methods of education nc science essential...
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METHODS OF ENVIRONMENTALEDUCATION : NCSCIENCE ESSENTIAL
STANDARDS &ASSESSMENT
EENCConferenceSeptember23,2016
FourFundamentalQuestionsforEffectiveCurriculumDevelopment
1. THELEARNINGQUESTION:
Whatisimportant forstudentstolearninthelimitedschoolandclassroomtimeavailable?
2. THEINSTRUCTIONQUESTION:
Howdoesoneplananddeliverinstruction thatwillresultinhigh levelsoflearningforlargenumbersofstudents?
3. THEASSESSMENTQUESTION
Howdoesoneselectordesignassessmentinstrumentsandprocedures thatprovideaccurateinformationabouthowwellstudentsarelearning?
4. THEALIGNMENTQUESTION:
Howdoesoneensurethatobjectives,instructionandassessmentareconsistentwithoneanother?
TheStructureofCurriculum
Learning Experiences/Activities
Materials and Equipment
TheLearningQuestion:Whatisimportantforstudentstolearninthelimitedschoolandclassroomtimethatisavailable?
TASK
TheCommonFormatofObjectives
Subject Verb Object
S V O
RelationshipofObjectives
VERBS:TheCognitiveProcessesDimension6CategoriesAssociatedwithTwoorMoreCognitiveProcesses
• Remember– Recognizing– Recalling
• Understand– Interpreting– Exemplifying– Classifying– Summarizing– Inferring– Comparing– Explaining
CognitiveProcesses(continued)
• Apply– Executing– Implementing
• Analyze– Differentiating– Organizing– Attributing
• Evaluate– Checking– Critiquing
• Create– Generating– Planning– Producing
ExamplesofObjectives
• Thestudentwillremembertherulesforusingcommas,semi-colons,andcolons.
• Studentswillexplainhowpesticidescannegativelyimpactthepollinationprocess.
• Thestudentwillcomparewholenumbers,fractions,decimals,andpercentages,usingconcretematerials,drawingsofpictures,andmathematicalsymbols.
CategoriesoftheKnowledgeDimension
Fourtypesofknowledge:• Factual• Conceptual• Procedural• Metacognitive
A.FactualKnowledgeBasicelements studentsmustknowtobeacquaintedwithadisciplineorsolveproblemsinit.
Sub-types:Aa.KnowledgeofterminologyAb.Knowledgeofspecificdetailsandelements
Examples:• 1812• WilliamShakespeare• 4x3=12• >
B.ConceptualKnowledgeTheinterrelationshipsamongthebasicelementswithinalargerstructurethatenablesthemtoworktogether.Sub-types:Ba.KnowledgeofclassificationsandcategoriesBb.KnowledgeofprinciplesandgeneralizationsBc.Knowledgeoftheories,modelsandstructures
Examples:• Newton’sLawsofMotion• Boyle’sLaw• Mendel’sPrinciplesofHeredity
C.ProceduralKnowledgeHowtodosomething:methodsofinquiry,andcriteriaforusingskills,algorithms,techniques,andmethods.
Sub-types:Ca.Knowledgeofsubject-specificskillsandalgorithmsCb.Knowledgeofsubject-specifictechniquesandmethodsCc.Knowledgeofcriteriafordeterminingwhentouse
appropriateprocedures.
Examples:• Inmath,algorithmsforperforminglongdivision• Inscience,methodsfordesigningexperiments• InELA,proceduresforspellingwords
D.Metacognitive Knowledge
Examples:1. Knowingwhentousemnemonicstrategies,paraphrasing,
summarizing,questioning,note-taking,oroutliningtoattainalearninggoal.
2. Realizingthatyourstudysessionwillbemoreproductiveifyouworkinthelibraryratherthanathome.
3. Knowingthatthesciencetextbookchaptershavetobestudieddifferentlyfromnovels.
Non-examples:StandardsthataskthestudenttoA. outlinethestructureoflocalgovernment.(B)B. identifytheauthor’sperspectiveinaliterarywork.(B)
Knowledgeofcognitioningeneralaswellasawarenessandknowledgeofone'sowncognition(thinkingaboutyourthinking).
Whenyoucombine
theverbs (cognitiveprocesses)
withthenouns (knowledge)
youendupwithatwo-dimensionaltable:
theTaxonomyTable.
VERBS+NOUNS=
RBT Taxonomy Table
A1
B2
C3
TASK
Whatdoyouusetounpackthestandards?
ResourcesforUnpacking
• AFrameworkforK-12ScienceEducation
• ScienceforAllAmericans
• BenchmarksforScienceLiteracy
• CollegeBoardStandardsforCollegeSuccess
can be found on theNCDPI Science Alignment LiveBinder
Examplesofunpacking…
http://www.livebinders.com/play/play?id=1944414&backurl=/shelf/my
HowareEssentialStandardsandClarifyingObjectivesrelatedtolearningtargets?
8.P.1.1
Essential Standard:8.P.1 Understand the properties of matter and changes that occur when matter interacts in an open and closed container.
Learning Target
Sort materials based on packing and arrangements of its atoms.
EducationalObjectives
InstructionalObjective
Learning Target:
Clarifying Objective:Classify matter as elements, compounds, or mixtures based on how the atoms are packed together in arrangements.
8.P.1
GlobalObjectives
National Science Education Standards (NSES)Standard B:As a result of their activities in grades 5-8, all students should develop an understanding of: properties and changes of properties in matter; motions and forces; transfer of energy.
Howdoesonedetermineappropriatelearningtargets?
Refer totheobjectinthestandard.
Basedonthecontentpresentedinyourstandard,considerthefollowingquestions:
1. Whatfactualknowledgewillstudentsneedtodemonstratetheiracquaintancewiththecontentorsolveproblemsinthecontent?
2. Whatconceptualknowledgewillstudentsneedtodemonstrateanunderstandingoftheinterrelationshipsamongthebasicelementsofthecontentwithinalargerstructure,thatenablesthemtoworktogether?
3. Whatproceduralknowledge(knowledgeofhowtodosomething):-methodsofinquiry,-criteriaforusingskills,algorithms,techniques,andmethodswillstudentsneedtodemonstratemasteryofthecontent?
4. What,ifany,metacognitiveknowledgewillstudentsneedtoknowwhenengaginginproblem-solvingactivitiesonthecontent?
QuestionstoGuideDeconstructing
ClearLearningTargetsDrivetheFormativeAssessmentProcess
LearningTargetsanswerthequestion:Assesswhat?
Nowaddresstheverb.Tocompletethelearningtarget,selectanappropriateverbbasedonthetypeofknowledge.
Forexample,ifyouareworkingwithfactualknowledge,wegenerallyexpectstudentstorememberfactualknowledge.
So,inthiscase,selectaverbthatmeansrememberbasedonwhatyouintendstudentstodo,e.g.recall,recognizeoridentifythepresentedfacts.
Ex.- Studentswillrecallthebasicstepsofphotosynthesis.
Verbs–Alignthestandardstotheassessment
Withoutcleartargetswecan’tdoanyofthefollowing…• Correctlyidentifywhatstudentsknow,don’tknow,andtheirlevelofachievement.
• Makedecisionsaboutnextstepsininstruction.
• Givedetailed,descriptivefeedbacktostudents.
• Createaculturewherestudentsself-assessorsetgoalslikelytohelpthemlearnmore.
• Keeptrackofstudentlearning- targetbytargetandstandardbystandard.
• Knowiftheassessmentadequatelycoversandsampleswhatwetaught.
Assessmentof LearningTargets
• Acleartargetcanbeassessed.• Writeanassessmentitemforeachofyourlearningtargets.
ResourcesforAssessment
• AAAS(AmericanAssociationfortheAdvancementofScience)ScienceAssessment– Selectitemsandcomposeowntest– Misconceptions
• Edinformatics– StateTests– LessonPlans
• NCDPIAccountabilityServicesDivision– StateTests(releasedforms)– NCFE(NCFinalExams)
FormativeAssessment- AssessmentFORLearning• K-12FormativeAssessmentProbeAlignment• http://scnces.ncdpi.wikispaces.net/Formative+Assessment+Probe+Alignment
ThebestanswerisYalena’s:“IthinkIwouldseewaterintinycracksandspacesbetweensoil,
sand,androcks.”
TheStructureofCurriculum
Learning Experiences/Activities
Materials and Equipment