Download Mtg 5 Science BreakOuts

Science Break Out Session
February 2009
New Teacher Support
PIMSER
Lexington, KY
Characteristics of High Quality
Teaching and Learning
• Knowledge of Content
• Instructional Rigor and Student
Engagement
• Instructional Relevance
• Learning Climate
• Informative Assessment and Reflection
Criteria
• Rigor
– Standards Based
– Higher Level Thinking
– Real World
Connection
– Challenging, yet
obtainable
– Inquiry based tasks
• Student Engagement
– Meaningful and relevant
to the student
– Authentic (has value
outside of school)
– Designed to maximize
enjoyment while
mastering content
(variety to choice)
Examples of Rigor
• Open Ended Questions
• Student Friendly Learning Targets
• Plan With The End In Mind—Backward
Design Model
• Learning Experiences Are Designed And
Sequenced To Learning Targets
• Real World Application
• Challenging, Yet Obtainable
Higher Order Questioning
• Indicator of rigor—both on formal assessment
and normal classroom discourse.
• Promote deeper thinking about concepts that
extends beyond the level of recall.
Let’s
– This means that the learning expectation for
every
Examine
Yourof that
CCA standard is that students have knowledge
Assessments!
content to (at least) the level of application
or basic
reasoning.
How often do you ask students to think
at those levels?
“When choosing instructional
approaches, think about what is
needed for learning,
not just what is comfortable for
teaching.”
-Wiggins and McTighe,
Understanding by Design, pg. 242
How do I help students organize
their learning?
Combination Notes
Regular Notes
Symbols, Pictures,
Or
graphic
Summary
Deconstructing Standards
Learning Targets
• I can describe and identify the 4 types of
learning targets
• I can compare and contrast strong and
weak models of deconstructed standards
• I can practice deconstructing state
standards
What’s the Target?
Learning/Achievement Targets
Statements of what
we want students to
learn and be able to
do.
“Teachers who truly understand
what they want their students to
accomplish will almost surely be
more instructionally successful than
teachers whose understanding of
hoped-for student accomplishments
are murky.”
-W. James Popham
CLEAR TARGETS
Assess what?
What are the learning targets?
Are they clear?
Are they good?
Are the student learning targets stated and easy to find?
Are the student learning targets focused—are there too
many?
Are they clear?
Are they appropriate?
Do the stated learning targets reflect a bigger plan to cover
all important learning targets over time?
Educators & Students
must be able to answer……
•
•
•
•
•
Where am I going?
Where am I now?
How can I close the gap?
How will I know I’m getting there?
How can I keep it going?
Is this a Target?
What do you think?
• Complete a senior project
• Build a bird Feeder
• Use a band saw safely
• Analyze a lab report
• Construct a diorama
An Example
• Science
• Chemistry
Subject
Topic
• Page 152 in the book
• Mystery Powders Lab
Assignment
Activity
• Observe chemical interactions in
order to identify materials
Learning
Target
The single most common barrier to
sound classroom assessment is the
teachers’ lack of vision of
appropriate achievement targets
within the subjects they are
supposed to teach.
Rick Stiggins
Learning Targets
• Knowledge
• Reasoning
• Performance/
skills
• Products
Knowledge Targets
Mastery of substantive
subject content where
mastery includes both
knowing and
understanding it.
Knowledge Examples
• Identify metaphors and similes
• Read and write quadratic equations
• Describe the function of a cell
membrane
• Know the multiplication tables
• Explain the effects of an acid on a
base
Reasoning Targets
The ability to use
knowledge and
understanding to
figure things out
and to solve
problems.
Reasoning Examples
• Use statistical methods to describe,
analyze, evaluate, and make decisions.
• Make a prediction based on evidence.
• Examine data/results and propose a
meaningful interpretation.
• Distinguish between historical fact and
opinion.
Performance/Skill Targets
The development of
proficiency in doing
something where
the process is most
important.
Performance/Skill Examples
• Measure mass in metric and SI units
• Use simple equipment and tools to gather
data
• Read aloud with fluency and expression
• Participates in civic discussions with the
aim of solving current problems
• Dribbles to keep the ball away from an
opponent
Product Targets
The ability to create
tangible products
that meet certain
standards of quality
and present
concrete evidence
of academic
proficiency.
Product Examples
• Construct a bar graph
• Develop a personal health-related fitness
plan
• Construct a physical model of an object
• Write a term paper to support a thesis
Clear Targets
Clear targets help us:
• Recognize if the formative assessment
adequately covers and samples what we
taught.
• Correctly identify what students know/don’t
know, and their level of achievement.
• Plan the next steps in instruction.
• Give meaningful descriptive feedback to
students.
Clear Targets (continued)
• Have students self-assess or set goals
likely to help them learn more.
• Keep track of student learning target by
target or standard by standard.
• Complete a standards-based report card.
Classifying Learning Targets
• Lay out the four learning target category cards—
Knowledge, Reasoning, Performance/Skill, and
Product—in a row in that order.
• Sort the learning target example cards according
to which kind of learning target it is. Lay these
cards in columns under the appropriate
category.
• When you have finished, walk around and look
at what other groups have done.
Classifying Learning Targets
• What were some considerations for how
you classified the samples you had?
• Is it always clear how to classify a
statement from the standards? Why or
why not?
QUESTION
What is the difference between a
STANDARD
and a
TARGET?
An Example
• STANDARD: An excellent golf swing
• TARGETS:
– Proper placement for feet (stance)
– Proper grip while maintaining stance
When to
should
these be
– Swing A, B, C (3-parts
swing)
• ACTIVITIES:
added and/or
developed?
– Watch videos of great golfers and imitate their
stance
“By setting out clearly in their own minds
what they wanted the students to learn,
the teachers would be in a position to find
out what the ‘gap’ was between the state
of students’ current learning and the
learning goal and to be able to monitor
that ‘gap’ as it closed.”
--Assessment for Learning: Putting it into Practice
Deconstructing Standards
Into Learning Targets
Students who can identify what
they are learning significantly
outscore those who cannot.
Robert J. Marzano
Are the Standards Clear?
• Can your content standards stand alone and be
used as learning targets or do they need to be
deconstructed or ‘unpacked’?
• Deconstruction involves taking a standard and
breaking it down into manageable learning
targets—Knowledge, Reasoning,
Performance/skills, and/or Products—so that
students and teachers can accurately identify
what students should know and be able to do.
FIRST GRADE
Standard/Benchmark:
Produce writing to communicate with different audiences for a variety of
purposes.
Type:
Knowledge
Reasoning
Skill
Product
Learning Targets:
What are the knowledge, reasoning, skill, or product targets underpinning the standard?
Knowledge
Targets
Reasoning
Targets
Skill
Targets
Product
Targets
Hold a pencil correctly
Know what a
sentence is
Distinguish the uses or
meanings of a
variety of words
Understand concept
(word choice)
of word choice
Print letters correctly
according to DN methods
Space words
Use lines and margins
correctly
Stretch out sounds in words
to create a temporary
spelling of the word
Write sentences
with varied
beginnings.
Creating Targets for “Driving a
Car with Skill”
What knowledge will students need to demonstrate the
intended learning?
What patterns of reasoning will they need to master?
What skills are required, if any?
What product development capabilities must they
acquire, if any?
Driving a Car with Skill
Knowledge
Know the law
Read signs and understand what they mean
Reasoning
Evaluate ‘am I safe’ and synthesize information to
take action if needed
Skills
Steering, shifting, parallel parking, …
Products
(not appropriate target for standard)
Deconstruction Models
• Find a partner
• Look at the STRONG example
– How would this help teachers?
– How would this impact student learning?
• Look at the WEAK example
– Would this be beneficial to teachers?
• In order to deconstruct effectively what
skills/knowledge are needed?
Practicing Deconstructing
Standards
• Working with a partner, use the standards
provided to deconstruct.
• Think about what knowledge, skills, reasoning or
products students will need in order to meet that
standard.
• Start with the skills column, then move to
understanding and last to core content.
• Do NOT think of how you will teach the standard
or how you will assess it, ONLY about what
students will need to know and be able to do.
Group Debrief
How did the process
feel?
What is the value of
going through this
process?
What support materials
are needed to facilitate the
process?
D
Without Clear Targets We Can’t Do
Any of the Following…
• Know if the assessment adequately covers and
samples what we taught.
• Correctly identify what students know and don’t
know and their level of achievement.
• Plan next steps in instruction.
• Give detailed, descriptive feedback to students.
• Have students self-assess or set goals likely to help
them learn more.
• Keep track of student learning target by target or
standard by standard.
• Complete a standards-based report card.
For Next Month
• Bring a selection of
standards that you
will be teaching next.
– Not just core content,
but skills and
understandings as well
• We will begin to
deconstruct those
standards.