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Welcome to The Science Education Program

This presentation provides an overview of the Science Education Program, including setting the context, guiding the use, introducing the tools, and using them in a standards implementation process. It also emphasizes the importance of making personal meaning in science education.

keithgrimes
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Welcome to The Science Education Program

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  1. Welcome to The Science Education Program

  2. Presentation Overview • Setting the context • Guiding the use • Introducing the tools • Using the tools in a standards implementation process • Making personal meaning Presentation for Toolkit Rollout, February 2003

  3. Setting the Context Connecting the Plenary Session to This Concurrent Session on Science Education

  4. Setting the Context • NCLB: All schools show AYP • Tools fulfill need from the field • Content Standards and Benchmarks • Grade Level PI • Scope and Sequence • Instructional Guide Presentation for Toolkit Rollout, February 2003

  5. Setting the Context • Integration • Maintain integrity • Natural integration points as driver • Backward mapping • Handout, modified from WestEd • Standards-based • Start with end in mind Presentation for Toolkit Rollout, February 2003

  6. Guidelines for Use Caveat emptor

  7. Guidelines for Use • Not a Curriculum • Written to address needs by some • If understood, move on Presentation for Toolkit Rollout, February 2003

  8. Guidelines for Use • IG not comprehensive, not inclusive • Tools to start conversation • Student Work Presentation for Toolkit Rollout, February 2003

  9. Key Idea from the Plenary • Uses of the Tools • Assessment Planning • Performance Indicator Progression, Instructional Guide, Curriculum Framework • Instructional Planning • Instructional Guide, Curriculum Framework • Curriculum Planning • Instructional Guide, Scope and Sequence, Curriculum Framework Presentation for Toolkit Rollout, February 2003

  10. Introduction to the Tools Grade Level Performance Indicators (aka Performance Indicator Progression) Science K-12 Scope and Sequence Instructional Guide Curriculum Framework for Science

  11. GLPI: Closer Look at Domain II, #3 Malama I Ka Aina Presentation for Toolkit Rollout, February 2003

  12. GLPI: Closer Look at Domain II, #3 Malama I Ka Aina • Two parts • Sustaining Food Supply • Conservation of Resources • Where are GLPI’s Found? • Where Not Found? Presentation for Toolkit Rollout, February 2003

  13. Grade Level/Course Performance Indicators • K-8 is listed by GLPI • High School by Courses • Middle School Course of Study • 6th Grade: Physical Sciences Focus • 7th Grade: Biological Sciences Focus • 8th Grade: Earth Systems/Space/EE Presentation for Toolkit Rollout, February 2003

  14. Safety Considerations, Gr. 6 • Conduct activities for which: • You understand the content and pedagogy • You have appropriate facilities • There are safety equipment and personal safety equipment. Presentation for Toolkit Rollout, February 2003

  15. K-12 Scope and Sequence • Multiple Pathways • Idea #1/FOSS and AAAS’ Project 2061 • Idea #2/STC and AAAS’ Project 2061 Presentation for Toolkit Rollout, February 2003

  16. K-12 Scope and Sequence • Multiple Pathways, continued • Idea #3/NCEE and AAAS’ Project 2061 • Three important ideas per discipline Presentation for Toolkit Rollout, February 2003

  17. K-12 Scope and Sequence • Domain I cuts across all science disciplines • Critical Thinking and Inquiry • Scientific Inquiry • Safety • Unifying Themes • Problem Solving/Environmental Issues Presentation for Toolkit Rollout, February 2003

  18. “Conduct the Assessment” • Small group work • Examine Grade 3 student work for evidence of performance indicators • Write Commentary Presentation for Toolkit Rollout, February 2003

  19. “How Good is Good Enough?” • Continue in small groups • Write “performance criteria” for clusters of performance indicators. • Describe the “task” which generated the student work. Presentation for Toolkit Rollout, February 2003

  20. “Performance Standard” 3 4 2 1 Presentation for Toolkit Rollout, February 2003

  21. “How Good is Good Enough?” • Develop 4 point Rubric for the Task • 4 = Exceeds standard • 3 = Meets standard • 2 = Not Met; Emerging • 1 = Not Met; Little or no evidence Presentation for Toolkit Rollout, February 2003

  22. “Feedback and Feedforward” • Suggest ways for student to improve on work • Suggest ways for teacher to modify instruction Presentation for Toolkit Rollout, February 2003

  23. Sample Science Assessment Items and Student Work: National • http://pals.sri.com (National Science Education Standards; Large scale assessment and student work) • www.wested.org (PASS/HCPS) • http://nces.ed.gov/nationsreportcard/litmrls/ • www.exemplars.com/samples.html Presentation for Toolkit Rollout, February 2003

  24. Presentation for Toolkit Rollout, February 2003

  25. Opportunity to Learn Presentation for Toolkit Rollout, February 2003

  26. Opportunity to Learn Presentation for Toolkit Rollout, February 2003

  27. Hawaii Assessment Program • PASS (Partnership for the Assessment of Science Standards): WestEd • HCPS-s: 5, 7, 11 • NAEP 2004, 2008 Presentation for Toolkit Rollout, February 2003

  28. Aligning Programs to HCPS • Example: NASA Curriculum Support Materials Presentation for Toolkit Rollout, February 2003

  29. K-8 Science Reform Programs • Benefits: hands-on vs. Textbook-driven • NSF accepted data on program effectiveness • More closely aligned to HCPS and NAEP • STC and STC/MS • FOSS • (Insights) Presentation for Toolkit Rollout, February 2003

  30. Presentation for Toolkit Rollout, February 2003

  31. Small Group Discussion Making Personal Meaning

  32. Reflection and Exit Pass Presentation for Toolkit Rollout, February 2003

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