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Lesson Study Interactive PowerPoint SPREE 2005-2006. Jump to Step 1. Jump to Step 2. Jump to Step3. Jump to Sep 4. Jump to Sep 5. Planning Process. Press space bar to advance through this slide. Demographics. Step 1: Your Students. School & Classroom. Key Factors –

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slide1

Lesson Study

Interactive PowerPoint

SPREE 2005-2006

Jump to

Step 1

Jump to

Step 2

Jump to

Step3

Jump to

Sep 4

Jump to

Sep 5

slide2

Planning Process

Press space bar

to advance

through this slide

Demographics

Step 1:

Your Students

School &

Classroom

Key Factors –

Student Needs

Step 5: “Study” Lesson

Step 2:

Goal Selection

Objectives – Steps - Debriefing

Sequence & Flow

Step 4: Learning Experiences

Aspirations for Students

Gaps

Of Gap & Goals

Goal to address Gap

Step 3:

Evidence

Of Student Learning

lesson study planning template

Unit Template

Contextual Factors

Goals/Assmnt/Instruction

Analysis & Self-Evaluation

Lesson Study Planning Template
  • A tool for organizing the Unit Plan Effectively
  • Template embodies all 5 steps of the Lesson Study Planning Process

Prompts

Prompts

Prompts

slide4

SCIENCE “LESSON STUDY” PLANNING TEMPLATE

Team Members: Grade(s): School(s):

Facilitator and other advisors:

Unit Topic and Science Standards you will address:

Narrative Overview of what your team will focus on:

Organization of your group (Include meeting schedule, meeting structure, process for setting deadlines & milestones)

Budget: roughly, how will you use the allocated science supplies fees from SPREE?

slide5

Go onto

Step 2

what student needs require accommodations
What Student Needs Require Accommodations?

A number of online resources provide assistance and strategies for science instruction for English learners, advanced learners and students with disabilities:

  • CA Science Project English Learner Initiative:

http://csmp.ucop.edu/csp/initiative.html

  • SDAIE Handbook: Techniques, Strategies, and Suggestions for Teachers of LEP and Former LEP Students

http://www.csupomona.edu/~tassi/sdaie.htm

  • Inclusion in science education for students with disabilities

http://www.as.wvu.edu/~scidis/sitemap.html

  • Planning Science Programs for High Ability Learners

http://ericec.org/digests/e546.html

Back to

Step 1

Template

slide8

Go onto

Step 3

slide9

Evidence

Go onto

Step 4

entry level evidence
Entry Level Evidence:
  • Measure existing knowledge & skills
  • Measure mastery of preceding sets of content standards
  • Serve as a diagnostic tool to help plan instruction
  • Provide “pre-test” data to be compared to “post-test” data at the end of the unit
  • Should be administered under same conditions for all students
formative progress monitoring evidence
Formative (Progress Monitoring) Evidence:
  • Monitor student progress on an ongoing basis throughout the unit
  • Inform the teacher about what is working, what isn’t and what adjustments to the plan are needed
  • Identify struggling students who need direct interventions
  • Provide quick feedback to students with opportunities to improve
summative quizzes tests prompts and or other evidence
Summative quizzes, tests, prompts, and/or other Evidence:
  • End-of-unit measurement of students’ ability to apply the science knowledge and skills they have acquired.
  • Require students to demonstrate the extent they have met the goals and objectives identified in Stage 2
  • Provide a “post-test” comparison to the “pre-test” conducted before the unit began
multiple methods of evidence
Multiple Methods of “Evidence”

Authentic

Informal

Checks for

Understanding

Essays/Prompts

Traditional

Click in any box for more details or the button below to skip ahead to Step 4.

Step4

Back to

Step 3

Template

informal checks for understanding
Informal Checks for Understanding
  • Hand Signals (thumbs up, thumbs down, wave hand)
  • Index Card Summaries (“Summarize a big idea you got from this lesson”)
  • Index Card Questions (“State one thing you don’t understand about...”)
  • Question Box (a place to leave questions about concepts & processes)
  • Misconception Checks (State a common misconception & ask if they agree/disagree—why or why not?)
  • Observations
  • Interviews, Dialogues, Open-Ended Questions
  • Daily journal entries

Click HERE for web links to grade-level science assessments or click on the arrow to the right to return to the Step 3 Template

traditional assessment
Traditional Assessment
  • Multiple Choice – potentially useful for baseline measurement of content knowledge & science vocabulary
  • True-False – More useful to assess attitudes & applications of ideas versus content/vocabulary
  • Matching – More responses that list items increases likelihood of higher level thinking
  • Completion/Short Answers – Reduces guesswork but need careful wording to avoid ambiguous answers

Click HERE for web links to grade-level science assessments or click on the arrow to the right to return to the Step 3 Template

essays prompts
Essays/Prompts
  • Useful in the assessment of problem-solving skills and complex interrelationships between concepts and processes
  • Provides opportunities for students to develop written communication skills
  • Shortcomings include the subjective nature of essay questions (no single right/wrong answer) and English Language learner variabilities
  • Important to provide expectations and use some kind of grading rubric

Click HERE for web links to grade-level science assessments or click on the arrow to the right to return to the Step 3 Template

authentic assessment
Authentic Assessment
  • Performance-based
    • may be used to assess correct answers and the processes used to get there
    • usually involves use of concrete materials
    • may include models, scientific illustrations & diagrams, experiments, and other contextualized demonstrations
  • Projects – students investigate authentic questions and use processes of investigation & experimentation to find solutions
  • Interviews & Student Journals – a good way to identify thinking & problem-solving abilities, misconceptions, and communication skills
  • Portfolios – a collection of student work over time that provides evidence and reflections demonstrating knowledge, abilities & understanding
  • Graphic Organizers – such as concept maps, vee maps & Venn diagrams – help assess students’ grasp of the interrelationship among concepts

Click HERE for web links to grade-level science assessments or click on the arrow to the right to return to the Step 3 Template

web links to grade level assessments
Grade K

http://WWW.CORWINPRESS.COM/searchresults.aspx?search_text=Assessing Student Understanding in Science&sa=true&sc=1

http://pals.sri.com/

http://www.cobb.k12.ga.us/~schoolimprovement/curriculum/science/kscience.htm

http://www.exemplars.com/science_k-2/science_k-2_sample.html

Grade 1

http://WWW.CORWINPRESS.COM/searchresults.aspx?search_text=Assessing Student Understanding in Science&sa=true&sc=1

http://pals.sri.com/

http://web.dps.k12.va.us/parkave/soltest.htm

http://www.sasked.gov.sk.ca/docs/elemsci/plants1.pdf

http://www.exemplars.com/science_k-2/science_k-2_sample.html

Grade 2

http://pals.sri.com/

http://WWW.CORWINPRESS.COM/searchresults.aspx?search_text=Assessing Student Understanding in Science&sa=true&sc=1

http://web.dps.k12.va.us/parkave/soltest.htm

http://www.sasked.gov.sk.ca/docs/elemsci/plants1.pdf

http://www.sasked.gov.sk.ca/docs/elemsci/plants2.pdf

http://www.exemplars.com/science_k-2/science_k-2_sample.html

Grade 3

http://pals.sri.com/

http://WWW.CORWINPRESS.COM/searchresults.aspx?search_text=Assessing Student Understanding in Science&sa=true&sc=1

http://education.jlab.org/solquiz/sci3_45.html

http://web.dps.k12.va.us/parkave/soltest.htm

http://www.sasked.gov.sk.ca/docs/elemsci/heat1.pdf

http://www.sasked.gov.sk.ca/docs/elemsci/matter1.pdf

http://www.sasked.gov.sk.ca/docs/elemsci/matter2.pdf

http://www.exemplars.com/science_3-5/science_3-5_sample.html

Grade 4

http://pals.sri.com/

http://WWW.CORWINPRESS.COM/searchresults.aspx?search_text=Assessing Student Understanding in Science&sa=true&sc=1

http://web.dps.k12.va.us/parkave/soltest.htm

http://www.ode.state.oh.us/proficiency/02Tests/grade4/4sci0302.pdf

http://tp1.clearlearning.com/ISBE/2003/grade4science/index.html

http://www.edinformatics.com/timss/pop1/scipop1.htm?submit33=Grade+3,4+Science+Test

http://www.exemplars.com/science_3-5/science_3-5_sample.html

http://nces.ed.gov/nationsreportcard/ITMRLS/search.asp?picksubj=Science

Web Links to Grade Level Assessments
web links to grade level assessments continued
Grade 5

http://pals.sri.com/

http://WWW.CORWINPRESS.COM/searchresults.aspx?search_text=Assessing Student Understanding in Science&sa=true&sc=1

http://www.vismt.org/programs/assessment/sample_test_5.pdf

http://education.jlab.org/solquiz/sci5_26.html

http://web.dps.k12.va.us/parkave/soltest.htm

http://www.sasked.gov.sk.ca/docs/elemsci/heat2,pdf

http://www.aea3.k12.ia.us/divisions/instr/science/Level1test.pdf

http://www.exemplars.com/science_3-5/science_3-5_sample.html

Grade 6

http://pals.sri.com/

http://WWW.CORWINPRESS.COM/searchresults.aspx?search_text=Assessing Student Understanding in Science&sa=true&sc=1

http://www.aea3.k12.ia.us/divisions/instr/science/Level2test.pdf

http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/2000/sci6_at_2000.pdf

http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/1999/sc6_at99.pdf

http://www.ode.state.oh.us/proficiency/sample_tests/sixth/6ptscie.pdf

http://tp1.clearlearning.com/ISBE/2003/grade7science/index.html

http://www.learn.co.uk/default.asp?WCI=Topic&WCU=3964

http://www.exemplars.com/science_6-8/science_6-8_sample.html

http://nces.ed.gov/nationsreportcard/ITMRLS/search.asp?picksubj=Science

Grade 7

http://pals.sri.com/

http://WWW.CORWINPRESS.COM/searchresults.aspx?search_text=Assessing Student Understanding in Science&sa=true&sc=1

http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/2000/sci6_at_2000.pdf

http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/1999/sc6_at99.pdf

http://www.ode.state.oh.us/proficiency/sample_tests/sixth/6ptscie.pdf

http://tp1.clearlearning.com/ISBE/2003/grade7science/index.html

http://www.learn.co.uk/default.asp?WCI=Topic&WCU=3964

http://www.exemplars.com/science_6-8/science_6-8_sample.html

http://nces.ed.gov/nationsreportcard/ITMRLS/search.asp?picksubj=Science

Grade 8

http://pals.sri.com/

http://WWW.CORWINPRESS.COM/searchresults.aspx?search_text=Assessing Student Understanding in Science&sa=true&sc=1

http://education.jlab.org/solquiz/sci8_42.html

http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/2000/sci6_at_2000.pdf

http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/1999/sc6_at99.pdf

http://www.ode.state.oh.us/proficiency/sample_tests/sixth/6ptscie.pdf

http://tp1.clearlearning.com/ISBE/2003/grade7science/index.html

http://www.learn.co.uk/default.asp?WCI=Topic&WCU=3964

http://www.exemplars.com/science_6-8/science_6-8_sample.html

http://nces.ed.gov/nationsreportcard/ITMRLS/search.asp?picksubj=Science

Web Links to Grade Level Assessments (continued)
web links to high school assessments
Grade 9-12 Biology

http://pals.sri.com/

http://WWW.CORWINPRESS.COM/searchresults.aspx?search_text=Assessing Student Understanding in Science&sa=true&sc=1

http://www.4tests.com/exams/examdetail.asp?eid=39

http://www.aea3.k12.ia.us/divisions/instr/science/Level3test.pdf

http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/2000/sci9_at_2000.pdf

http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/1999/sc9_at_99.pdf

http://www.state.tn.us/education/tsscwebsamf02tng.pdf

http://testpilot.isbe.net/ISBE/PSAE/Science/index.html

http://www.learn.co.uk/default.asp?WCI=Topic&WCU=32295

http://nces.ed.gov/nationsreportcard/ITMRLS/search.asp?picksubj=Science

Grade 9-12 Chemistry

http://pals.sri.com/

http://WWW.CORWINPRESS.COM/searchresults.aspx?search_text=Assessing Student Understanding in Science&sa=true&sc=1

http://education.jlab.org/solquiz/chem_37.html

http://www.4tests.com/exams/examdetail.asp?eid=33

http://www.aea3.k12.ia.us/divisions/instr/science/Level3test.pdf

http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/2000/sci9_at_2000.pdf

http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/1999/sc9_at_99.pdf

http://testpilot.isbe.net/ISBE/PSAE/Science/index.html

http://www.learn.co.uk/default.asp?WCI=Topic&WCU=23135

http://nces.ed.gov/nationsreportcard/ITMRLS/search.asp?picksubj=Science

Grade 9-12 Physics

http://pals.sri.com/

http://WWW.CORWINPRESS.COM/searchresults.aspx?search_text=Assessing Student Understanding in Science&sa=true&sc=1

http://www.vismt.org/programs/assessment/sample_test_9.pdf

http://www.vismt.org/programs/assessment/sample_test_11.pdf

http://www.getsmarter.org/challenge/real.cfm?grade=12th&subject=physics&name=LeftBlank&sex=0&age=1&state=LeftBlank&country=UnitedStates&iam=1&rating=0&access=3

http://www.aea3.k12.ia.us/divisions/instr/science/Level3test.pdf

http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/1999/sc9_at_99.pdf

http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/2000/sci9_at_2000.pdf

http://testpilot.isbe.net/ISBE/PSAE/Science/index.html

http://www.learn.co.uk/default.asp?WCI=Topic&WCU=33620

http://nces.ed.gov/nationsreportcard/ITMRLS/search.asp?picksubj=Science

Grade 9-12 Earth Sciences

http://pals.sri.com/

http://WWW.CORWINPRESS.COM/searchresults.aspx?search_text=Assessing Student Understanding in Science&sa=true&sc=1

http://education.jlab.org/solquiz/esci_73.html

http://www.aea3.k12.ia.us/divisions/instr/science/Level3test.pdf

http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/2000/sci9_at_2000.pdf

http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/1999/sc9_at_99.pdf

http://testpilot.isbe.net/ISBE/PSAE/Science/index.html

http://jonathan.mueller.faculty.noctrl.edu/toolbox/examples.htm

http://nces.ed.gov/nationsreportcard/ITMRLS/search.asp?picksubj=Science

Web Links to High School Assessments

Back to

Multiple Methods

slide21

Step 4: Plan Learning Experiences & Instruction

Indicate the sequence of teaching & learning experiences that will equip

students to engage with, develop & demonstrate the desired outcomes

Day 1: Brief

description

of lesson or

activities

Day 2: Brief

description

Day 3 Brief

description

Day 4: Brief

description

Day 5: Brief

description

Day 6: Brief

description

Day 7: Brief

description

Day 8: Brief

description

Day 10: Brief

description

Day 11: Brief

description

Day 12: Brief

description

Day 9: Brief

description

Day 13: Brief

description

Day 14: Brief

description

Day 15: Brief

description

Day 16: Brief

description

Back to

Step 3

Onto

Step 5

what s wrong with this objective
What’s wrong with this objective?

Press space bar

to advance

through this slide

“Students know how to compare the physical properties of different kinds of rocks and know that rock is composed of different combinations of minerals.”

“Know”is vague and difficult to assess.

Q: How can we fix it?

A: ACTION VERBS!

compare the 2 objectives
Compare the 2 objectives

“Students know how to compare the physical properties of different kinds of rocks and know that rock is composed of different combinations of minerals.”

“Students will identify and compare the physical properties of different kinds of rocks. Additionally, students will be able to sort and classify rocks according to their different combinations of minerals.”

in your teams
In your teams …

Use ACTION VERBS from Bloom’s Wheel to write your learning objectives.

Return to

Step5

Template

slide27

The 5 Es

ENGAGE

EXTEND

EXPLORE

EVALUATE

EXPLAIN

Next

Page

the 5 es learning cycle
The 5 Es Learning Cycle
  • Developed by BSCS (Biological Sciences Curriculum Study) in 1989
  • Has emerged as a premier framework for instructional design because it:
    • is applicable for virtually any instructional purposes
    • is flexible, adaptable and realistic
    • reflects real science
    • aligns with the standards

Next

Page

questions to ponder as you plan with the 5 es
Questions to Ponder as you plan with the 5 Es
  • Engage:What provocative hooks will draw the students in? What activities are most likely to capture and hold their interest?
  • Explore:What learning experiences will encourage students to gather evidence, try out hunches, pursue answers to essential questions?
  • Explain:What kind of instruction will equip students with the information they need to demonstrate what they know and are able to do? How will I build on student’s experiences to help them grasp scientific explanations?
  • Extend: How will students be guided to dig deeper, apply new understandings, work through misconceptions?
  • Evaluate: What formal and/or informal means of assessment will reveal what student know and can do? How will students self-assess? How will they demonstrate a grasp of the bigger ideas?

Next

Page

in this powerpoint you have
In this PowerPoint you have:
  • learned the 5-step Lesson Study Process
  • examined the underlying principles for each step

Using the same principles and the templates provided, you are now ready to put the design principles to use for your own science “Lesson Study” process.

You can also download the blank templates from the Lesson Study web site. Just click here.

Happy designing!

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Step3

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Sep 4

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Sep 5