LeaPS Learning in Physical Science

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LeaPSLearning in Physical Science

• February 24, 2011

Welcome!
A MSP Grant through KDE and Administered by
University of Kentucky PIMSER Math and Science
Outreach
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Presentation Provided by the P-12 Math and
Science Outreach Division of PIMSER
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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

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Review from December
ELA Science Literacy Standards
Content Reaction Rates
Assessment Of vs For
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The Plan for Today
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Literacy Standards for Science

• Learning Targets
• To identify CCR implications and connections to
  EPAS.

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Overview of EPAS

• Purpose of
• EXPLORE To determine readiness for freshmen year
  of high school
• PLAN To predict ACT score
• ACT To predict success for freshmen year of
  college.
• Accountability
• Provide interventions for students not meeting
  benchmarks
• Science Test Format
• EXPLORE-28 items, 30 minutes
• PLAN-30 items, 25 minutes
• ACT-40 items, 35 minutes

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Three Formats

• Data representation (graphs, tables, and other
  schematic forms)
• Research summaries (descriptions of one or more
  related experiments)
• Conflicting viewpoints (expressions of several
  related hypotheses or views that are inconsistent
  with one another)

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Lets Take the

• Each of you will be taking ½ of the science test.
  
• You will have 16 minutes.
• Please work alone.

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Where do you stand?

• Examine the national, state, and school data.
• Where is your school with respect to national and
  state trends?
• Do you notice any trends in science?
• How do your science scores compare to other
  subjects?

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What was required?

• Think back to the items on the EXPLORE.
• Why do students struggle with this test (besides
  the time factor)?
• In order to be successful on these items what
  skills, knowledge, and/or competencies would
  students have to have?
• Work with a partner and generate a list.

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What are the Instructional Implications?

• What are we doing currently to help students meet
  the rigor of this kind of assessment?
• In order to improve student performance, what
  types of instructional and assessment experiences
  do we need to provide?

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How can the Literacy Standards help?

• Examine each strand in the reading standards and
  identify the key expectations for each strand.
• Compare these expectations with your earlier
  generated lists.
• If students meet these standards at the end of
  each grade band, would you predict that their
  performance would improve? Will they be more
  CCR?

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Literacy Standards for Science

• Learning Targets
• To identify CCR implications and connections to
  EPAS.
• What are some implications for instructional
  design based on your comparison?

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Scientific Models

• Learning Target
• I can synthesize information from different
  sources to refine my personal definition of
  scientific models.
• I can identify 3 to 4 specifics for advancing
  students understanding of modeling for my
  classroom/school.

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Scientific Models

• Find a quote concerning scientific models that is
  either closest to your personal definition or
  that you have questions about.
• Have a standing meeting and discuss the quote,
  your definition, and/or your questions with the
  group by that quote.
• Determine a summary statement about the quote and
  discussion as a group.

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Scientific Models

• Complete the left-hand side of the anticipation
  guide concerning scientific models.
• Read the article, Models are the Building Blocks
  of Science, and complete the right-hand side of
  the anticipation guide.
• Individually, identify any discrepancies pre- and
  post-reading. Reflect upon why you might have had
  or not have had these discrepancies.

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Scientific Models

• As a school team, discuss the following
• Why might it be important to purposefully develop
  students understanding of modeling in science?
• How are we currently addressing modeling for each
  grade level?
• Identify 3 to 4 specifics for advancing students
  understanding of modeling for your school.

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Scientific Models

• Learning Target
• I can synthesize information from different
  sources to refine my personal definition of
  scientific models.
• I can identify 3 to 4 specifics for advancing
  students understanding of modeling for my
  classroom/school.

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Lets Move Into Grade Level Tables1 table-- 8th
grade1 table-- 7th Grade2 tables-- 6th Grade
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Content Building
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Formative Assessment

• Learning Target
• I can explain the research on the benefits of FA.
  
• I can formulate a rule for formative assessment.
• I can evaluate assessment scenarios for FA
  attributes.

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Why Use AFL?
What does the Research Say?
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Research consistently shows that regular,
high-quality FORMATIVE ASSESSMENT increases
student achievement.
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Research on Effects

• Black and Wiliam (1998) International Research
  Review
• .4 to.7 Standard Deviation Score Gain
• Largest Gain for Low Achievers
• http//blog.discoveryeducation.com/assessment/file
  s/2009/02/blackbox_article.pdf
• Bloom (1984) Mastery Learning Research
• 1.0 S.D. Gain
• Rivals One-on-One Time

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Black Wiliam Research on Effects of Formative
Assessment.7 Standard Deviation Score Gain

• 25 Percentile Points ITBS (middle of score range)
• 70 SAT Score Points
• 4 ACT Score Points
• Markedly Reduced Score Gaps
• Largest Gain for Low Achievers

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We know of NO OTHER WAY OF RAISING STANDARDS for
which such a strong case can be made on the basis
of evidence of such large learning gains.
-Black and Wiliam, 1998
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Unprecedented Gains Achieved Through High Impact
Practices

• Increased descriptive feedback, reduce evaluative
  feedback (CASL Chs. 2, 7, 9)
• Increased student self- and peer- assessment
  (CASL Chs. 1, 2, 5, 11,12)
• Increased opportunities for student to
  communicate their evolving learning during the
  teaching (CASL Chs. 1, 9, 12)
• Source Inside the Black Box (Black Wiliam)

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Formative AssessmentThree Guiding Questions

• Where are you trying to go?
• Where are you now?
• How can you get there?

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We must overcome the awful inertia of past
decades.Michael Fullan
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Balanced Assessment Goal of SB 1
Summative Provides evidence achievement to
certify student competence or program
effectiveness
Formative Formal and informal processes teachers
and students use to gather evidence to directly
improve the learning of students assessed
Assessment for learning Use assessments to help
students assess and adjust their own learning
Formative uses of summative data Use of summative
evidence to inform what comes next for
individuals or groups of students
Assessment for learning Use classroom assessments
to inform teachers decisions
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OF or FOR Which is it?

• SAT
• Thumbs up/Thumbs down
• Clickers
• Final exam
• Mid-week Quiz
• An essay
• Science Journals
• Football Practice

• Science Experiment
• Class Discussion
• Socratic Seminar
• Commercial online skills assessment
• Exit/Entrance Slip
• A Speech
• ACT
• Band Tryouts

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One More Look

• Examine the types of assessment on Table 3-3.
• Based on the descriptors, decide if the use is
  formative or summative.

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Agree or Disagree

• Read the statements and mark whether you agree or
  disagree.
• Use pp 29-36 in the CASL book to check your
  answers.
• Please complete the after reading portion at the
  bottom of this sheet.

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Whats the Rule?

• In light of the previous activities, develop your
  rule for determining if an assessment is
  formative or summative.

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Five Attributes that Render FA Most Effective

• Learning Progression
• Clearly articulated sub-goals of the ultimate
  learning goal
• Learning Goals and Criteria for Success
• Descriptive Feedback
• Evidenced based feedback that is linked to the
  instructional outcomes and criteria for success
• Self- and Peer- Assessment
• Collaboration
• Teachers and students are partners in learning.

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Classroom VignettesExamples and Counter-examples
of FA

• Individually, read vignette 1.
• Determine if FA practices are present and provide
  justification for your reasoning.
• Discuss with an elbow partner.

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Classroom Vignettes AExamples and
Counter-examples of FA

• Number off 2-5 at your table, if more than 4
  people, keep numbering.
• Read the vignette that corresponds to your
  number.
• Determine if FA practices are present or not and
  justify your choice.
• Starting with vignette 2, provide an overview of
  your vignette, and share your justifications.
• Compare your responses to the rationales provided
  by the FAST/SCASS project through CCSSO.

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Classroom Vignettes BFormative Assessment in
Practice

• Read the first vignette.
• Analyze your assigned vignettes using the 5
  attributes of effective formative assessment and
  discuss with your table.
• Working in pairs, select 2 different vignettes
  from the seven that remain.
• Highlight where you see the attributes evidenced.
• Provide a brief overview of your vignettes and
  indicate how it aligned with the five attributes.
• As each table pair shares, begin to look across
  the vignettes and focus on ways one attribute
  appears across multiple vignettes.

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Does your rule work?

• Thinking back to the vignettes you have
  discussed, did the formative assessment rule you
  developed earlier work?
• Modify your rule if necessary.

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Bubble Probe

• How can the probe be used formatively?
• What FA attributes could be used with this probe
  to increase student achievement?

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What about your own assessments?

• Examine the assessment examples/list that you
  have used.
• Which of these assessments were used formatively?
  Summatively?
• Do your formative assessments align with your
  rule?
• What changes may you need to make?

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So What?

• What are the implications for..
• Student Motivation?
• Assessment Literacy?
• Balanced Assessment?
• Instruction?

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Formative Assessment

• Learning Target
• I can explain the research on the benefits of FA.
  
• I can formulate a rule for formative assessment.
• I can evaluate assessment scenarios for FA
  attributes.

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Next Meeting PrepEducational Leadership

• Skim the article Every Day in Every Classroom.
• Select an assessment strategy that you have never
  used before.
• Utilize this strategy before the next meeting.
• Be prepared to discuss in Marchbring student
  samples if appropriate.

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The Plan for Today
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For Next Time

• Our next meeting will be March 17th at the
  Morehead Conference Center.
• Read article Every Day in Every Classroom.
• Pick 1 strategy from article to try with
  studentsbring back results to May meeting.