Deep Alignment

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Are Science Standards Enough? Student Lesson
Alignment(SLA)

• Presentation to
• OSPI Summer Institutes
• Summer, 2005
• Washington State

Eric B. Wuersten Science Curriculum Program
Supervisor Administrator, Title II B, Mathematics
and Science Partnerships
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A Time of Change

• NCLB All students
• Accountability measuring achievement of all
• Navigational Tools for uncharted waters

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Summary

• Purpose
• Learning communities transform school culture
• Engage practitioners with science standards
• Standards as guides for educators to assure all
  students opportunities.

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Standards Based Education

• Content authority shift
• Standards identify content not Instructional
  materials

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What is Deep Alignment?
In terms of Content Cognition Context

• Congruence among
• Standards
• Assessments
• Instructional Strategies

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• science educators have directed their attention
  to developing standards, Are the standards and
  benchmarks enough? Now The even more difficult
  tasks of using standards and benchmarks to
  improve school programs and classroom practices
  are ahead.
• Roger W. Bybee (2004)

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• Science for all

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Our first steps
When a teacher by reason of inspiration or good
training, brings to her children the right thing,
they respond so freely and fully, that half in
ecstasy and half in despair she exclaims, Why
can they not always be like this? If they
could, the millennium would indeed be here
ushered in by an army of perfect teachers.
John Dewey, 1905
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The Learning Triangle

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The Science Symbol
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Science Literacy A Vision for All Students

• Rigor
• Relevance
• Relationship
• Resources
• All Students K-10
• Washington State Grade level Expectations, pp
  4-5. (2005)

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Developing the three EALR themes
Now if we just move this
A Systems theme emerges as a way to
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Working together
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Curriculum for Student Achievement
Content Standards
What
How well
How
Instruction
Assessments
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Deep Alignment of Science Lessons

• Content
• Cognition
• Context

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Importance of Aligned LessonsAssure Opportunity

• Improve student performance
• Increase knowledge transfer
• Evidence of learning aligned

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Achieving Alignment

• Understanding by Design
• Step 1 Learning targets
• Step 2 Assessments
• Step 3 Lesson design
• Context of Learning Communities

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An Aligned Curriculum
School Curiculum
GLE
W ASL
PIC
Step 1 Grade Level Expectations, Learning
Targets Step 2 Assessments and Tested Curriculum
Step 3 Instructional Strategies and Materials
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Aligning Student Lessons
Instructional Materials Content Cognition Conte
xt
School Curiculum
GLE
W ASL
PIC
Step 1 Grade Level Expectations, Learning
Targets Step 2 Assessments and Tested Curriculum
Step 3 Instructional Strategies and Materials
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A Non- Aligned Curriculum with Gaps
School Curiculum
GLE
W ASL
PIC
Step 1 Grade Level Expectations, Learning
Targets Step 2 Assessments and Tested Curriculum
Step 3 Instructional Strategies and Materials
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Lesson Alignment

• Using existing materials to teach to concepts in
  the standards
• Teaching the concepts not facts

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Instructional Units Aligned Connections
Sun 1.2.2
Light 1.1.3 1.1.4
System 1.2.1
Meaning-making is accomplished when mental
connections are made between experiences to
create networks of conceptual understanding
Energy 1.1.4 1.2.2
Careers 3.2.3
Air 1.1.5 1.3.6 1.2.4
Food 1.1.4 1.3.8
Soil 1.1.5 1.2.3 1.3.4
Ecology 1.3.10 3.2.4
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GLEs and Evidence of Learning
Grade Level Expectations
Opportunities to Learn
Opportunities to Learn
Evidence of Learning can be Assessment of
Learning
Evidence of Learning
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Aligning Curriculum Assessment

• Grade Level Expectation IN03 Explaining
• Grades 3-5 Understand how to construct a
  reasonable explanation using evidence.
• Evidence of Learning
• WASL and Classroom
• Given a description of a scientific
  investigation, items may ask
• Identify or write a conclusion, including
  supporting data, which answers the investigative
  question or
• Identify or describe a reason for a given
  conclusion using evidence from an investigation.
• c. and d.

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What is a learning community?

• Professional Learning Communities
  http//www.ascd.org/publications/ed_lead/200205/du
  four.html
• Lesson Study
• http//www.rmccorp.com/MASE/
• Action Research (Many sites)
• Critical Friends Groups
• http//www.nsrfharmony.org/glossary.htmlCritical
  _Friends_Groups

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Knowledge of Science Standards

• Essential Academic Learning Requirements
• http//www.k12.wa.us/curriculumInstruct/science/e
  alrs.aspx
• Grade Level Expectations
• http//www.k12.wa.us/CurriculumInstruct/Science/d
  efault.aspx
• Science Safety http//www.k12.wa.us/CurriculumInst
  ruct/Science/default.aspx

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Understanding of Science Concepts

• Physical Systems Resource Essential Science for
  Teachers Physical Science
• Earth/Space Systems Resource Essential Science
  for Teachers Earth and Space Science_files
• Living Systems Essential Science for Teachers
  Life Science.htm

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Alignment with Pedagogical Standards

• Personal Capacity Tools
• STAR Classroom Observation Protocols
• OSPI Cultural Competence
• Cultural Competence

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Knowledge of Science WASL

• Test and Item Specifications
• Released Items
• Powerful Classroom Assessment

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Knowledge of Pedagogical Standards

• Positive Impact Criteria
• STAR Classroom Observation Protocols

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Building Teacher Capacity

• Content Professional Growth
• Pedagogy Powerful Teaching and Learning
• Empirical Jeffrey Fouts, Duane Baker
• Research Marilyn Simpson
• Cultural Competence

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Start from Scratch ?

• NO
• Degrees of congruence
• Modifying/Emphasizing
• Reorganizing
• Identify gaps

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Getting Started

• Create Learning Communities
• Summer Institute workshops

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Instructional Alignment

• Using existing materials to teach to concepts in
  the standards
• Teaching the concepts not facts

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Selecting Lessons from Adopted Instructional
Materials

• Familiar and used
• Review or conduct sample from Grade 2
• FOSS Solids and Liquids Part 1 (Appendix)
• Use Lesson Alignment Tool (p. 12)

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Part 1

• Science Content FOSS
• Solids are one state of matter.
• Solid materials have properties that separate
  them from other states of matter.
• We use our senses to observe the properties of
  solids.
• Identify GLEs

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ContentGLE Comparison

• FOSS Solid materials have properties that
  separate them from other states of matter.
• GLE 1.1.1 Understand simple properties of common
  natural and manufactured materials and objects.
• Identify and describe the differences between
  common natural and manufactured materials and
  objects using properties.

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Cognitive Demand Comparisons

• What are students asked to do?
• What evidence do the produce?
• FOSS
• Observe objects
• Identify properties verbally and in written form
• Compare
• Vocabulary building
• GLE
• Identify properties
• Describe differences using multiple properties

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Lesson Context

• FOSS
• Investigate real objects using senses
• Oral discussion
• Writing words on word bank
• Vocabulary building
• GLEs
• Science
• Reading
• 1.3.1. Understand and apply new vocabulary.
• 1.3.2. Understand and apply content/academic
  vocabulary
• Local Contexts
• Rabbits vs. Penguins

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Lesson Context GLEs

• Understand how to plan and conduct simple
  investigations following all safety rules.
• Make observations and record
• Plan and conduct an investigation
• Collect data using the senses

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Student Context

• Student behaviors
• FOSS
• PICs 1-16

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Teacher Context

• Teacher behaviors
• FOSS
• PICs 17-21

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Cultural Competency

• Cultural Competency Continuum
• http//www.k12.wa.us/communityoutreach/pubdocs/09-
  cultural20competent20continuum.ppt
• Standards for Instruction in Multicultural
  Settings
• http//www.seattleschools.org/area/acastan/stan/so
  cstud/ISMCS.xml

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Alignment with Pedagogical Standards

• Personal Capacity Tools
• STAR Classroom Observation Protocols
• OSPI Cultural Competence
• Cultural Competence

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Discussion

• Explain with specific detail how the students are
  learning the understandings (concepts and
  processes) within each targeted GLE.

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Lesson Plan Learning Targets

• Established Goals (Science GLEs )
• Understandings
• Essential Questions
• Cultural Competencies

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Administrative Support for Standards Based
Lessons

• Teacher posts the standards and are in lesson
  objectives
• Student products are described in lesson
  objectives
• Students use academic language
• Printed materials target standards based
  objectives

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Lesson Plan Assessments

• Performance Tasks Powerful Classroom Assessment
  (PCAs).
• Other Evidence Notebooks, Lab reports, and other
  classroom based formative assessments.

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Learning Activities

• Content
• Use GLEs to faithfully implement research based
  curricula.
• Use PICs to ensure high performance by all
  students.
• Assure Cultural Competency

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Future work Unit Concept Maps with vocabulary
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Future work Unit Concept Maps with vocabulary
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Conceptual Maps

• Identify linchpin unit activities.
• Identify targeted concepts and skills .
• Identify critical vocabulary

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Focus on LearningEnsuring opportunities

• Evidence that students understand systems of the
  natural world using concepts and principles of
  science
• Evidence that students explore through inquiry
• Evidence that students apply with design in
  societal contexts

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Web Based GLEs
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Challenges

• Fitting science in to the Instructional day
• WASL as a context for learning
• Moving to standards based science instruction
  Conceptual Teaching and Learning

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Alignment of Professional Development

• Powerful Teaching and Learning
• Content
• Cognition
• Context
• Powerful Classroom Assessment

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Inspire and Care

• There shall be wings! If the accomplishment be
  not me, tis for some other. The spirit cannot
  die and man, who shall know all and shall have
  wings
• Leonardo da Vinci (1452-1519)

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Application Solutions to Human Problems
Human Powered Flight
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• To accomplish great things,
• we must not only act,
• but also dream
• not only plan,
• but also believe Anatole France
• that All can achieve

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