Craig Gabler Regional Science Coordinator Capital Region ESD113

1. APPLICATION IS ENGINEERING ON THE SCIENCE MSP  Craig Gabler Regional Science Coordinator Capital Region ESD113

2. Application is Engineering Workshop Two:Using Student Data to Adjust Instruction  Supporting student success on the MSP and beyond

3. Overview of the Series • Application and Engineering Design • Adjusting Instruction Based on Student Data • Implications for Instruction

4. For the Series…Learning Intentions: • Understand the technological design process as described in the WA Standards and the NGSS • Understand the student expectations for the technological design process in Washington State Standards • Understand application item types as assessed on the Measurement of Student Progress

5. For the Series….Learning Intentions • Use student data to adjust instruction • Apply understanding of the application/engineering standard in the classroom, in your own context • Identify Academic Vocabulary unique to the Science MSP and feedback strategies to support student learning

6. Day 2: Learning Intentions • Understand Application/Engineering (2009/NGSS) • Use student data to adjust instruction • Apply their understanding of the applications/engineering in the classroom in their own context • Identify Academic Vocabulary unique to the Science MSP and the feedback strategies to support student learning

7. Your Turn • Take a few minutes to review the Redesign Zipline item • Put yourself in the students’ shoes • What is confusing • What could foul someone up • How does an Application Redesign Item connect to the NGSS?

8. Bridging from New Standards to Current Assessment Define Where does a Redesign Item sit in the Next Generation Science Standards Design Process? Optimize Develop Solutions

9. Bridging from New Standards to Current Assessment Where does a Redesign Item sit in an NGSS Design Standard?

10. Bridging from New Standards to Current Assessment Where does a Redesign Item sit in Science and Engineering Practices?

11. Examining Student Work- LASW Protocol • Teachers will work as a Professional Learning Community to: • Recognize the structure and purpose of protocols • Engage colleagues in a structured, collaborative discussion focused on student learning • Gain tools to use in collaborative professional development

12. What are Protocols? • Protocols consist of…. • Agreed upon structures and guidelines for conversation • Vehicles for building the skills and culture necessary for collaborative work • LASW Protocols enable educators to carefully and collaboratively examine student and/or teacher work

13. Rationale for Using LASW Protocols • Deepens exploration of important ideas in teaching and learning • Using a protocol will enhance the probability that everyone will have balanced opportunities to listen, present, examine, question, and respond • It’s a good vehicle for surfasing assumptions, values, and beliefs in educational practice

14. Why Use H-M-L Protocols • Developing shared expectations of student work • Developing a rubric

15. Honing in on Student Performance • Read through the HML protocol • Identify roles in the group • Follow the protocol

16. Exploring the Rubric Together

17. Time Out for a Bio Break

18. Your Turn-Score Your Work • Score three student assessments from your class • Fold the scoring rubric in half • You score on one half then attach to paper your score facing down • Trade with a partner for scoring

19. Peer Feedback • Partner scores on other half of scoring rubric • Discuss and agree • If you can’t agree have a third person • Once you get your rhythm KEEP SCORING

20. Effective Feedback • Read the first page: Feedback as Part of Formative Assessment from How to Give Effective Feedback to Your Students • by Susan M. Brookhart • Note: • Ideas that reinforce your ideas. • Ideas you question • Ideas that surprise you. http://www.ascd.org/publications/books/108019/chapters/Feedback@_An_Overview.aspx

21. Effective Feedback • Effective Feedback Chart • Look at three student responses from your group of varying quality • On a sticky note write what type of feedback you might give that student that would be effective and move their learning • Share your feedback ideas with a partner

22. Lunch

23. Marshmallow Challenge

24. Marshmallow Challenge Marshmallow Support Structure Design and build the Tallest Free-standing Structure that will support a marshmallow Constraints Criteria • The entire marshmallow must be on top • Structure must be free-standing • Collected measurement data • Building and testing completed in 18 minutes • Must use materials in the kit but need not use all • Must remain standing at end of 18 minutes • Structure height must be built and measured from the table (can’t be suspended, etc.)

25. Redesign Opportunity

26. Sense Making and Connections What elements of the Design Process did you see in the Marshmallow Challenge ? Given the learning from the implementation of the Zip Line Challenge and examining data from the student assessments, how can you optimize student engagement with the marshmallow challenge?

27. Your Turn • Take a few minutes to complete the Marshmallow Redesign MSP Item • Be conscientious • Put yourself in the students’ shoes • What is confusing • What could foul someone up

28. Item Vocabulary Challenges • Read the Marshmallow Redesign item prompt • Circle any words that might be “barrier words” to your students’ understanding • On the T-Chart place the “barrier words” in the appropriate column

29. Criteria for selecting words to teach • Think about what are the “barrier words” • Does this word keep the student from understanding the text? • Importance of the word for understanding the text • What does the word choice bring to the meaning of the text? (E.g., precision, specificity?) • General utility of the word • Is it a word that students are likely to see often in other texts? Are there multiple meanings? • Will it be of use to students in their own writing?

30. Criteria for selecting words to teach • Students’ prior knowledge of the word and the concept(s) to which it relates • How does the word relate to other words, ideas, or experiences that the students know or have been learning? • Are there opportunities for grouping words together to enhance understanding of a concept? -- more at K-12 Teachers: Building Comprehension in the Common Core

31. Vocabulary Instruction • Meaning of specific words • Provide student-friendly definition(s) • Read the word in text • Discuss examples and non-examples of the word • Create semantic maps • Teach multiple meanings • Link new words to words students already know • (CCSS Language Standard 5) • Word-learning strategies • By using contextual cues • By using their existing knowledge of words and word parts

32. Lessons Learned • Skim through the 2012 Lessons Learned from Scoring Student Work document from OSPI • Note the areas where students at your grade level struggles with Application in particular • Which areas of struggle could you intentionally address with your students • Discuss your thinking with your elbow partner

33. Next Steps • Engage your students in the Marshmallow Challenge Design Challenge BEFORE you administer the post assessment • Be intentional about using instructional moves such as: • Effective feedback • Addressing barrier words in the challenge • Thinking about “Lessons Learned” for Application items

34. Looking Ahead… April 16th • Score Marshmallow challenge task • Strategies for reaching all students • Looking at your materials with an eye for APP opportunities

35. Evaluation • Google Form: • http://tinyurl.com/appiseng2