may 1, 2014 macomb science leadership council. as you consider the vision planning process we...
TRANSCRIPT
May 1, 2014
Macomb Science Leadership Council
As you consider the vision planning process we explored at our last meeting, which of these
quotes resonates with you?
Vision without action is merely a dream.
Action without vision just passes the time.
Vision with action can change the
world. Joel A. Barker
Be daring, be different, be impractical, be anything
that will assert integrity of purpose and imaginative vision against the play-it-safers, the creatures of the commonplace, the slaves of the ordinary.
Cecil BeatonLeadership is the capacity to translate vision
into reality.Warren G. Bennis
The vision must be followed by the venture. It is not enough to stare
up the steps – we must step up the
stairs.Vance Havner
When you have vision it affects your attitude.
Your attitude is optimistic rather than pessimistic.
Charles R. Swindoll
Good leaders must communicate vision clearly, creatively, and continually.
However, the vision doesn’t come alive
until the leader models it.
John C. Maxwell
Macomb Science Leadership Council
The purpose of this group is to provide professional learning, support, and
networking opportunities for district-level science curriculum and instruction leaders in
Macomb County.
Our work will center on supporting districts as we plan for the Next Generation Science
Standards.
Objectives for today
Sharing: How is your vision development going? What support do you need as you move forward?
NGSS Update: BOTA Assessment Report EQuIP Rubric for identifying NGSS-ready curricular
materialsGetting Started in your District:
Using the EQuIP Rubric for identifying NGSS-ready curricular materials
Thriving in times of change
It is unreasonable to ask a professional to
change much more than 10 percent a year,
but it is unprofessional to change by much
less than 10 percent a year.
~Steven Leinwand
“As-Is” ModelWhere are we now?
“To-Be” ModelWhere do we want to
be?
Culture
CompetenciesConditions
A Model for Change
Culture
CompetenciesConditions
Based on Harvard Change Leadership Group
?
Becoming NGSS Ready
At your table, please share your Planning Draft.
If you haven’t had a chance to complete it, jot down a few notes now.
Sharing your Vision Planning Draft
Please move to your group:
A: Elementary Teacher
B: Secondary Teacher
C: Coordinator/Teacher Leader
D: Building Administrator
E: Central Office Administrator
DEVELOPING ASSESSMENTS FOR THE NGSS REPORT
●EQUIP RUBRIC
NGSS Updates
Developing Assessments for the NGSS
Developing Assessments for the NGSS
http://www.nap.edu/catalog.php?record_id=18409
National Research Council
Board on Testing and Assessment
Board on Science Education
Division of Behavioral and Social Sciences and Education
Some of the Main Messages
New types of assessments are neededNGSS assessment should start with the needs
of classroom teaching and learningStates must create coherent systems of
assessment to support both classroom learning and policy/ monitoring functions
Implementation should be gradual, systematic, carefully prioritized, and attend to equity
Professional development and adequate support for teachers will be critical
System of Assessment
Assessment to support classroom teaching and learning
Assessment for monitoring student learning
Indicators of opportunity-to-learn (OTL)
What might these assessments look like?
Tasks should ask
students to apply
practices in the
context of
disciplinary core
ideas and
crosscutting
concepts.
Science and Engineering Practices
Crosscutting Concepts
Disciplinary Core Ideas
What might these assessments look like?
Need multi-component tasks that use a variety of response formats:
Selected response questions
Short and extended constructed response questions
Performance tasks
Classroom discourse
System of Assessment
Assessment to support classroom teaching and learning
Assessment for monitoring student learning
Indicators of opportunity-to-learn (OTL)
BIODIVERSITY IN THE SCHOOLYARD
5th Grade Example
5th grade example: Biodiversity in the schoolyard
Science and Engineering Practices
Crosscutting Concepts
Disciplinary Core Ideas
Where are the three dimensions assessed in this series of classroom assessment tasks?
Formative Assessment Tasks
• Collect data on the number of animals (abundance) and the number of different species (richness) in schoolyard zones
Task 1
• Create bar graphs that illustrate patterns in abundance and richness data from each of the schoolyard zones
Task 2
• Construct an explanation to support your answer to the question: Which zone of the schoolyard has the greatest biodiversity?
Task 3
Formative assessment
• Collect data on the number of animals (abundance) and the number of different species (richness) in schoolyard zones
Task 1
Formative assessment
• Create bar graphs that illustrate patterns in abundance and richness data from each of the schoolyard zones
Task 2
Formative assessment
• Construct an explanation to support your answer to the question: Which zone of the schoolyard has the greatest biodiversity?
Task 3scaffold
scaffold
Summative assessment
Construct an explanation to support an answer to the question: Which zone of the schoolyard has the greatest biodiversity?
5th grade example: Biodiversity in the schoolyard
• Disciplinary Core Idea
• Biodiversity
• Crosscutting Concept
• Patterns
• Practices • Planning and
carrying out investigations
• Analyzing and interpreting data
• Constructing explanations
Science and Engineering Practices
Crosscutting Concepts
Disciplinary Core Ideas
System of Assessment
Assessment to support classroom teaching and learning
Assessment for monitoring student learning
Indicators of opportunity-to-learn (OTL)
PLATE TECTONICS
Middle School Example
Middle school example: Plate tectonics
Science and Engineering Practices
Crosscutting Concepts
Disciplinary Core Ideas
Where are the three dimensions assessed in this performance task?
Performance Task
Draw a model of a volcano formation at a hot spot using arrows to show movement in the model. Be sure to label all parts of the model.
Use your model to explain what happens with the plate and what happens at the hot spot when a volcano forms.
Draw a model to show the side view (cross-section) of volcano formation near a plate boundary (at a subduction zone or divergent boundary). Be sure to label all parts of your model.
Use your model to explain what happens when a volcano forms near a plate boundary.
Performance Task
The hot spot allows the magma to move up into the crust where it forms a volcano.
The magma pushes up through the crust and goes up and erupts.
Middle school example: Plate tectonics
• Disciplinary Core Idea
• Plate tectonics
• Crosscutting Concept
• Patterns• Scale
• Practices • Developing and
using models
Science and Engineering Practices
Crosscutting Concepts
Disciplinary Core Ideas
Developing Assessments for the NGSS
http://www.nap.edu/catalog.php?record_id=18409
Remember:
This is a report about what kind of assessments need to be developed for NGSS.
No one has developed these assessments yet.
The examples included in the report (and today’s presentation) are things the committee saw and said…”Oh yes…something like that might work…”
Write Around
"It is through our assessment that we communicate most clearly to students
which activities and learning outcomes we value." ~NCTM Assessment Standards
As we consider the values outlined in the NGSS, what are
some things we need to consider as we reflect on our current district assessment system?
“…these practices are clearly identified not as separate learning goals that define what students should know about the process of
science. Instead, the scientific practices identify the reasoning behind, discourse
about, and application of the core ideas in science.” ~Reiser, Berland, and Kenyon
As we reflect on these ideas, what shifts in instruction will we
need to consider as we move forward?
“Too often, standards are long lists of detailed and disconnected facts, reinforcing the
criticism that science curricula in the United States tend to be ‘a mile wide and an inch
deep.’ Not only is such an approach alienating to young people, but it can also leave them with just fragments of knowledge and little
sense of the creative achievements of science, its inherent logic and consistency, and its
universality.” ~NGSS Framework
How do these ideas inform our district curriculum work?
NGSS and CIA
• Classroom Assessment (K-5)
• Classroom Assessment (6-12)
• Managing Exploration and Modeling (4-8)
• Argumentation and Explanation Development (3-5)
• Argumentation and Explanation Development (6-12)
• Creating Meaning through the Crosscutting Concepts (K-12)
2014-15 Workshops at MISD
2014-15 Workshops at the Detroit Zoo(information coming soon)
Hold off on big
curricular decisions until after
state adoption!
IDENTIFYING CURRICULAR RESOURCES THAT ARE ALIGNED TO THE NGSS
EQuIP Rubric
EQuIP Rubric
Educators Evaluating the Quality of Instructional Products
Similar to EQuIP Rubrics for Math and ELA
BECOMING NGSS READY:IDENTIFYING NGSS -READY CURRICULAR
MATERIALS
Getting started in your district
FIND A PARTNER!
NGSS Catch Phrase!
Partner A Partner B
Performance Expectation
Science and Engineering Practices
EnergyHeredityPlate tectonics
Crosscutting Concepts
Disciplinary Core Ideas
DNAClimateMolecule
NGSS Catch Phrase
JOIN A GROUP!
Curricular Materials to Review
Identifying NGSS-Ready Curricular Materials
Individually, review the lesson or unit and score it with the first column of the rubric.
Individually, complete the response form.
Evidence-Based Consensogram
Each person on your team places a
sticker on the consensogram that
reflects their thoughts about the
evidence they found to support
each statement on the rubric.
Evidence-Based Consensogram
As a team, discuss each of the criteria.
Focus on understanding the
interpretations from each person on the
team and the evidence they
have found.
The power of this process lies in this
discussion!
Identifying NGSS-Ready Curricular Materials
Continue the process with the other two columns.
Identifying NGSS-Ready Curricular Materials
Continue the process with the other two columns.
Tug of War Reflection
NGSS ReadyNOT NGSS Ready
Crosscutting
Concepts not
evident
Students use SEP: Planning
and carrying
out investigati
ons
From Making Thinking Visible by Ritchhart, Church, and Morrison
SEPTEMBER 22, 2014
JANUARY 15, 2015
APRIL 16, 2015
1:00 – 4 :00 PM
Science Leadership Council2014-15
Science Leadership Council Reflection
Big Ideas to Keep: Extensions to my Learning:
Someone to Connect With:
To Try:
Science Leadership Council Reflection
Big Ideas to Keep: Extensions to my Learning:
Someone to Connect With:
To Try:
Science Leadership Council Reflection
Big Ideas to Keep: Extensions to my Learning:
Someone to Connect With:
To Try:
Resources
Next Generation Science Standards: http://
www.nextgenscience.org/next-generation-science-standards
Developing Assessments for the NGSS http://www.nap.edu/catalog.php?record_id=18409
EQuIP Rubric http://www.nextgenscience.org/resources
Paul Drummondpdrummond@misd .net
Jenni fer Gott l i ebjgot t l i eb@misd .net
Mike Kle inmkle in@misd .net
Questions?