LeaPS Learning in Physical Science. December 9, 2010. Welcome!. A MSP Grant through KDE and Administered by University of Kentucky PIMSER Math and Science Outreach. Presentation Provided by the P-12 Math and Science Outreach Division of PIMSER. Project Goals for LeaPS.
December 9, 2010
A MSP Grant through KDE and
Administered by University of Kentucky
PIMSER Math and Science Outreach
P-12 Math and Science Outreach
Division of PIMSER
Overall goal: Students will learn targeted physical science concepts (structure and transformation of matter, force & motion)
Goal 1: Enhance teacher content and pedagogical knowledge of targeted physical science concepts
Goal 2: Improve Teacher Instructional Practices
Goal 3: Enhance Administrator Support
They require serious thinking about the underlying concepts that need to be developed before a student can master a particular area of science.
They prompt educators to think about how topics are presented at each grade level so that they build on and support each other.
They can draw on research about children’s learning in determining the scope and sequence of a curriculum.
They can incorporate all four strands of scientific proficiency. (Understanding scientific explanations, generating scientific evidence, reflecting on scientific knowledge, participating productively in science)
They engage students with meaningful questions and investigations of the natural world.
They suggest the most appropriate ages for introduction of core concepts.
They can suggest the most important tools and practices to assess understanding.
Educator’s abysmal assessment literacy
Uncritical adoption of interim assessment system(s)
Computer adapted testing’s seductive allure
Instructionally insensitive accountability tests
James Popham, July 2010
.7 Standard Deviation Score Gain =
25 Percentile Points on ITBS (middle of score range)
70 SAT Score Points
4 ACT Score Points
Largest Gain for Low Achievers
Reprint of “Inside the Black Box” in September, 2010 Kappan
Formal and informal processes teachers and students use to gather evidence to directly improve the learning of students assessed
Provides evidence achievement to certify student competence or program effectiveness
Assessment for learning
Use assessments to help students assess and adjust their own learning
Assessment for learning
Use classroom assessments to inform teacher’s decisions
Formative uses of summative data
Use of summative evidence to inform what comes next for individuals or groups of students
Learning Targets: FORMATIVE ASSESSMENT increases student achievement.
I can explain the rationale for using science notebooks as an instructional tool.
I can identify ways that WinS can assist with the implementation of the science literacy standards.Writing In Science
Does it lie
Students also need to learn specific scientific skills (e.g., making observations and interpreting data) and forms of expository writing (e.g., data analysis and conclusions) to help them construct their understanding of concepts and develop their ability to think analytically. Science notebooks serve as a tool in this learning.
Students need scaffolding and modeling to help them learn science concepts, scientific thinking and skills, and expository writing.
Elementary students have limited time and energy for making entries in their science notebooks, so their entries should focus on expository writing that will deepen their conceptual understanding and/or develop their scientific skills and thinking.
The science notebook is not a product that looks good, but it is a product to support learning and to develop expository writing skills.
The science notebook is not about what students did, but it is about helping them to make meaning of what they did.
Avoid having students write about how they felt, what was their favorite…,what they did, or a generic, “What did you learn today?”
Notebooks should be for formative rather than summative purposes and, therefore, should not be graded.
Date and Focus Question
Record data, take notes, make illustrations or diagrams
Questions about shared reflection of conclusions based on focus question
Use scaffolding to complete notebook entries
Date, in numerals, the first page of the entry.
Write a focus or investigative question for each lesson.
Write something about each science session.
Write legibly (not necessarily their “best handwriting”).
“You don’t have to be a rocket scientist to think like a rocket scientist.”
Gerry Wheeler, NSTA Executive Director