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.
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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
“Research strongly suggests that a more effective approach to science learning and teaching is to teach and build on core concepts of science over a period of years rather than weeks or months.”
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.
“The point is to emphasize the goal of understanding concepts, which is very different than merely memorizing vocabulary or definitions.”
“This framework of competencies for school leaders is specific largely to the classroom level of assessment in a balanced system…First, standards-driven reform has created new knowledge requirements and responsibilities for school leaders…Assessing the standards, not just through large-scale accountability tests or even local short-cycle or common assessments, but day to day in the classroom where standards, instruction, and assessment are all pages in the same book, is a requirement for standards-based reform.”
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
“The second reason this leadership framework is focused largely on the classroom level of assessment is the reward in improved student learning brought about by the use of classroom assessment of learning. Described by Fullan (2004) as a ‘high-yield strategy,’ the research reported on the topic helps explain why leadership knowledge and skill specific to it are beneficial.”
.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
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”).
Gerry Wheeler, NSTA Executive Director