APPLICATION IS ENGINEERING ON THE SCIENCE MSP

1. APPLICATION IS ENGINEERING ON THE SCIENCE MSP Wendy Whitmer REGIONAL SCIENCE COORDINATOR Kathy Johnson SELKIRK S.D.

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. Day 2: Learning Intentions • Deepen understanding of student expectations for the technological design process in Washington State Standards • Use student data to adjust instruction • Apply understanding of the applications/engineering in the classroom context • Identify Academic Vocabulary unique to the Science MSP and the strategies to support ELL students

6. Review • Last time: • Learned about the engineering design process in NGSS and our WA State Application Standards • Experienced a design challenge • Saw how MSP items can relate to our classroom instruction

7. Bridging from New Standards to Current Instruction Define • Which practices or pieces of the engineering design process have you engaged students in since we met? • What is your evidence? Optimize Develop Solutions

8. Bridging from New Standards to Current Assessment Where does our Zipline challenge and Redesign Item sit in NGSS Design?

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

10. Your questions • Day 1: • Questions and answers • Read the questions and responses with a partner • What is one question that stands out to you? • What is one question you still have or a new question? • Write on a sticky note

11. Looking at 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 surfacing 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. Your Turn-Score Your Work • Score three student assessments from your class • Write the student name and score on a sticky- Do not show your partner • Trade with a partner for scoring

18. Peer Feedback • Partner scores same 3 samples • Discuss and agree • If you can’t agree have a third person • Once you get your rhythm KEEP SCORING

19. What now? • What tips will you give your students before they try another redesign item? • How will the information from the students “pre-assessment” impact your instruction?

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. Marshmallow Challenge

23. 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.)

24. Redesign Opportunity

25. 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?

26. 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

27. Item Vocabulary Challenges • Read the Marshmallow Redesign item prompt • Circle any words that might be “barrier words” to your students’ understanding • Why are these “barrier words?

28. Three tiers of words

29. Three tiers of words • Tier 3 – Highly specialized, subject-specific; low occurrences in texts; lacking generalization • E.g., oligarchy, euphemism, hydraulic, neurotransmitters • Tier 2 –Abstract, general academic (across content areas); encountered in written language; high utility across instructional areas • E.g., principle, relative, innovation, function, potential, style • Tier 1 – Basic, concrete, encountered in conversation/ oral vocabulary; words most student will know at a particular grade level • E.g., injury, apologize, education, serious, nation

30. Tier 3 words are often defined in the texts • Plate tectonics (the study of the movement of the sections of Earth’s crust) adds to Earth’s story…. • The top layers of solid rock are called the crust. • Optical telescopes are designed to focus visible light. Non-optical telescopes are designed to detect kinds of electromagnetic radiation that are invisible to the human eye.

31. Criteria • What are your criteria for vocabulary instruction? • How do you select which words are important to focus on? • Create a list of criteria for your table

32. What are your vocabulary strategies? Reflect: • 2 minutes: How do you help kids with vocabulary? Talk: • Share your strategies with someone you haven’t talked to.

33. Lessons Learned • Skim through the 2013 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

34. 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

35. Homework • Do the Marshmallow Challenge with your students • Administer the Marshmallow Redesign item • Bring: • Marshmallow Redesign student work • Curriculum that you would like to work with • Engineering design challenges to share • April 29 8:30-3:30pm NEWESD 101

36. 3-2-1 • 3 Key Ideas from Today • 2 Thing you would like to see next time • 1 Question you still have Next time: Look at Marshmallow items Design Challenge Stations Engineering Design planning time