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Lesson Study Interactive PowerPoint SPREE 2005-2006

Lesson Study Interactive PowerPoint SPREE 2005-2006. Jump to Step 1. Jump to Step 2. Jump to Step3. Jump to Sep 4. Jump to Sep 5. Planning Process. Press space bar to advance through this slide. Demographics. Step 1: Your Students. School & Classroom. Key Factors –

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Lesson Study Interactive PowerPoint SPREE 2005-2006

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  1. Lesson Study Interactive PowerPoint SPREE 2005-2006 Jump to Step 1 Jump to Step 2 Jump to Step3 Jump to Sep 4 Jump to Sep 5

  2. Planning Process Press space bar to advance through this slide Demographics Step 1: Your Students School & Classroom Key Factors – Student Needs Step 5: “Study” Lesson Step 2: Goal Selection Objectives – Steps - Debriefing Sequence & Flow Step 4: Learning Experiences Aspirations for Students Gaps Of Gap & Goals Goal to address Gap Step 3: Evidence Of Student Learning

  3. Unit Template Contextual Factors Goals/Assmnt/Instruction Analysis & Self-Evaluation Lesson Study Planning Template • A tool for organizing the Unit Plan Effectively • Template embodies all 5 steps of the Lesson Study Planning Process Prompts Prompts Prompts

  4. SCIENCE “LESSON STUDY” PLANNING TEMPLATE Team Members: Grade(s): School(s): Facilitator and other advisors: Unit Topic and Science Standards you will address: Narrative Overview of what your team will focus on: Organization of your group (Include meeting schedule, meeting structure, process for setting deadlines & milestones) Budget: roughly, how will you use the allocated science supplies fees from SPREE?

  5. Go onto Step 2

  6. From the Frameworks

  7. What Student Needs Require Accommodations? A number of online resources provide assistance and strategies for science instruction for English learners, advanced learners and students with disabilities: • CA Science Project English Learner Initiative: http://csmp.ucop.edu/csp/initiative.html • SDAIE Handbook: Techniques, Strategies, and Suggestions for Teachers of LEP and Former LEP Students http://www.csupomona.edu/~tassi/sdaie.htm • Inclusion in science education for students with disabilities http://www.as.wvu.edu/~scidis/sitemap.html • Planning Science Programs for High Ability Learners http://ericec.org/digests/e546.html Back to Step 1 Template

  8. Go onto Step 3

  9. Evidence Go onto Step 4

  10. Entry Level Evidence: • Measure existing knowledge & skills • Measure mastery of preceding sets of content standards • Serve as a diagnostic tool to help plan instruction • Provide “pre-test” data to be compared to “post-test” data at the end of the unit • Should be administered under same conditions for all students

  11. Formative (Progress Monitoring) Evidence: • Monitor student progress on an ongoing basis throughout the unit • Inform the teacher about what is working, what isn’t and what adjustments to the plan are needed • Identify struggling students who need direct interventions • Provide quick feedback to students with opportunities to improve

  12. Summative quizzes, tests, prompts, and/or other Evidence: • End-of-unit measurement of students’ ability to apply the science knowledge and skills they have acquired. • Require students to demonstrate the extent they have met the goals and objectives identified in Stage 2 • Provide a “post-test” comparison to the “pre-test” conducted before the unit began

  13. Multiple Methods of “Evidence” Authentic Informal Checks for Understanding Essays/Prompts Traditional Click in any box for more details or the button below to skip ahead to Step 4. Step4 Back to Step 3 Template

  14. Informal Checks for Understanding • Hand Signals (thumbs up, thumbs down, wave hand) • Index Card Summaries (“Summarize a big idea you got from this lesson”) • Index Card Questions (“State one thing you don’t understand about...”) • Question Box (a place to leave questions about concepts & processes) • Misconception Checks (State a common misconception & ask if they agree/disagree—why or why not?) • Observations • Interviews, Dialogues, Open-Ended Questions • Daily journal entries Click HERE for web links to grade-level science assessments or click on the arrow to the right to return to the Step 3 Template

  15. Traditional Assessment • Multiple Choice – potentially useful for baseline measurement of content knowledge & science vocabulary • True-False – More useful to assess attitudes & applications of ideas versus content/vocabulary • Matching – More responses that list items increases likelihood of higher level thinking • Completion/Short Answers – Reduces guesswork but need careful wording to avoid ambiguous answers Click HERE for web links to grade-level science assessments or click on the arrow to the right to return to the Step 3 Template

  16. Essays/Prompts • Useful in the assessment of problem-solving skills and complex interrelationships between concepts and processes • Provides opportunities for students to develop written communication skills • Shortcomings include the subjective nature of essay questions (no single right/wrong answer) and English Language learner variabilities • Important to provide expectations and use some kind of grading rubric Click HERE for web links to grade-level science assessments or click on the arrow to the right to return to the Step 3 Template

  17. Authentic Assessment • Performance-based • may be used to assess correct answers and the processes used to get there • usually involves use of concrete materials • may include models, scientific illustrations & diagrams, experiments, and other contextualized demonstrations • Projects – students investigate authentic questions and use processes of investigation & experimentation to find solutions • Interviews & Student Journals – a good way to identify thinking & problem-solving abilities, misconceptions, and communication skills • Portfolios – a collection of student work over time that provides evidence and reflections demonstrating knowledge, abilities & understanding • Graphic Organizers – such as concept maps, vee maps & Venn diagrams – help assess students’ grasp of the interrelationship among concepts Click HERE for web links to grade-level science assessments or click on the arrow to the right to return to the Step 3 Template

  18. Grade K http://WWW.CORWINPRESS.COM/searchresults.aspx?search_text=Assessing Student Understanding in Science&sa=true&sc=1 http://pals.sri.com/ http://www.cobb.k12.ga.us/~schoolimprovement/curriculum/science/kscience.htm http://www.exemplars.com/science_k-2/science_k-2_sample.html Grade 1 http://WWW.CORWINPRESS.COM/searchresults.aspx?search_text=Assessing Student Understanding in Science&sa=true&sc=1 http://pals.sri.com/ http://web.dps.k12.va.us/parkave/soltest.htm http://www.sasked.gov.sk.ca/docs/elemsci/plants1.pdf http://www.exemplars.com/science_k-2/science_k-2_sample.html Grade 2 http://pals.sri.com/ http://WWW.CORWINPRESS.COM/searchresults.aspx?search_text=Assessing Student Understanding in Science&sa=true&sc=1 http://web.dps.k12.va.us/parkave/soltest.htm http://www.sasked.gov.sk.ca/docs/elemsci/plants1.pdf http://www.sasked.gov.sk.ca/docs/elemsci/plants2.pdf http://www.exemplars.com/science_k-2/science_k-2_sample.html Grade 3 http://pals.sri.com/ http://WWW.CORWINPRESS.COM/searchresults.aspx?search_text=Assessing Student Understanding in Science&sa=true&sc=1 http://education.jlab.org/solquiz/sci3_45.html http://web.dps.k12.va.us/parkave/soltest.htm http://www.sasked.gov.sk.ca/docs/elemsci/heat1.pdf http://www.sasked.gov.sk.ca/docs/elemsci/matter1.pdf http://www.sasked.gov.sk.ca/docs/elemsci/matter2.pdf http://www.exemplars.com/science_3-5/science_3-5_sample.html Grade 4 http://pals.sri.com/ http://WWW.CORWINPRESS.COM/searchresults.aspx?search_text=Assessing Student Understanding in Science&sa=true&sc=1 http://web.dps.k12.va.us/parkave/soltest.htm http://www.ode.state.oh.us/proficiency/02Tests/grade4/4sci0302.pdf http://tp1.clearlearning.com/ISBE/2003/grade4science/index.html http://www.edinformatics.com/timss/pop1/scipop1.htm?submit33=Grade+3,4+Science+Test http://www.exemplars.com/science_3-5/science_3-5_sample.html http://nces.ed.gov/nationsreportcard/ITMRLS/search.asp?picksubj=Science Web Links to Grade Level Assessments

  19. Grade 5 http://pals.sri.com/ http://WWW.CORWINPRESS.COM/searchresults.aspx?search_text=Assessing Student Understanding in Science&sa=true&sc=1 http://www.vismt.org/programs/assessment/sample_test_5.pdf http://education.jlab.org/solquiz/sci5_26.html http://web.dps.k12.va.us/parkave/soltest.htm http://www.sasked.gov.sk.ca/docs/elemsci/heat2,pdf http://www.aea3.k12.ia.us/divisions/instr/science/Level1test.pdf http://www.exemplars.com/science_3-5/science_3-5_sample.html Grade 6 http://pals.sri.com/ http://WWW.CORWINPRESS.COM/searchresults.aspx?search_text=Assessing Student Understanding in Science&sa=true&sc=1 http://www.aea3.k12.ia.us/divisions/instr/science/Level2test.pdf http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/2000/sci6_at_2000.pdf http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/1999/sc6_at99.pdf http://www.ode.state.oh.us/proficiency/sample_tests/sixth/6ptscie.pdf http://tp1.clearlearning.com/ISBE/2003/grade7science/index.html http://www.learn.co.uk/default.asp?WCI=Topic&WCU=3964 http://www.exemplars.com/science_6-8/science_6-8_sample.html http://nces.ed.gov/nationsreportcard/ITMRLS/search.asp?picksubj=Science Grade 7 http://pals.sri.com/ http://WWW.CORWINPRESS.COM/searchresults.aspx?search_text=Assessing Student Understanding in Science&sa=true&sc=1 http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/2000/sci6_at_2000.pdf http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/1999/sc6_at99.pdf http://www.ode.state.oh.us/proficiency/sample_tests/sixth/6ptscie.pdf http://tp1.clearlearning.com/ISBE/2003/grade7science/index.html http://www.learn.co.uk/default.asp?WCI=Topic&WCU=3964 http://www.exemplars.com/science_6-8/science_6-8_sample.html http://nces.ed.gov/nationsreportcard/ITMRLS/search.asp?picksubj=Science Grade 8 http://pals.sri.com/ http://WWW.CORWINPRESS.COM/searchresults.aspx?search_text=Assessing Student Understanding in Science&sa=true&sc=1 http://education.jlab.org/solquiz/sci8_42.html http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/2000/sci6_at_2000.pdf http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/1999/sc6_at99.pdf http://www.ode.state.oh.us/proficiency/sample_tests/sixth/6ptscie.pdf http://tp1.clearlearning.com/ISBE/2003/grade7science/index.html http://www.learn.co.uk/default.asp?WCI=Topic&WCU=3964 http://www.exemplars.com/science_6-8/science_6-8_sample.html http://nces.ed.gov/nationsreportcard/ITMRLS/search.asp?picksubj=Science Web Links to Grade Level Assessments (continued)

  20. Grade 9-12 Biology http://pals.sri.com/ http://WWW.CORWINPRESS.COM/searchresults.aspx?search_text=Assessing Student Understanding in Science&sa=true&sc=1 http://www.4tests.com/exams/examdetail.asp?eid=39 http://www.aea3.k12.ia.us/divisions/instr/science/Level3test.pdf http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/2000/sci9_at_2000.pdf http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/1999/sc9_at_99.pdf http://www.state.tn.us/education/tsscwebsamf02tng.pdf http://testpilot.isbe.net/ISBE/PSAE/Science/index.html http://www.learn.co.uk/default.asp?WCI=Topic&WCU=32295 http://nces.ed.gov/nationsreportcard/ITMRLS/search.asp?picksubj=Science Grade 9-12 Chemistry http://pals.sri.com/ http://WWW.CORWINPRESS.COM/searchresults.aspx?search_text=Assessing Student Understanding in Science&sa=true&sc=1 http://education.jlab.org/solquiz/chem_37.html http://www.4tests.com/exams/examdetail.asp?eid=33 http://www.aea3.k12.ia.us/divisions/instr/science/Level3test.pdf http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/2000/sci9_at_2000.pdf http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/1999/sc9_at_99.pdf http://testpilot.isbe.net/ISBE/PSAE/Science/index.html http://www.learn.co.uk/default.asp?WCI=Topic&WCU=23135 http://nces.ed.gov/nationsreportcard/ITMRLS/search.asp?picksubj=Science Grade 9-12 Physics http://pals.sri.com/ http://WWW.CORWINPRESS.COM/searchresults.aspx?search_text=Assessing Student Understanding in Science&sa=true&sc=1 http://www.vismt.org/programs/assessment/sample_test_9.pdf http://www.vismt.org/programs/assessment/sample_test_11.pdf http://www.getsmarter.org/challenge/real.cfm?grade=12th&subject=physics&name=LeftBlank&sex=0&age=1&state=LeftBlank&country=UnitedStates&iam=1&rating=0&access=3 http://www.aea3.k12.ia.us/divisions/instr/science/Level3test.pdf http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/1999/sc9_at_99.pdf http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/2000/sci9_at_2000.pdf http://testpilot.isbe.net/ISBE/PSAE/Science/index.html http://www.learn.co.uk/default.asp?WCI=Topic&WCU=33620 http://nces.ed.gov/nationsreportcard/ITMRLS/search.asp?picksubj=Science Grade 9-12 Earth Sciences http://pals.sri.com/ http://WWW.CORWINPRESS.COM/searchresults.aspx?search_text=Assessing Student Understanding in Science&sa=true&sc=1 http://education.jlab.org/solquiz/esci_73.html http://www.aea3.k12.ia.us/divisions/instr/science/Level3test.pdf http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/2000/sci9_at_2000.pdf http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/1999/sc9_at_99.pdf http://testpilot.isbe.net/ISBE/PSAE/Science/index.html http://jonathan.mueller.faculty.noctrl.edu/toolbox/examples.htm http://nces.ed.gov/nationsreportcard/ITMRLS/search.asp?picksubj=Science Web Links to High School Assessments Back to Multiple Methods

  21. Step 4: Plan Learning Experiences & Instruction Indicate the sequence of teaching & learning experiences that will equip students to engage with, develop & demonstrate the desired outcomes Day 1: Brief description of lesson or activities Day 2: Brief description Day 3 Brief description Day 4: Brief description Day 5: Brief description Day 6: Brief description Day 7: Brief description Day 8: Brief description Day 10: Brief description Day 11: Brief description Day 12: Brief description Day 9: Brief description Day 13: Brief description Day 14: Brief description Day 15: Brief description Day 16: Brief description Back to Step 3 Onto Step 5

  22. Objectives 5 Es

  23. What’s wrong with this objective? Press space bar to advance through this slide “Students know how to compare the physical properties of different kinds of rocks and know that rock is composed of different combinations of minerals.” “Know”is vague and difficult to assess. Q: How can we fix it? A: ACTION VERBS!

  24. Bloom’s 6 Levels of Thinking

  25. Compare the 2 objectives “Students know how to compare the physical properties of different kinds of rocks and know that rock is composed of different combinations of minerals.” “Students will identify and compare the physical properties of different kinds of rocks. Additionally, students will be able to sort and classify rocks according to their different combinations of minerals.”

  26. In your teams … Use ACTION VERBS from Bloom’s Wheel to write your learning objectives. Return to Step5 Template

  27. The 5 Es ENGAGE EXTEND EXPLORE EVALUATE EXPLAIN Next Page

  28. The 5 Es Learning Cycle • Developed by BSCS (Biological Sciences Curriculum Study) in 1989 • Has emerged as a premier framework for instructional design because it: • is applicable for virtually any instructional purposes • is flexible, adaptable and realistic • reflects real science • aligns with the standards Next Page

  29. Questions to Ponder as you plan with the 5 Es • Engage:What provocative hooks will draw the students in? What activities are most likely to capture and hold their interest? • Explore:What learning experiences will encourage students to gather evidence, try out hunches, pursue answers to essential questions? • Explain:What kind of instruction will equip students with the information they need to demonstrate what they know and are able to do? How will I build on student’s experiences to help them grasp scientific explanations? • Extend: How will students be guided to dig deeper, apply new understandings, work through misconceptions? • Evaluate: What formal and/or informal means of assessment will reveal what student know and can do? How will students self-assess? How will they demonstrate a grasp of the bigger ideas? Next Page

  30. In this PowerPoint you have: • learned the 5-step Lesson Study Process • examined the underlying principles for each step Using the same principles and the templates provided, you are now ready to put the design principles to use for your own science “Lesson Study” process. You can also download the blank templates from the Lesson Study web site. Just click here. Happy designing! Push to End Show Jump to Step 1 Jump to Step 2 Jump to Step3 Jump to Sep 4 Jump to Sep 5

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