georgia performance standards hs ela & science december 2005
TRANSCRIPT
Georgia Performance Standards
HS ELA & ScienceHS ELA & Science
December 2005December 2005
What’s Different about GPS?
• Student learning is the focus.• Learning Goals are the same for all students.• Standards are integrated and should not be
taught in isolation.• Assessments are used to guide and modify
instruction.• Planning is structured in units.• The effectiveness of instruction is judged by
whether students meet the standard.
Not Repackaging an Old Product!
Standards-Based Education
1. Identify Desired Results (Learning Goals)
2. Develop an Assessment Plan(Evidence of Learning)
3. Make Instructional Decisions (Planned Learning Opportunities)
Power Standards in ELA
RL1 Comprehension and Interpretation RL2 ThemeRL3 Contemporary context &/or historical
backgroundRL4 Demonstrates understanding through writingRL5 Contextual vocabulary
RC1 1,000,000 wordsRC2 Discusses topics related to content readingRC3 Content vocabularyRC4 Puts reading in context
Power Standard
Power Standards in ELAW1 Organization, structure, and context
W2 Competence in a variety of genres
W3 Research and technology to support writing
W4 Timed and process writing
C1 Usage and mechanics
C2 Manuscript form
LSV1 Verbal interactions: S-T; S-S; Group
LSV2 Media literacy
Power Standard
Power Standard
Determining Learning Goals for an ELA Unit
Unit
Listening, Speaking, and
ViewingWriting
Reading
Co-Requisites in Science
Content – Characteristics =Facts
Characteristics – Content =Activities
Characteristics + Content =
SCIENCE
Content
SB2.Students will analyze that biological traits are passed on to successive generations.
a. Distinguish between DNA and RNA
b. Explain the role of DNA in storing and transmitting cellular information.
Characteristics of Science
SCSh6. Students will communicate scientific investigations and information clearly.
SCSh8. Students will understand important features of the process of scientific inquiry.
Characteristics of Science (cont.)
SCSh9. Students will enhance reading in all curriculum areas by:
a. Reading in all curriculum areas
b. Discussing books
c. Building vocabulary knowledge
d. Establishing context
PERFORMANCE TASK
Deoxyribonucleic Acid (DNA) is a three dimensional molecule that carries genetic information. Each pair of students will create a 3-dimensional model of a DNA molecule. The model should include representations of the four nucleotides and how their pairings in DNA form the double structure. Each group will give an oral presentation discussing the make up of DNA, the cause of its double helix structure, its process of replication, and the effect of changing the nucleotide sequence.
GHSGTSCSh3. Students will identify and investigate problems scientifically.
e. Develop reasonable conclusions based on data collected.
SB4. Students will assess the dependence of all organisms on one another and the flow of energy and matter within their ecosystems.a. Investigate the relationships among organisms, populations, communities, ecosystems, and biomes.
A scientist monitors populations of frilled lizards and wedge-tailed eagles in an Australian food web. The scientist notes that large drops in frilled lizard populations are closely followed by drops in the population of wedge-tailed eagles. Which inference could the scientist propose to explain this?
A. The two species are in competition for food resources.B. The two species share a predator-prey relationship..C. The two species are affected by different parasites.D. The two species are both omnivores.
Spring of 2000 Massachusetts Comprehensive Assessment System administration.
• The graph shows fluctuations in the numbers of predators and their prey. Explain in detail why these fluctuations occur and how they are related.
Science Unit Planner (Only a portion of the grid is shown on this slide.)
Unit #
SCSh1 aCuriosity, honesty, openness, skepticism
SCSh1 bDifferent explanations
SCSh1 cDesign and execution of new experiments
SCSh2 aUse of scientific apparatus
SCSh2 bAppropriate techniques in all laboratory situations
SCSh2 cSafety problems and violations
SB1a Cell organelles
SB1b Enzymes
SB1c major macromolecules
SB2a DNA & RNA
SB2b DNA storing info
SB2c Reproductive variability
SB2d New traits
SB2e Sexual vs. asexual
SB2fDNA technology
VIPs—Very Important Points
• All teachers must be familiar with the standards.
• Standards are revisited continuously throughout the teaching/learning process.
• Planning takes place at the unit level, and units are usually 3 to 6 weeks in length.
• Established coding procedures for unit/lesson plans need to be rethought.
Table Talk
Identify 3 things you’ve seen or heard so far
today that will impact your role as instructional
leader?
Be prepared to share your insights with the
whole group in 10 minutes.
Assessment vs. Grading
Student 1 receives mostly A’s and high B’s in the beginning; but his/her performance drops off considerably, and s/he receives an F on the final performance test.
Student 2 is erratic, receiving an equal number of A’s and F’s.
Student 3 is clueless at the beginning, but by the last few sessions, s/he catches on and performs flawlessly on the final performance. His/her grades are, in order from the first test to the last, F, F, F, D, D, C, B, A.
Assessment for Learning
• Not all students learn at the same rate or in the same way.
• Assessment is ongoing and continuous.
• Assessment guides instruction.
• Assessment provides evidence of student growth toward the learning goals.
Determine an Assessment PlanDetermine an Assessment Plan
Info
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Chec
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Dia
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& D
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Test
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uizz
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Acade
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Perfor
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asks
adapted from Understanding by Design
Self-A
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An Assessment Inventory
1. Assessments can also be categorized as selected response, constructed response, performance task, and informal/self-assessment.
2. To determine whether or not classroom assessment is balanced, complete the balanced assessment inventory as if you were still in the classroom.
3. How might this inventory assist you as you conduct teacher observations?
Assessment
“Not everything that can be counted counts, and not everything that counts can be counted.”
--Albert Einstein
Research Suggests . . .• According to Rick Stiggins, a balanced range of classroom
assessments is effective in improving student achievement, not only in individual classrooms, but also on state or other standardized tests that provide program evaluation data.
• In fact, Stiggins refers directly to a research review by Paul Black and Dylan William that reports effect sizes on high stakes tests of one-half to a full standard deviation for students who experienced “improved formative assessment” in their classrooms.
• This gain is sufficient to improve student achievement on standardized tests by “more than 30 percentile points, two grade-equivalents, or 100 points on the SAT scale” (Stiggins 2002).
Teaching for Understanding
• In order to provide evidence of understanding, students must be able to apply acquired knowledge and skills to new situations.
• Culminating performance tasks allow students to provide evidence of understanding.
Performance Tasks . . .
. . . generally occur over time
. . . result in tangible products or observable performances
. . . involve meaning-making
. . . encourage self-evaluation and revision
. . . require judgment to score
. . . reveal degrees of proficiency based on criteria established
and made public prior to the performance
. . . sometimes involve students working with others
-Marzano, Pickering, & McTighe
VIPs—Very Important Points• Assessment and grading are not the same thing.
• Students should be assessed on nearly everything they do, but it’s generally unwise to over-grade or to assign grades before the learning process is complete.
• Students do not all learn at the same rate or achieve the learning goals at the same time.
• Not every unit of instruction will end with a test.
• Averaging to determine final grades does not provide an adequate picture of student growth.
• Students who learn conceptually perform significantly better on standardized tests.
Table Talk
Performance standards require that we rethink ourassessment and grading practices, but thesepractices are deeply embedded in the culture of ourschools. Determine 2 or 3 things you might do in yourschools to begin to align your grading policies moreclosely with the underlying principles of standards-based education.
Be prepared to share your ideas with thewhole group in 15 minutes.
Making Instructional Decisions
• Differentiated instruction is the norm when teaching with performance standards.
• A differentiated classroom is “big onstandards,” but “short on standardization.”
(Tomlinson, The Differentiated Classroom, 29)
CALVIN AND HOBBES © 1993 Watterson. Dist. By UNIVERSAL PRESS SYNDICATE. Reprinted with permission. All rights reserved.
The Road to Student Success
Although the destination remains constant, the routes we take to reach that destination and the time it takes us to get there may vary.
According to Grant Wiggins:
"Good planning leaves room for the unplannable. You do not know what you'll be doing on April 11, and you're a fool if you think so. If you do, then the curriculum is more important to you than your students."
(Grant Wiggins, "Designing and Using Student Reflections and Self-Assessment," ASCD Summer Conference on Differentiated Instruction and Understanding by Design, June 2005)
Making Instructional Decisions
1. Schedule planned assessments on unit calendar.
2. Determine the instruction necessary to equip students to provide evidence of learning on scheduled assessments.
3. Select the most appropriate instructional strategies for providing students access to learning.
4. Schedule instructional activities on unit calendar.
Incorporating a Variety of Instructional Strategies
1. Thinking back to your own classroom practice, read over the categories of instructional strategies.
2. Mark a strategy with a + if you used it regularly, a if you used it occasionally, or a if you rarely or never used it.
3. How might this checklist assist you as you conduct teacher observations?
Observing Teachers with GPS in Mind
• Are learning goals clear to both the teacher and the students?
• Are students actively engaged in their own learning?
• Are the readiness levels, interests, and learning styles of the students being addressed?
• Is assessment for learning guiding instruction to ensure growth for every student?
VIPs—Very Important Points
• All instructional and assessment activities should be designed to move students toward the learning goals—the GPS.
• Students need multiple opportunities to learn using a variety of instructional strategies that incorporate a number of different modalities.
• Instruction should focus on growth for all students. Often the students who come into a classroom knowing the most, learn the least.
More VIPs—Very Important Points
• Unit plans must be flexible in order to allow assessment to guide instruction.
• In standards-based classrooms, teachers create student-centered learning environments.
• In student-centered learning environments, instruction takes place when students work independently, in pairs or small groups, one-on-one with the teacher, and in the class as a whole.
Table Talk
Performance standards provide consistency in terms
of learning goals, but standards are not the same
thing as standardization. Effective implementation of
the GPS precludes lockstep, “one size fits all”
instruction. Discuss what this may mean as you
observe and evaluate teachers in your buildings.
Be prepared to share your ideas with the
whole group in 15 minutes.
Your questions?
Contact InformationGerald Boyd
Associate Director, Curriculum & Instructional Services [email protected]
404-656-0476
Cynde Snider9-12 English Language Arts
Stephen PruittProgram Manager for Science & Mathematics