HHigh igh SSchool - chool - MMathematics athematics aand nd SScience cience SSuccess – uccess – 22

HS-MASS 2HS-MASS 2

Session 1 – High School Companion Session 1 – High School Companion Documents for Science and MathematicsDocuments for Science and Mathematics

Session 2 – Identifying Targets (CE Session 2 – Identifying Targets (CE deconstruction) and Lesson Constructiondeconstruction) and Lesson Construction

Session 3 and 4 – Balanced AssessmentSession 3 and 4 – Balanced Assessment

Session 1 Goals:Session 1 Goals:

Gain familiarity with Science and Gain familiarity with Science and Mathematics Companion/Clarification Mathematics Companion/Clarification Documents and Content ExpectationsDocuments and Content Expectations

Determine the BIG IDEAs of High School Determine the BIG IDEAs of High School Science and MathematicsScience and Mathematics

Identify the Content Expectations and Identify the Content Expectations and support leading to the BIG IDEAs.support leading to the BIG IDEAs.

Session 2 Goals:Session 2 Goals:

Deconstruct Content Expectations into Deconstruct Content Expectations into clear, student friendly targetsclear, student friendly targets

Identify and use specific strategies to teach Identify and use specific strategies to teach the language of mathematics and sciencethe language of mathematics and science

Use the targets and evidence-based Use the targets and evidence-based instructional strategies to move toward instructional strategies to move toward understanding of the BIG IDEAsunderstanding of the BIG IDEAs

Develop student understanding of the Develop student understanding of the progress toward the BIG IDEAprogress toward the BIG IDEA

The world of information….

requires a map

The map has structures that represent GREAT BIG IDEAS

The GREAT BIG IDEAS are broken down into BIG IDEAs

The BIG IDEAs contain all the bits of information that lead to understanding

Science HS Companion / Science HS Companion / Clarification DocumentClarification Document 4 Disciplines – 4 Disciplines –

biology, chemistry, earth science, physicsbiology, chemistry, earth science, physics MSLA work groupMSLA work group Teacher leaders and writersTeacher leaders and writers Units developed by state organizationsUnits developed by state organizations MDE – MSTA – MSLA collaborationMDE – MSTA – MSLA collaboration

HS Science Companion DocHS Science Companion Doc

Content Expectation listing – all essential, core Content Expectation listing – all essential, core and recommendedand recommended

Remind teachers how to read expectationsRemind teachers how to read expectations

12 Units – 3 weeks each teach time12 Units – 3 weeks each teach time Guidelines – not the ruleGuidelines – not the rule

BIG IDEASBIG IDEAS Supporting Content Expectations (E+C)Supporting Content Expectations (E+C) ClarificationsClarifications EXCLUSIONSEXCLUSIONS

HS Science Companion DocHS Science Companion Doc

All CEs and Clarifications are All CEs and Clarifications are assessableassessable Vocabulary – including vocab found Vocabulary – including vocab found

within CE, standards and statements – within CE, standards and statements – (from NAEP & Marzano) (from NAEP & Marzano) assessableassessable

Context – Context – not assessablenot assessable - background - background info and context for assessmentinfo and context for assessment

Instruments, Measurements and Instruments, Measurements and Representations – Representations – assessableassessable

HS Science Companion DocHS Science Companion Doc

Instructional Examples – 5 typesInstructional Examples – 5 types Not AssessableNot Assessable

InquiryInquiry ReflectionReflection GeneralGeneral InterventionIntervention EnrichmentEnrichment

HS-MASS 2 will develop MORE!HS-MASS 2 will develop MORE!

Target ReadyTarget Ready

Moving from the BIG IDEAS Moving from the BIG IDEAS

to content expectations to content expectations

to learning targets to learning targets

to lesson developmentto lesson development (Chapter 3 – Stiggins)(Chapter 3 – Stiggins)

Effective TeachingEffective Teaching

““teaching needn’t be exceptional to have teaching needn’t be exceptional to have a profound effect…” Schmokera profound effect…” Schmoker

““teaching had 6-10 times as much impact teaching had 6-10 times as much impact on achievement as all other factors on achievement as all other factors combined.” Mortimore and Sammonscombined.” Mortimore and Sammons

““just 3 years of effective teaching just 3 years of effective teaching accounts on average for an improvement accounts on average for an improvement of 35 to 50 percentile points.” Sandersof 35 to 50 percentile points.” Sanders

Effective TeachingEffective Teaching

Effective InstructionEffective Instruction Goal-Directed Teaching and LearningGoal-Directed Teaching and Learning Clear, student-friendly targetsClear, student-friendly targets Evidence-Based StrategiesEvidence-Based Strategies

Effective Classroom ManagementEffective Classroom Management

Effective Curriculum DesignEffective Curriculum Design Standards-Based Instruction & AssessmentStandards-Based Instruction & Assessment

= = Effective PedagogyEffective Pedagogy

Summative Assessment

Reteaching & Enrichment

Classroom Formative Assessment

Learning Activities

Formative Pre Assessment

Learning Targets

TargetsTargets

Foundation of Instruction, Learning andFoundation of Instruction, Learning and

Assessment……Assessment…… What is it we expect students to learn?What is it we expect students to learn? What is it that students expect to learn?What is it that students expect to learn? Do we have individual goals leading to Do we have individual goals leading to

comprehension of a BIG IDEA?comprehension of a BIG IDEA? Do students understand the progress Do students understand the progress

toward the BIG IDEA?toward the BIG IDEA?

Students can’t hit a Students can’t hit a target they can’t see…..target they can’t see…..

Curricular PrioritiesCurricular Priorities

Worth being familiar with

Important to know and do

Enduring Understanding

Endurance

Leverage

Readiness

ESSENTIAL TARGETSESSENTIAL TARGETS

3 criteria for each target:3 criteria for each target:

EnduranceEndurance – are students expected to – are students expected to retain the skills/knowledge long after the test retain the skills/knowledge long after the test is completed?is completed?

LeverageLeverage – is this skill/knowledge applicable – is this skill/knowledge applicable to many academic disciplines?to many academic disciplines?

ReadinessReadiness for the Next Level of Learning – for the Next Level of Learning – is this skill/knowledge preparing the student is this skill/knowledge preparing the student for success in the next grade/course?for success in the next grade/course?

TARGETS TARGETS

What do targets look like?What do targets look like?

KnowledgeKnowledge ReasoningReasoning PerformancePerformance ProductProduct

Levels of ThinkingLevels of Thinking(handouts)(handouts)

RecallRecall Do students know the information?Do students know the information?

RelateRelate Can students personalize the information?Can students personalize the information?

ConnectConnect Can students connect the information to Can students connect the information to

something else?something else? CreateCreate

Can students do something new and Can students do something new and different with the information?different with the information?

Match the verb to its Match the verb to its Level of ThinkingLevel of Thinking

You be the student: (handout)You be the student: (handout)

Teachers assign a level of thinking to Teachers assign a level of thinking to each of the content expectations.each of the content expectations.

Groups come to consensus regarding the Groups come to consensus regarding the levels of thinking required for levels of thinking required for understanding.understanding.

Goal-Directed EducationGoal-Directed Education

What is a learning goal?What is a learning goal?

Content ExpectationsContent Expectations Text and MaterialsText and Materials

What is the difference between a learning What is the difference between a learning goal and an activity?goal and an activity?

Students will know or be able to do……Students will know or be able to do……

TARGETSTARGETS Science / MathScience / Math

Identify your big idea for Identify your big idea for deconstructiondeconstruction

Identify the content expectations Identify the content expectations that support that big ideathat support that big idea

Develop specific learning targets Develop specific learning targets leading to understanding of the leading to understanding of the content expectationscontent expectations

Organize the learning goals into a Organize the learning goals into a sequence leading to the sequence leading to the understanding of a big ideaunderstanding of a big idea

Put the goals into student friendly Put the goals into student friendly languagelanguage

Find your BIG IDEAFind your BIG IDEA(handout – targets and lesson building strategy)(handout – targets and lesson building strategy)

You be the student:You be the student: Fill in the outline for your lesson (1-5)Fill in the outline for your lesson (1-5)

Choose a BIG IDEA from the discipline in Choose a BIG IDEA from the discipline in which you are MOST interested.which you are MOST interested.

Find where that BIG IDEA is placed in Find where that BIG IDEA is placed in the companion document.the companion document.

Find the content expectations that Find the content expectations that support the ENTIRE BIG IDEA.support the ENTIRE BIG IDEA.

Identify the Identify the Learning TargetsLearning TargetsYou be the student: You be the student: List the specific learning targets imbedded in List the specific learning targets imbedded in

the content expectations.(8)the content expectations.(8) Put the learning targets into a sequence Put the learning targets into a sequence

leading to understanding of the BIG IDEA.(9)leading to understanding of the BIG IDEA.(9) Identify the vocabulary necessary for Identify the vocabulary necessary for

understanding the BIG IDEA. (6)understanding the BIG IDEA. (6) Identify the Instruments, Measurements and Identify the Instruments, Measurements and

Representations(7)Representations(7)

Use your Use your Question Quadrant Question Quadrant (handout)(handout)

You be the student:You be the student:Assign target verbs to a LOT quadrant (#10)Assign target verbs to a LOT quadrant (#10) Ask a question related to that level of thinkingAsk a question related to that level of thinking

Use Instruments, Measurements, and Graphic Use Instruments, Measurements, and Graphic Representations Representations

Examples:Examples: (see handouts)(see handouts) Data in a graphData in a graph Interpreting tablesInterpreting tables Trigonometric graphsTrigonometric graphs

Develop questions for each of the targets at the Develop questions for each of the targets at the level of thinking indicated. (#11)level of thinking indicated. (#11)

Teach the BIG IDEATeach the BIG IDEA

You be the student:You be the student: Assign student-friendly language to the Assign student-friendly language to the

learning goals and place into a checklist learning goals and place into a checklist for student record-keeping. (12 & 13)for student record-keeping. (12 & 13)

CLEAR TARGETS – CLEAR TARGETS – Ask Yourself:Ask Yourself:

Are the student learning targets stated and Are the student learning targets stated and easy to find?easy to find?

Are the student learning targets focused – are Are the student learning targets focused – are there too many?there too many?

Are they clear?Are they clear? Do the stated learning targets reflect a bigger Do the stated learning targets reflect a bigger

plan to cover all important learning targets plan to cover all important learning targets leading to a big idea over time?leading to a big idea over time?

Do the students have a check list showing their Do the students have a check list showing their personal progress?personal progress?

Teach the BIG IDEATeach the BIG IDEA

You be the student:You be the student: Give an example of instructional Give an example of instructional

strategies you might use for each target. strategies you might use for each target. (14)(14)

Use specific vocabulary strategies to Use specific vocabulary strategies to insure student understanding of essential insure student understanding of essential terminology (15)terminology (15)

Align by Design Align by Design (handout)(handout)

Intentionally designing lessons, Intentionally designing lessons, instructional strategies, metacognitive instructional strategies, metacognitive strategies and assessments around strategies and assessments around important learning targets such that important learning targets such that targets, strategies and assessments are targets, strategies and assessments are aligned by the cognitive demand they aligned by the cognitive demand they require. (Walstrom)require. (Walstrom)

Teach the BIG IDEATeach the BIG IDEA

Begin and end labs and classroom Begin and end labs and classroom activities with reflection exercises to activities with reflection exercises to extend understanding (jigsaw articles)extend understanding (jigsaw articles)

Incorporate games into your instructionIncorporate games into your instruction Follow your instructional sequence with Follow your instructional sequence with

information on progress toward a big information on progress toward a big idea.idea.

Culminating Activity – Visual SUCCESS!Culminating Activity – Visual SUCCESS!

Lesson - ExampleLesson - Example Target and Lesson Building StrategyTarget and Lesson Building Strategy

Completed worksheetCompleted worksheet Standard B3Standard B3 Curricular MaterialsCurricular Materials Instructional StrategiesInstructional Strategies

Question Quadrant – for essential informationQuestion Quadrant – for essential information Visual Representation – VocabularyVisual Representation – Vocabulary Visual Representation – Antarctic OrganismsVisual Representation – Antarctic Organisms Visual Representation – Antarctic Food Chains and Visual Representation – Antarctic Food Chains and

Antarctic Food Chain Game + Food Web activityAntarctic Food Chain Game + Food Web activity Success Sequence – Flow of EnergySuccess Sequence – Flow of Energy Success Sequence – Antarctic food webSuccess Sequence – Antarctic food web

Success SequenceSuccess SequenceFlow of Energy DiagramFlow of Energy Diagram Study for 2 minutes – write down 3 insights.Study for 2 minutes – write down 3 insights. Pairs develop lists.Pairs develop lists. Teacher asks questions based on the diagramTeacher asks questions based on the diagram::

Which trophic level stores the greatest amount of energy?Which trophic level stores the greatest amount of energy? Where does the energy stored by the producers come from?Where does the energy stored by the producers come from? Are abiotic components of the ecosystem represented in this diagram?Are abiotic components of the ecosystem represented in this diagram? Where does the lost energy go? Where does the lost energy go? At what trophic level do most people belong?At what trophic level do most people belong? How does this pyramid relate to a simple food chain?How does this pyramid relate to a simple food chain? If you were counseling the governmental head of agricultural decisions in If you were counseling the governmental head of agricultural decisions in

an overpopulated county, what types of recommendations would you an overpopulated county, what types of recommendations would you make regarding the foods they should produce?make regarding the foods they should produce?

Would you suggest more grains and vegetables?Would you suggest more grains and vegetables? Would you suggest more beef and poultry?Would you suggest more beef and poultry? What trophic level is capable of supporting the most people?What trophic level is capable of supporting the most people? What evidence would you need to make the best argument for your What evidence would you need to make the best argument for your

position?position?

Lesson - ExampleLesson - Example Student ActivitiesStudent Activities

ReadingReading Success SequencesSuccess Sequences Visual Representations Visual Representations

VocabularyVocabulary Antarctic OrganismsAntarctic Organisms Antarctic Food Chains and Antarctic Food WebAntarctic Food Chains and Antarctic Food Web

Culminating Activity - IcosahedronCulminating Activity - Icosahedron

Adding visuals to targetsAdding visuals to targets

Teachers Domain   Biological InvadersQuickTime Video

http://www.teachersdomain.org/resources/lsps07/sci/life/eco/oceanfoodweb/assets/lsps07_int_oceanfoodweb/lsps07_int_oceanfoodweb_swf.html

Antarctic Food Web Game - Flash Interactive

http://www.teachersdomain.org/resources/tdc02/sci/life/eco/bioinvaders/index.html

National GeographicVideo: Antarctica Diving Opens Up

World of Strange Creatures

http://news.nationalgeographic.com/news/2006/08/060831-antarctic-video.html

http://www.usap.gov/videoclipsandmaps/spwebcam.cfm

US Antarctic – South Pole Station Web Cam

Balanced AssessmentBalanced Assessment

Assessment plays an essential role Assessment plays an essential role informing the instructor and the student informing the instructor and the student of what remains to be taught and of what remains to be taught and learned.learned.