LeaPS Learning in Physical Science

1. LeaPSLearning in Physical Science December 9, 2010 Welcome! A MSP Grant through KDE and Administered by University of Kentucky PIMSER Math and Science Outreach

2. Presentation Provided by the P-12 Math and Science Outreach Division of PIMSER

3. Project Goals for LeaPS 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

4. Group Norms Stay on schedule; be on time Put cell phones on silent and computers closed Stay present, giving full attention Listen actively as others are speaking Be engaged—Be IN the work Avoid sidebar conversations Keep name tags visible Rule of 2 feet Any others?

5. Plans for Today ELA Science Literacy Standards Content: Reaction Rates Assessment Of vs For

6. Let’s Review our Homework • Look over your reading guide for CASL Chapter 1 and the agree/disagree statements. • Discuss at your table: • Why this book? How can this book be used? • Why the assessment focus? • What is your “take-away” from your reading?

7. Assessment Literacy

8. To be ‘assessment literate’ means to be skilled both in gathering accurate information about students’ learning and in using it effectively to promote further learning. • Classroom Assessment for Student Learning, p. 21

9. Learning Goals In this session, participants will: • Evaluate their assessment literacy and determine some next steps for enhancing their understanding. • Compare Pillars of a Thoughtful Classroom, Keys and Strategies for quality classroom assessment, and CHETL to write a recipe for improving student learning.

10. “Make this taste better!” How does one become a better chef? Apply this to school improvement. How does one become a ‘better’ teacher? What are the ‘ingredients’ of effective teaching that distinguish the most effective teachers? The most effective learners?

11. “Make this taste better!” • Skim through the handouts of theCharacteristics of Highly Effective Teaching and Learning (HETL). • Working with a partner, highlight on the CHETL document, any statements addressed by the 5 Keys to Quality, the 7 Strategies of Assessment, and the Pillars from Thoughtful Classroom

12. “Teachers working alone, with little or no feedback on their instruction, will not be able to improve significantly – no matter how much professional development they receive.” • Tony Wagner, Change Leadership

13. “Improve student learning!” Write a “recipe” for improving student learning that utilizes the characteristics of CHETL, 5 Keys, 7 Strategies and the Pillars. Were there any missing ingredients? What would you consider the secret ingredient for improving student learning that’s found in all 3?

14. “Student achievement will not improve unless and until teaching improves. Higher standards, more testing, smaller schools, etc. do not, by themselves, improve teaching.” • Tony Wagner, Change Leadership

15. Balanced Assessment Goal of SB 1 Formative Formal and informal processes teachers and students use to gather evidence to directly improve the learning of students assessed Summative 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

16. Current Status of U.S. Educational Assessment System Three Positives Four Negatives Reduction of assessment bias in large-scale tests Research ratification of the formative assessment process Increased advocacy of the formative assessment process 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

17. “Formative assessment, when used effectively, can significantly improve student achievement and raise teacher quality. Yet high-quality formative assessment is rarely a consistent part of the classroom culture. Teachers are neither sufficiently familiar with it nor equipped with the knowledge or the skills to put formative assessment to work for themselves and their students.” • Advancing Formative Assessment in Every Classroom: A Guide for Instructional Leaders, by Moss and Brookhart

18. Personal Reflection • Please take a moment to think about, reflect on and answer this question: WHY DO YOU ASSESS? • Take a few minutes to discuss your answers with others around you.

20. THE FLAWS Mistaken beliefs about: Assessment and Motivation Crucial Decision Makers

21. New Mission, New Beliefs • As you view the DVD, keep your considerations about assessment and assessment practices in mind. • Note any key points that Rick Stiggins makes, where relevant, on the organizer. • Complete Table 2.1 as you view the DVD.

22. After Viewing • Summarization strategy: • Write the ONE word that summarizes the topic in the DVD (assessment FOR learning). • Explain why you chose that word. • Share your word choice with a neighbor. • Defend your choice if it differs from his/her choice.

23. Crucial Distinction

24. ANALOGIES Working with a partner, complete the following analogies: • AOL is like _____________________________________________ because ______________________________________________. • AFL is like______________________________________________ because ______________________________________________.

25. Assessment is REALLY formative when: • Its purpose is to support—not merely monitor--learning • It points up the scaffolding • It provides descriptive feedback • It builds self-confidence, self-efficacy • It’s “Assessment FOR Learning”.

26. We ASSESS to: • INFORM instructional decisions • ENCOURAGE students to try to learn

27. For Next Time • Read the excerpt from Inside the Black Box. • Use your reading guide as you read Chapter 2 in Classroom Assessment for Student Learning. • Begin gathering and keeping a file of all the assessments that you give—formally or informally.

28. Content Building

29. Is heat different from temperature?How do you know? Decide your position Think back to the last two meetings, what evidence to you have to support your position? Use the Writing an Argument Frame to help you develop your answer.

30. Work Time

31. “Molecules Move” • What questions do you have about the observations that you made with the blue dye and the bleach? With the hair dryer and the balloon? • How can we explain these macroscopic observations? • Read “Molecules Move.” • What scientific support might you add to your conclusions and summary from this reading?

32. Literacy Standards for Science Learning Targets I can identify the reading and writing standards for science for my grade level.

33. What matters most? What does our investment in teaching students mean? What do we want students to walk away with from our schools and classrooms? What should we teach? 33

34. The Five-Minute University What is Guido Sarducci telling us about 20th century learning? 34

35. BP Oil Spill: A Teachable Moment What can we learn about the nature of the challenges our students will face in the 21st century from this ecological disaster? 35

36. The challenges and problems our students will face in the 21st Century are: unpredictable. As in the case of the BP oil spill, we can wake up facing new and significant challenges we didn’t know we had yesterday. ambiguous. We may not have the knowledge we need to solve the problems when they occur and will have to acquire new knowledge as a result. interdependent. No single person or entity can solve the problem of the BP oil spill. 21st century problems are situated in a global economy in which individuals, organizations, corporations, and governments often have to work together to solve large-scale problems. 36

37. What is the Common Core State Standard (CCSS) Initiative? • State-led initiative, led by the National Governors Association and the Council of Chief School Officers. 48 states, Puerto Rico, District of Columbia, and the U.S. Virgin Islands

38. What is the Common Core State Standard (CCSS) Initiative? • Collaboration based on multiple drafts and feedback from school administrators, teachers, experts, and the public. Interesting fact: There were almost 10,000 responses when the final draft was opened for public review.

39. What is the Common Core State Standard (CCSS) Initiative? Draws upon the best practices of existing curricular models in the United States, as well as internationally—cognizant of the fact that we are preparing our students to be active participants in a global society and economy. Designed with a focus on coherence and consistency, rigorous content and its application through higher order thinking skills—to best prepare students for college and careers. Emphasis on literacy across the content areas.

40. How are the Common Core State Standards designed? ELA & Literacy in Science, Social Studies/History, & Technical Subjects Mathematics The CCSS are divided up into 2 categories:

41. ELA Standards—An Overview • K-12 Standards for • Reading • Writing • Speaking and Listening • Language • Reading and Writing Standards for History/Social Studies • Reading and Writing Standards for Science and Technical Subjects

42. ELA Standards—StructureThis hierarchy describes how to read the CCSS documents for ELA & Literacy in Science, Social Studies/History, Science & Technical Subjects College and Career Readiness Anchor Standards ELA • 4 sets: Reading, Writing, Language, and Speaking and Listening • Social Studies/History, Science, and Technical Subjects—2 sets: Reading and Writing • All of the standards within the grade bands are linked to these anchors with building complexity as the grades increase Strands Within each set, the anchors are divided into strands Grade Bands The ELA anchors are grouped K-5 and 6-12 (6-12 only for Social Studies, History/Science, and Technical Subjects) Standards The standards within grades and grade bands provide further specificity in a developmentally appropriate progression toward meeting the expectation of the anchor Appendices Exemplar texts, performance tasks, student work

43. Strand

44. Standards Grade Band

45. Appendices • Exemplar texts, performance tasks, student work

46. Literacy Standards for Science: Writing Examine the College and Career Readiness Anchor Standards for Writing (pg. 63) and the Writing Standards for Literacy in Science (pgs. 64-66). What are the 3 types of writing specified in the CAS for science? What are some curricular and instructional implications based on the “Research to Build and Present Knowledge” strand and the “Range of Writing” strand? How is this similar and different from your current practices?

47. Literacy Standards for Science: Writing Would the notebooking and argument frame we used today help address these writing standards? What evidence can you cite to support your thinking? Examine the Grade 6 and 7 Student Samples of Arguments. What might be some next steps with the argument frame based on these samples? Why would it be important to help students develop this type of thinking and writing in science classes?

48. KCAS ConsiderationsComplexity of Text • Skim the excerpt (Ch. 12) from The Story of Science: Einstein Adds A New Dimension by Joy Hakim. • Determine what grade level you think this excerpt would best serve based on reading level. • Share at your tables.