pgptp session 2
DESCRIPTION
TRANSCRIPT
Welcome to the PGPTP Secondary Science Session
Dawn Berkeley, Seminar Leader
DO NOW: Please take out the self-assessment on science content knowledge (Handout 2.1).
Professional ValuesFocus on our primary mission of closing the
achievement gap by setting high expectations for our students, our colleagues and ourselves.
Maximize our experience – working with a sense of urgency, seeking out and welcoming experiences, resources, and feedback in order to grow.
Be flexible.
Respect one another.
Model a Culture of Achievement.
Group NormsBe respectful of one another
No side conversations
Be on time
Focus on things within your control
No war stories…limit dwelling (whining or complaining)
No blame or excuses
No interrupting
Take ownership of the session by actively participating
So, what’s different?2nd Year Completion Requirements:
Requirement #1 – Assessment Projects (5)1. Professional Development Plan
2. Aligning Strategies to Content Requirements & Student Needs
3. Analyzing Content, Standards, and Resources
4. Diagnosing Student Readiness, Setting Achievement Goals and Monitoring Progress – Part 1
5. Diagnosing Student Readiness, Setting Achievement Goals and Monitoring Progress – Part 1
Requirement #2 – Updated PES Component 4 – “Setting Goals for Student Achievement and Professional Development”
Requirement #3 – Improving Practice Analysis and Reflection (5 – 7 pg. reflection)
AgendaTime Section Activity
5:00 – 5:15 p.m. Opening Self-Assessment and Professional Goal Setting
5:15 – 6:15 p.m. Section 1 Identifying Important Science Content and Vocabulary
6:15 – 7:15 p.m. Section 2 Assessing Student Learning in Science
7:15 – 7:25 p.m. Break
7:25 – 7:50 p.m Section 3 Introduction to Inquiry Process
7:50 – 8:00 p.m. Closing Reflection
Session Objectives USE self-assessment of science content
knowledge and pedagogy to set professional goals for teaching science. (Ardalan)
IDENTIFY the importance of fundamental science content and vocabulary. (Kevin)
EXPLORE methods to assess student proficiency and develop the foundation to create a pretest that will guide unit planning and formatively modify instruction. (Alexis)
It is your responsibility to understand deeply the content you teach in order to make learning meaningful to all students.
Each of the core subjects you teach has a unique organizational structure, vocabulary, and requirements. Understanding these elements will help you make connections for your students between skills and knowledge, as well as within and between content areas. Most important, you will be able to help your students generalize and apply knowledge to new and complex academic tasks.
CONTENT
Kevin
Assessment is a keycomponent to closingthe achievement gap.Teachers need to useongoing assessmentsto be highly effectivein the classroom.
You will need to monitor student progress carefully, critically analyze results, and make immediate and careful changes to your own teaching practices in order to achieve measurable progress in student performance. You need to understand how to select effective assessments so that you can continuously document student progress toward meeting or exceeding grade-level standards by the end of the school year.
You will invest students in their academic development by being transparent about their performance, sharing results, and providing them with the ongoing assessment tools they need to understand and drive their own academic success.
ASSESSMENT
Ardalan
Teachers must chooseinstructional strategiescarefully to maximizetheir impact on studentachievement.
Your instructional choices should support student mastery of standards, be informed by student achievement data, and be differentiated to meet student needs. This will help ensure that your efforts in the classroom will lead toward the academic achievement for every student. Your curriculum is a tool, but whether your students make gains is up to you. No curriculum on its own will be effective for all students.
INSTRUCTION
Ardalan
OpeningSelf-Assessment and Professional Goal
Setting
Please complete Handout 2.2, Professional Goals for Teaching Science Sheet.
Key Message Experts
10 min.
Opening DebriefWhat topics do you have the most
confidence teaching? The least?
What local resources did you list to help you build your content knowledge?
How can self-assessments and goal setting be used in your own classroom?
5 min.
Session Objectives USE self-assessment of science content
knowledge and pedagogy to set professional goals for teaching science. (Joseph)
IDENTIFY the importance of fundamental science content and vocabulary. (Kevin)
EXPLORE methods to assess student proficiency and develop the foundation to create a pretest that will guide unit planning and formatively modify instruction. (Alexis)
AgendaTime Section Activity
5:00 – 5:15 p.m. Opening Self-Assessment and Professional Goal Setting
5:15 – 6:15 p.m. Section 1 Identifying Important Science Content and Vocabulary
6:15 – 7:15 p.m. Section 2 Assessing Student Learning in Science
7:15 – 7:25 p.m. Break
7:25 – 7:50 p.m Section 3 Introduction to Inquiry Process
7:50 – 8:00 p.m. Closing Reflection
Section 1Identifying Important Science Content and
Vocabulary
Approaches to Teaching Science Content
Identifying What Students Should “Know” in Order to “Do”
Vocabulary Necessary for Mastery of Key Concepts
Approaches to Teaching Science Content
Why is it important for students to develop content
knowledge?
DO NOW:Identify 2 partners to work with during the next activity.
Three Views
Take 2 minutes to review Handout 2.3 and write the pros and cons of teaching science content both through inquiry and direct teaching on the “Individual View” on Handout 2.4.
Now, find your first partner. You will have 2 minutes for both partners to share. After
sharing your ideas, locate a second partner to share with.
7 min.
Approaches to Teaching Science Content
5 min.
Approaches to Teaching
Science Content DebriefBenefits of direct teaching of science content
Challenges/drawbacks of direct teaching of science content
Benefits of teaching science content through scientific inquiry
Challenges/drawbacks of teaching scientific content through scientific inquiry
Alexis
Identifying What Students Should “Know” in Order to “Do”
Why is it important to identify the discrete facts and concepts embedded in a key concept?
DO NOW:Handout 2.5. Determine a focus of a unit to
teach between sessions 4 – 7.
Use the standards to determine what key concepts students should know and be able to do at the end of a unit. Only complete Columns 1 & 2.
12 min.
Vocabulary Necessary for Mastery of Key Concepts
DO NOW:Place your sticky notes along the continuum
on the back wall.
Next, read the quote from Project 2061.
5 min.
Vocabulary Necessary for Mastery of Key Concepts
DO NOW:Read the passage on Handout 2.6 and
answer the questions on the bottom of the handout.
Now, re-locate Handout 2.5 and determine the essential vocabulary students need to know for the same unit of study you worked on in Part B.
10 min.
Vocabulary Necessary for Mastery of Key Concepts Debrief
What challenges did you experience in selecting and teaching vocabulary?
What challenges do you see your students having when learning vocabulary?
What solutions to these challenges emerged from this activity?
3 min.
Session Objectives USE self-assessment of science content
knowledge and pedagogy to set professional goals for teaching science. (Joseph)
IDENTIFY the importance of fundamental science content and vocabulary. (Kevin)
EXPLORE methods to assess student proficiency and develop the foundation to create a pretest that will guide unit planning and formatively modify instruction. (Alexis)
Section 2Assessing Student Learning in Science
What is Assessment?
Assessing Science Content
Analyzing Sample Test Questions
What is Assessment?
DO NOW:With a partner, briefly share what you know
about the role of assessment.
Now, refer to Handout 2.7 , which you completed for HW. In one large group, discuss the questions on the chart and the Reflections Questions in 2.7. Numbered Heads Together.
5 min.
Assessing Science Content
DO NOW:Now, refer to Handout 2.8 , which you
completed for HW. (Bloom’s Taxonomy)
5 min.
Assessing Science Content
What is the prerequisite knowledge students should have as it pertains to that key concept/standard?
What is the role of Bloom’s in designing instruction and assessment?
How can you turn your essential questions into multiple choice or short-answer questions?
What are the most effective methods for assessing students on these standards?
3 min.
Assessing Science Content
DO NOW:Take out Handout 2.5 and select a key
concept from your upcoming unit to examine and fill in the columns on Handout 2.8 for this standard. Select a second key concept and perform the same.
20 min.
Analyzing Sample Test Questions
10 min.
Please take out the sample standardized test questions and an end-of-unit or chapter test from their textbook or curriculum resources (Homework).
Locate Handout 2.9 and select a key concept or standard that you plan to assess on your pretest.
Identify one strength/weakness in the test items you analyzed.
Session Objectives USE self-assessment of science content
knowledge and pedagogy to set professional goals for teaching science. (Joseph)
IDENTIFY the importance of fundamental science content and vocabulary. (Kevin)
EXPLORE methods to assess student proficiency and develop the foundation to create a pretest that will guide unit planning and formatively modify instruction. (Alexis)
10 min.
Section 3Introduction to Inquiry Process
Inquiry Process Overview
Parameters for Pretest
Introduction to the Data Tracker
Inquiry Process Overview
Please locate Handout 2.10 and the inquiry poster of the same graphic.
Parameters for Pretest
Please locate Handout 2.11, take 30 seconds to reiterate the parameter to a partner (in your own words).
Introduction to the Data Tracker
Please locate Handout 2.12
Take Away:Handout 2.12 will have 2 components:
A sheet for tracking mastery of content standards before/after a unit
A sheet for tracking science process skills (introduced in Session 5)
Introduction to the Data Tracker
• Each question is aligned with a standard• Tag each question with the standard (see
exemplar) (Why do this?) Feel free to use/create a “PR” column if needed
• Record student results for the pretest in the column labeled “Pre”
• Both tests should have similar questions per standard so as to align the tests to one another as closely as possible
Now summarize what you have heard about the tracker.
Session Objectives USE self-assessment of science content
knowledge and pedagogy to set professional goals for teaching science. (Joseph)
IDENTIFY the importance of fundamental science content and vocabulary. (Kevin)
EXPLORE methods to assess student proficiency and develop the foundation to create a pretest that will guide unit planning and formatively modify instruction. (Alexis)
ClosingReflection
Homework: Create a pre-test for a unit to teach between Sessions 4 and
7. Remember to address the pretest parameters on Handout 2.11.
Select one class of at least 15 – 20 students to take the assessment and be the focus of this inquiry process.
Bring the pretest assessment to Session 3 for a peer review. Administer pretest before Session 4 and again at the end of the unit, before Session 7. Bring back the standardized test questions from which the pre-test was formatted.
Read Handouts 3.10 and 3.11 and take notes using the coding explained on the top of the handouts.
Review your growth goals for teaching science on Handout 2.2 and begin working toward them.
Homework In session 2, you will examine the instruction and assessment
of science content knowledge.
Please complete the following: Due Next Session:
Work Product: Assessment Project: Analyzing Content, Standards and Resources
Complete Handouts 1.6 and 1.7b. Take the self-assessment on Handout 2.1. Read Handout 2.3 and mark the text with notes as explained in the
directions on the handout. Read Handout 2.7 and answer the questions following the article. Bring in resources for planning a unit to teach between Sessions 4
and 7. Bring standardized test items related to the unit from your textbook
or local assessments.
Instructional & Grouping Strategies
Think-pair-share
Interest cards
to call students
Fist-to-five
Random name picker
3-2-1 Closure
Clock
Partners/Baseball
Teammates/Map
Parnters
Quote Party
Sentence Strip Activity
Text Scavenger
Hunt
Circle-Triangle-Square
Objectives Experts
Three Views
Numbered Heads
Together