Math/Science Leadership Awareness

1. Math/Science Leadership Awareness December 13, 2007 Terry Parkey and Becky Smith Regional Teacher Partners PIMSER

2. Group Norms • Start and end on time • Put cell phones on silent • Be respectful of all comments • Everyone participates • Exercise the ‘rule of two feet’ • Come prepared for the meeting

3. Goals of the MSLSN • Professional Learning Community • Content and Pedagogical Content Knowledge • Research

4. Review from November • How Students Learn—Chapter 1 • How the Special Needs Brain Learns • Assessment: OF vs FOR

5. Road Map for Today How the Special Needs Brain Learns Effective Questioning Breakout Session Next Meeting: January 17

6. Talking Partners • Choose a Partner • Talking Partners Sort Activity

7. Think-Pair-Share

8. How the Special Needs Brain LearnsDavid SousaChapter 2When Learning Difficulties Arise

9. Possible Causes of Learning Difficulties

10. Responsiveness to Intervention • What is your district’s policy/procedure for identifying student’s with learning difficulties? • Does my school/district have a plan to help gifted students with learning disabilities? If so, is it effective? If not, should we?

11. Strategies Integration Model (SIM)pages 40-43

12. Learning Strategies • Choose a strategy. • Have you used this learning strategy in your classroom? • What new or different strategy have you decided to use in your classroom this month?

13. Questioning

14. Research-Based Strategies • 4 Research-based strategies that significantly improve student learning: • Sharing criteria (clear learning targets with success criteria) • Questioning • Feedback • Peer and self-assessment

15. “More effort has to be spent in framing questions that are worth asking; that is, questions which explore issues that are critical to the development of students’ understanding.” • Assessment for Learning: Putting It Into Practice • Pg. 42

16. “You understand it only if you can teach it, use it, prove it, explain it, or read between the lines.” Wiggins and McTighe Understanding by Design “Current classroom practices generally encourage superficial and rote learning, concentrating on recall of isolated details, usually items of ‘knowledge’ which pupils soon forget.” Black and Wiliam Inside the Black Box Effective Questioning

17. Questioning should be used to: Cause thinking Provide data that informs teaching Questioning should NOT be used to: Direct the attention of the class Keep students on task Dylan Wiliam, NSTA Preconference on Assessment, 2005 Effective Questioning

19. Effective QuestioningCh. 4 Formative Assessment in Action • Wait time • No hands up • Talking partners • Debates • Snowballing

21. Effective Questioning • Provide 5 seconds of wait time. • Best with some structure (e.g., white boards or talking partners) • ‘No hands up’ increases wait time and child focus, but used with recall questions is counterproductive. • Having talking partners/groups before responding to questions enables all children to participate, think, and articulate…

22. Effective Questioning • Encouraging children to generate their own questions furthers their independence as learners. • Effective questioning involves effective modeling. • Effective questions should further and deepen learning, rather than simply help establish prior knowledge. • Teachers need to create a supportive climate so that ‘put downs’ are avoided and children can articulate their ideas without fear of failure.

23. Role Play Talking Partners • Working with a partner, role play a poortalking partner and a good talking partner. (pg. 57) • What are some considerations for making this an effective instructional strategy?

24. Question for Role Playing with Talking Partners • Why do you think some people put off Christmas shopping until the very last minute?

25. Reframing Questions • From your reading guide, write your two reframed questions for What physical activities improve the efficiency of the heart? on sentence strips and post on the labeled charts. • Red: range of answers • Blue: agree/disagree • Green: opposites • Purple: reframed, give answer first • Orange: opposing standpoint

26. Thinking Hats • Draw a hat from the baggie. • Find 2 others in the room with the same hat. • Consider the following question from the perspective specified by your hat color: Why is gold considered to be a precious metal and iron is not? • Return to your original table. Have each person share their “hat” perspective pertaining to this question.

27. Six Thinking Hats • White Hat – facts, figures, information • Black Hat – caution, truth, judgment • Red Hat – emotions, feelings, hunches • Yellow Hat – advantages, benefits, good • Green Hat – create, explore, new ideas • Blue Hat – reflections, lacks decisions Formative Assessment in Action, p. 66

28. MC Design Considerations • Factors to consider for the KEY and the DISTRACTORS • Provide one, and only one, correct answer • Include plausible options that demonstrate a student’s level of understanding • Colleague review

29. School Bus Item A teacher is planning a field trip and will need school bused to transport students. A school bus holds up to 36 students. If 1,128 students will be transported, how many buses are needed? Explain your answer. A. 31 B. 31.33 C. 32 D. 36 Sample NAEP question taken from the Nations’ Report Card at www.nces.ed.gov Based on student answers, what could you determine about a student from each choice?

30. School Bus Item How did changing D make this assessment more formative in nature? A teacher is planning a field trip and will need school buses to transport students. A school bus hold up to 36 students. If 1,128 students will be transported, how many buses are needed? Explain your answer. A. 31 B. 31.33 C. 32 D. 32.33 Sample NAEP question taken from the Nation’s Report Card at www.nces.ed.gov

31. What to do with the results? Based on the students’ answers, you attach a problem for them to work on. A. Rounding Problem B. Rounding for Real-World Purposes C. Correct—Extension Problem D. A division problem An item like this can give a teacher differentiated information for the class so the teacher can figure out who needs extra help.

32. Deer herds in KY are currently plagued by a fatal hemorrhagic disease. Which population will be most affected by the loss of deer? Acorns Grass Sun Coyotes Justify your response. What do the distractors need to discriminate about student understanding to be used formatively? What might be better distractors for formative purposes? Science Example

33. Deer herds in KY are currently plagued by a fatal hemorrhagic disease. Which population will be most affected by the loss of deer? Acorns Wolves C. Humans Justify your response. Examine various energy pyramids and determine population changes Correct answer – extension activity (e.g., analyze more than 2 populations compared graphically) Examine population growth of humans vs deer over time and determine what the relationship is between the two. What to do with the results?

34. Now, It’s Your Turn • Develop a multiple choice question for your class that will give you formative information about the students. • For each selection, determine best next steps.

35. “If the only tool you have is a hammer, you tend to see every problem as a nail.” • Abraham Maslow

36. Reflection: • The benefits/impact of using these strategies… • The barriers…why we don’t see these strategies used more in our classrooms.

38. Group Debrief • Working with your table group, complete the synectic summary matrix for questioning. • How is effective questioning like each of the musical instruments? D

39. “The important thing is to not stop questioning.” • Albert Einstein

40. Break Out Sessions Homework for Next Time from HSL: Math: Read Chapter 6(elem),7 (MS),or 8(HS) Based on your grade level assignment Science:Read Chapter 10(elem),11(MS),or 12(HS) Based on your grade level assignment Use the reading guide to help organize your thoughts Next Meeting---January 17