Science Leadership Support Network

March 21, 2008

Welcome!

Enjoy some breakfast and networking!

Sponsored by:

PIMSER and KDE

Goals of SLSN

Participants will:• Articulate the “big ideas” in science, together

with teacher and student understandings (content, process, relevance) that underlie them.

• Develop a broader understanding of assessment and how to use a variety of assessment strategies in support of student learning.

• Develop and act on a personal vision of leadership for sustainable improvement in their school or district.

Group Norms

• Start and end on time• Put cell phones on silent• Be respectful of all

comments• Everyone participates• Exercise the rule of “two

feet”• Come prepared for the

meeting

Review from February

Instructional Model

Ed LeadershipArticles

Grading and Reporting

                                       

Roadmap for Today

Share FairInstructional Model

Grading & Reporting

DiagnosticQuestions

Easter Eggstravaganza

Instructional Model

• I can identify factors in an instructional sequence that deepen understanding.

What will I do to help students practice and deepen their

understanding of new knowledge?

• Considerations from Ch. 3:– Developing Procedural Knowledge– Developing Declarative Knowledge– Revision– Error Analysis– Identifying Similarities & Differences– Homework

What did we learn last time?

• Reflect on the activity from last month concerning the ratio between mass and volume– What did you do in this activity?– What did you learn from this activity?– Think about the rules you created—what do

they tell us about the mass to volume relationship?

Quality Control Experts

• Working in groups of 3– Assign jobs based on

your cooperative pyramid; everyone records

– Decide how you will determine quality of the Easter Tootsie Roll

– Follow the guidelines on the company letter

– Use combination notes to record your findings

Combination Notes

Regular notes Symbols, pictures, or

graphic

Summary

Step ONE

• Determine the mass to volume ratio for each set of samples

• Organize your data in a chart, then represent it graphically

• Look for patterns in your data among the samples

What about…….

Steps Two and Three

• After calculating density for each sample set, determine if the Easter wrapped Tootsie Roll meets quality standards

• Compare results with 2 other groups making sure to consider:– Testing procedures– Reliability of data

• Make final judgment using evidence on quality of the Easter candy

Homework

• Examine the “Questions for Defining Density” homework sheet

• Each table group will be assigned one homework question

• Be prepared to answer your question with evidence

• “Teaching always includes finding a balance between what and how, between content and skills, between declarative and procedural knowledge. While it is true that good teaching strategies incorporate content and skills, it is also true that some strategies are better suited to helping students learn how to serve a tennis ball, write an essay, or construct a mathematical proof; meanwhile, other strategies slant toward the declarative side of content, enabling teachers and students to explore essential questions and delve into the riches of various disciplines.”– Silver, Strong, Perini in The Strategic Teacher pg. 11

What will I do to help students practice and deepen their

understanding of new knowledge?• Examine the ‘Action Steps’ on pgs. 71-85.• Identify components in the demonstration

lesson.• Discuss how these components might help

students effectively deepen their understanding.

• Discuss how these components are/are not compatible with brain research.

“When choosing instructional approaches, think about what is

needed for learning, not just what is comfortable for

teaching.”-Wiggins and McTighe,

Understanding by Design, pg. 242

Grading and Reporting

• I can weigh evidence of accuracy for various methods of grading, in order to determine a more accurate way to report student understanding of the standards.

Ch. 9 CASLCommunicating About Student Learning

• With your table group, share the biggest ‘aha,’ most startling statement, something you disagree with, or something you are still pondering from chapter 9.

• As a table, be prepared to share the most thought provoking comments from your group.

Ch. 9 CASLCommunicating About Student Learning

• Find the table tent with the name of the role you chose to assume for the “after reading” section.

• Share the possible reactions and questions you brainstormed for this role with your role-alike group.

• Meet with your assigned mixed-role group and share reactions and questions for each role.

• Synthesize the perspectives and determine the top three reactions or questions that need to be considered when addressing how we communicate about student learning.

• Post these on chart paper.

Looking closely at habit•Always tricky: habits run so deep, we rationalize without realizing it.•We ask that you work hard to keep an open mind and resist the ‘Yes, but…’ reaction that is inevitable.

Grading Formulae: What Grades Do Students Deserve?

• Read the scenarios and examine the summary grades tallied by 3 different methods.

• Think and Write– Which grading method is

best?– Which is fairest?– What grade does each

student deserve?

• Pair and Share– What questions are raised by

the scenarios and the methods used to determine grades?

“…grading practices are not the result of careful thought or sound evidence,…rather, they are used because teachers experienced these practices as students and, having little training or experience with other options, continue their use.”

-Tom Guskey, Communicating Student Learning: The 1996 ASCD Yearbook.

Share Fair

• I can share formal and/or informal ways in which I have used materials and strategies from SLSN.

Share Fair

Share Fair• Meet with your “meaning making” group.• Brainstorm ways that you have used materials,

strategies, etc. from SLSN. Consider both formal (i.e., conducted a workshop) and informal (i.e., shared an article with a colleague) ways.

• Record on a T-chart on an index card. (3 min.)• If you have used the materials formally, record how

you have garnered support, the structure of the event(s), and the effectiveness of it/them.

• Share with your “meaning making” group.• Consider how the SLSN could assist you in sharing.

• “If we're growing, we're always going to be out of our comfort zone.”– John Maxwell

Diagnostic Questions

• I can provide suggestions to KDE about preferable formats for and marketing of the diagnostic items.

Project Background

• Development funds provided by KDE

• Began in 2005 • Designed a process

Development Process

• 20 teachers from Jessamine and Lewis Counties– Physics, biology, chemistry in 2005-2006

• Added teachers from Carter, Fayette, Rockcastle, and Russell Co.– Added earth science in 2006-2007

• Trained using CAC Test Item Development Materials

• Reached consensus on DoK levels

Development Process

• Chunked the PoS and CCA into topics by discipline

• Used Science Curriculum Topic Study approach and associated materials to assist in understanding key topics identified in the standards

Development Process• Identified problematic misconceptions

from various sources– Benchmarks for Science Literacy– Making Sense of Secondary Science– Concept Cartoons– Uncovering Student Ideas in Science– Other web resources

Development Process

• Deconstructed standards (PoS and CCA) into:– Knowledge– Reasoning– Skills– Products

Big Idea: Structure and Transformation of Matter (Physical Science) High School A basic understanding of matter is essential to the conceptual development of other big ideas in science. By high school, students will be dealing with evidence from both direct and indirect observations (microscopic level and smaller) to consider theories related to change and conservation of matter. The use of models (and an understanding of their scales and limitations) is an effective means of learning about the structure of matter. Looking for patterns in properties is also critical to comparing and explaining differences in matter. Academic Expectations 2.1 Students understand scientific ways of thinking and working and use those methods to solve real-life problems. 2.2 Students identify, analyze, and use patterns such as cycles and trends to understand past and present events and predict possible future events. 2.4 Students use the concept of scale and scientific models to explain the organization and functioning of living and nonliving things and predict other

characteristics that might be observed. 2.5 Students understand that under certain conditions nature tends to remain the same or move toward a balance. SC-HS-1.1.1 Students will classify or make generalizations about elements from data of observed patterns in atomic structure and/or position on the periodic table. The periodic table is a consequence of the repeating pattern of outermost electrons.

DOK 2

SC-H-STM-S-8 Students will explain the organizational structure (design) and communicate the usefulness of the Periodic Table to determine potential combinations of elements SC-H-STM-S-10 Students will relate the chemical behavior of an element, including bonding, to its location on the periodic table.

Knowledge Reasoning Skills Process Skills Products

Atomic number Valence electrons Periodicity Period Family Blocks Element Bond types Ionize Covalent Metallic Orbitals (spdf) Metals/ nonmetals Atomic radius Shielding effect Effective nuclear

charge Ionization energy electronegativity

explain organizational structure/ periodic table

communicate usefulness of periodic table to determine potential combinations of elements

relate chemical behavior of an element including bonding to location on periodic table

classify or make generalization about element from data

observe patterns in atomic structure

compare/ contrast properties

locate information on periodic table

predict bond types using information about location on periodic table

interpret electron configuration

construct graphs interpret graphs recognize patterns

Development Process

• Developed multiple choice and open response items (range and balance of DoK levels)– To assess knowledge, reasoning, skills– To assess naïve or misconceptions

concerning key concepts

• Developed parallel items when possible– Possible use pre/post– Check for “false positives”

Development Process

• Developed reading passages– Assessing comprehension of science text– Assessing content understanding and application

from reading– Using NAEP reading framework to craft items

• Developed performance tasks– Assessing critical skills identified from standards– Assessing to help determine if lack of or weak skill

responsible for limiting application of knowledge

Validation Process

• Do our questions assess what they were designed to assess?

• Have we identified the correct DoK level?• University personnel reviewed all items

– Standard match– DoK match– Content accuracy– Clarity– Importance

• Revised items based on feedback

Field Test Process

• Most items have been tested in a minimum of 2 different classrooms

• Item analysis has been utilized to revise questions– Scantron– By hand

Kinds of Assessment

• Diagnostic/Pre-assessment: takes place prior to instruction; used to identify student’s needs with respect to learning targets

• Formative/On-going assessment: provides direction for improvement and/or adjustment to instruction for a student/group of students/whole class

• Summative/Final assessment: provides information to be used in making a judgment about a student’s achievement at the end of a sequence of instruction

Assessment Continuum

Pre-assessmentPre-assessment FormativeFormative SummativeSummative(Finding Out) (Keeping Track &

Checking Up)(Making Sure)

•Pre-test•Graphing for Greatness•Inventory•KWL•Checklist•Observation•Self-Evaluation•Questioning•Concept Map

•Conference•Peer Evaluation•Observation•Questioning•Exit Card•Portfolio check•Quiz•Journal Entry•Self Evaluation•Concept Cartoons•Probes

•Unit test•Performance Task•Product/Exhibit•Demonstration•Portfolio Review

Never gradedRarely graded

Graded

Feedback and Goal Setting

Pre-assessments

• Sample the key content in the unit• Mirror the post assessment• Contain a low baseline• Align with the district or state proficiency

levels for end of unit• Are closely tied to the content learning targets• Can be efficiently scored• Support decision making• Inform students of the purpose

“Assessment is today’s means ofunderstanding how to modifytomorrow’s instruction.”

Carol Tomlinson

SC-HS-1.1.8Students will:  explain the importance of chemical reactions in a real-

world context;  justify conclusions using evidence/data from chemical

reactions. Chemical reactions (e.g., acids and bases,

oxidation, combustion of fuels, rusting, tarnishing) occur all around us and in every cell in our bodies. These reactions may release or absorb energy.

DOK 3

 22. When wood burns, CO2 is released into the air. From where

does the CO2 come?

A. CO2 is trapped as a gas inside the wood and is released upon

burning.B. CO2 is a liquid inside the wood and burning of the wood

allows it to evaporate.C. Carbon from the wood combines with oxygen from the air forming CO2.

D. Burning decomposes the molecules in the wood into CO2 and

other molecules.

DOK 2

 

42. Examine the following graphs and select the one that best illustrates what happens to the amount of matter over time as bonds are broken in the reactants and subsequently re-formed in the products of a chemical reaction. Assume that this reaction is occurring in a closed system.

DOK 2

Catalytic Converters

Open Response

Context/Situation

7. Most modern cars are fitted with a catalytic converter that makes the exhaust fumes

of the car less harmful to people and to the environment.

About 90% of harmful gases are converted into less harmful ones. Here are some of

the gases that go into the converter and how they come out of it.

DirectionsA. Use the information in the diagram above to give one example of how the catalytic converter makes exhaust fumes less harmful. B. Changes take place to gases inside the catalytic converter. Are these changes physical or chemical? Explain your answer.

Next Steps

• What would be the best way to package the items?

• What would be the best way to market the items?

Roadmap for Today

Share FairInstructional Model

Grading & Reporting

DiagnosticQuestions

Preview for MAY

• Next meeting: May 16th• Read Ch. 4 in The Art and

Science of Teaching and complete reading guide.

• Read the introduction (pgs. 1-46) of How to Grade for Learning using your Guide-o-rama.

• Continue to develop the instructional model.

• Continue study of grading and reporting.