Science Leadership Support Network

1. Science Leadership Support Network Welcome! Supported by PIMSER K-12 Math & Science Outreach and Kentucky Department of Education Please enjoy some refreshments and Networking

2. Group Norms Stay on schedule; be on time Put cell phones on silent and computers closed Stay present, giving full attention Listen actively as others are speaking Be engaged—Be IN the work Avoid sidebar conversations Balance advocacy and inquiry Keep name tags visible Rule of 2 feet Any others?

3. Goals of SLSN Deepen understanding of a balanced assessment system and its role in motivating students to higher levels of achievement. Understand and incorporate skills and strategies for transforming planning and practice in order to ensure that all students understand key concepts from the Energy Transformations big idea. Develop and act on a personal vision of leadership for sustainable improvement in their school or district.

4. Last Month Review Our Overall Vision Target Method Match Finish Deconstruction Putting it All Together Test Blueprint Student Self Assessment Chapter 4 HOMEWORK

5. Today’s Path Deconstruction Tool Kit Instructional Plans Assessment & Motivation Debrief Ch. 4 Ch. 6 Problems of Practice

6. Talk A Mile A Minute

7. Partner A

8. Partner B

9. Learning Targets Tool Kit • What resources do I have that will help me to lead others in this process?

10. Reading Materials • Ch. 3….CASL • Ch. 2….7 Strategies • Ch. 7 & 8….Active Learning Through Formative Assessment • KDE Talking Points on Learning Targets

11. Tools • Types of Targets (Power Point) • Target Sort • Strong and Weak Models of Deconstruction • Standard vs target • Target or not? • Ch. 3 CASL pg. 64 verb sheet • Deconstruction Template • Penny Analogy

12. Process • Why learning targets? What types are there? Can read CASL Ch. 3 before or after. • Target Sort—Sort with Partner—after they wrestle with this a bit, introduce the verb sheet • Standard vs Target • Penny Analogy • Strong and Weak Models of deconstruction • I do (facilitator), we do (fac & group), you do (with partner) deconstruction practice with standards • Fish Bowl (may or may not need based on group needs)

13. T-chart Time

14. Student Self Assessment • I can describe how I can use the “new American notebook” tool to help students in my class/school extract key information and recall it. • I can explain how student self-assessment can improve learning and motivation.

15. An Example • New American Notebook procedure from Tools for Promoting Active, In-depth Learning • Preview the text to be read. • Turn topic headings into questions. • Read carefully, determine the main ideas and important details related to each question. • Review each question, determine if you understand the answer, have any questions, or need further review/clarification, using a set of reader’s punctuation: •  = I know this • ? = I have a question about this •  = I need to review this or I need clarification How did this work as a strategy for you as you read Ch. 4 in the 7 Strategies book?

16. Ch. 4 Seven Strategies of AFL pages 95 - 103  = I know this ? = I have a question about this  = I need to review this or I need clarification

17. New American Notebook • How could you use this strategy in your classroom or with your faculty? • Quickly jot down a couple of ways you might use this strategy. • Exchange ideas with two others at your table.

19. Seven Strategies of AFL • Three kinds of benefits from student self-assessment: • Cognitive achievement – although all students benefit, self-evaluation helps the lowest achieving students the most • Motivation – students taught to self-evaluate are more likely to persist on difficult tasks, be more confident about their ability, and take greater responsibility for their work • Attitude about evaluation – students who are taught and regularly participate in self-evaluation have a more positive attitude about evaluation and assessments

20. Self-Assessment and Motivation • Carol Dweck’s work on Mindset • Fixed vs Growth Mindset • “Motivation is the most important factor in determining whether you succeed in the long run. What I mean by motivation is not only the desire to achieve, but also the love of learning, the love of challenge and the ability to thrive on obstacles. These are the greatest gifts we can give our students.” • Shirley Clarke reading on Learning Culture • Modeling • Praising effort and achievement rather than ability or personal attributes • Avoiding external rewards • Learning how to learn

21. Self-Assessment and Motivation • Identify similarities concerning motivation in business and in education.

23. Self-Assessment and Motivation • Identify some practices currently in place in your classroom/school/district for motivating students with respect to student learning. • Identify some factors that need to be in place for student self-assessment and goal-setting to be effective.

24. Give One, Get One • Write down 2 self-assessment strategies from the chapter or that you have used. • You will have 3 minutes to get 4 different ideas from 4 different people not at your table. • Stand up and “connect” with 4 others and exchange strategies. • What are some next steps concerning self-assessment for you in your classroom and as a leader?

25. Take Home Message • Student’s cognition, motivation, and attitude improve as a result of using self-assessment effectively. • “Meaningful student self-assessment and goal setting require clear targets to begin with. Beyond that, students need to be taught to compare their status to the targets, justify their judgments with evidence from their work, and set specific goals that guide subsequent actions.” • Seven Strategies for AFL, pg. 127

26. “Shallow men believe in luck. Strong men believe in cause and effect.” • Ralph Waldo Emerson,poet and philosopher

27. T-chart Time

28. Test Blueprints: Problems of Practice Targets: • Identify elements that should be included in a test blueprint. • Articulate the purpose, audience, and utility of a variety of test blueprints. • Collaboratively develop an informed response to a problem of practice.

29. Test Blueprints “When we make a plan for an assessment, whether we intend to create the assessment or just copy it, we are making the advance decisions about validity—what the test will cover and how much weight each learning target will get.” (CASL)

30. Test Blueprint (and Instructional) Design Considerations • Are the targets aligned to the standard? • Are the targets clear with respect to what evidence would constitute mastery? • Do the learning targets represent what has been or will be taught? • Does the relative importance of each learning target match its relative importance during instruction? • Is the sample size large enough to inform judgments about mastery of a target? • Have appropriate assessment methods been selected based on the target types?

31. Test Blueprints: Problems of Practice • Work in groups of 3-4. • Read each scenario and discuss the questions. • Choose 1 of the scenarios; as a group, write 3 Talking Points to lead a conversation with colleagues around that particular issue. • Be prepared to share with the entire group.

32. T-chart Time

33. Instructional Planning • I understand the questions to ask in order to determine the experiences needed for students to meet the learning targets for a lesson sequence or unit of study.

36. “In their planning, teachers typically focus on making sure that they understand what they will need to do in order to implement the lesson or activity, with little or no attention to its purpose or goals. Similarly, when they do implement the lesson or activity, they usually focus on making sure that the students know what to do and how to do it, with little or no attention to why they are doing it or what they will get out of it. Consequently, both teachers and students commonly engage in lessons or learning activities without any sense of purpose beyond meeting requirements.” (Brophy, 2004; Clark & Peterson, 1986) • Jere Brophy, On Excellence in Teaching

37. Instructional Planning • Working with a partner, assess each of the sample instructional units on heat and temperature by rating them on the alignment considerations. • 1 = low, 5 = high • Include rationale and/or evidence for the rating • Identify strengths, weaknesses, other considerations, and make a recommendation • Place a dot above the rating you gave each unit for each consideration on the posted charts. • Red = Core Knowledge, Blue = McDermott

38. Instructional Framework • Question 1 • What will I do to establish and communicate learning goals, track student progress, and celebrate success? • Question 2 • What will I do to help students effectively interact with new knowledge? • Question 3 • What will I do to help students practice and deepen their understanding of new knowledge? • Question 4 • What will I do to help students generate and test hypotheses about new knowledge?

39. Question 1: What will I do to establish and communicate learning goals, track student progress and celebrate success? • Considerations: • Learning goals vs. learning activities • Establishing learning targets • Involving students with understanding and “owning” learning targets • Developing and using rubrics for quality • Providing descriptive, criterion-based feedback • Determining next steps for instruction • Involving students in monitoring progress

40. Question 2: What will I do to help students effectively interact with the new knowledge? • Considerations: • Previewing • Presenting in small chunks, then allowing for discussion, descriptions, predictions • Elaborating • Writing out conclusions and representing learning • Reflecting on learning

41. Question 3: What will I do to help students practice and deepen their understanding of new knowledge? • Considerations: • Tasks that involve similarities and differences • Creating analogies • Identifying errors in thinking • Practicing • Using cooperative groups • Using homework • Allowing revisions and corrections in preliminary work • RVD

42. Question 4: What will I do to help students generate and test hypotheses about new knowledge? • Considerations: • Inquiry in all content areas • Decision-making • Problem-solving

43. Instructional Planning • Think – Write – Pair – Share • What are some important considerations for selecting and/or creating instructional plans aligned to learning targets derived from the standards? • As a consumer • As a leader

44. Take Home Message • Activities and experiences must be aligned to the learning targets derived from the standards. • An instructional framework, misconceptions, concept development, summative assessment, relevance, grade appropriateness, and “survival strategies” are considerations for selecting curricular materials that are more than just a topic match.

45. T-chart Time

46. “The original concept for High Tech High grew out of the concerns of business leaders and university partners who saw that kids were leaving high school very good at memorizing facts and taking tests and doing well on them, but you ask them to apply what they know or you ask them to talk about or present their work, and they weren’t able to do that.” —Gary Jacobs

47. GAG Chapter 6 Debrief • Part 1: With an elbow partner, look at your reading guide and discuss the terms/concepts for 2 minutes, along with any ‘ah-has’ etc. • Part 2: In groups of 3-4, Share each of your 3 ‘redesigns’; negotiate to determine the top 3 school (or science department) ‘redesigns’ you would implement if offered the opportunity. Be ready to share with the entire group and to defend your choices.

48. Next Meeting: Read the Conclusion “In the often ideologically driven debates about education, it is easy to lose sight of what matters most—which is what happens between students and teachers in real classrooms every day.” --Tony Wagner Homework: Write a paragraph which summarizes your philosophy of public education.

49. T-chart Time

50. For Our Next Meeting Read chapters 2-4 in Formative Assessment for Secondary Science Teachers. Our next meeting will be