meanings◦ Link new words to words students already know◦ (CCSS Language Standard 5)

Word-learning strategies◦ By using contextual cues◦ By using their existing knowledge of words and word parts

Lessons Learned

Skim through the 2012 Lessons Learned from Scoring Student Work document from OSPI

Note the areas where students at your grade level struggles with Application in particular

Which areas of struggle could you intentionally address with your students

Discuss your thinking with your elbow partner

Next Steps

Engage your students in the Marshmallow Challenge Design Challenge BEFORE you administer the post assessment

Be intentional about using instructional moves such as: Effective feedback Addressing barrier words in the challenge Thinking about “Lessons Learned” for Application items

APPLICATION IS ENGINEERING ON THE

SCIENCE MSP

[name here]

REGIONAL SCIENCE COORDINATOR

[ESD here]