APPLICATION IS ENGINEERING ON THE SCIENCE MSP [name here] REGIONAL SCIENCE COORDINATOR [ESD here]
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Transcript of APPLICATION IS ENGINEERING ON THE SCIENCE MSP [name here] REGIONAL SCIENCE COORDINATOR [ESD here]
APPLICATION IS ENGINEERING ON THE
SCIENCE MSP
[name here]REGIONAL SCIENCE COORDINATOR
[ESD here]
Application is Engineering Workshop Two:Using Student Data to Adjust Instruction
Supporting student success on the MSP
and beyond
Overview of the Series
Application and Engineering Design
Adjusting Instruction Based on Student Data
Implications for Instruction
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
For the Series….Learning Intentions
Use student data to adjust instruction
Apply their understanding of the applications/engineering in the classroom in their own context
Identify Academic Vocabulary unique to the Science MSP and the strategies to support ELL students
Day 2: Learning Intentions
Understand the student expectations for the technological design process in Washington State Standards
Use student data to adjust instruction
Apply their understanding of the applications/engineering in the classroom in their own context
Identify Academic Vocabulary unique to the Science MSP and the strategies to support ELL students
Your Turn
Take a few minutes to complete the Redesign MSP Item
Be conscientious
Put yourself in the students’ shoes What is confusing What could foul someone up
How does an Application Redesign Item connect to the NGSS?
Bridging from New Standards to Current Assessment
Where does a Redesign
Item sit in the Next
Generation Science
Standards Design
Process?
Bridging from New Standards to Current Assessment
Where does a Redesign Item sit in an NGSS
Design Standard?
Bridging from New Standards to Current Assessment
Where does a Redesign Item sit in Science
and Engineering Practices?
Examining 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
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
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 surfasing assumptions, values, and beliefs in educational practice
Developing shared expectations of student work
Developing a rubric
Why Use H-M-L Protocols
Honing in on Student Performance
Read through the HML protocol
Identify roles in the group
Follow the protocol
Exploring the Rubric Together
Time Out for a Bio Break
Your Turn-Score Your Work
Score three student assessments from your class Fold the scoring rubric in half You score on one half then attach
to paper your score facing down
Trade with a partner for scoring
Peer Feedback
Partner scores on other half of scoring rubric
Discuss and agree
If you can’t agree have a third person
Once you get your rhythm KEEP SCORING
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
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
Lunch
Marshmallow Challenge
Marshmallow Challenge
Marshmallow Support StructureDesign and build the Tallest Free-standing Structure
that will support a marshmallow
Criteria Constraints
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.)
Redesign Opportunity
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?
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
Item Vocabulary Challenges
Read the Marshmallow Redesign item prompt
Circle any words that might be “barrier words” to your students’ understanding
On the T-Chart place the “barrier words” in the appropriate column
Criteria for selecting words to teach
Think about what are the “barrier words”◦ Does this word keep the student from understanding
the text?
Importance of the word for understanding the text◦ What does the word choice bring to the meaning of
the text? (E.g., precision, specificity?)
General utility of the word◦ Is it a word that students are likely to see often in other
texts? Are there multiple meanings? ◦ Will it be of use to students in their own writing?
Criteria for selecting words to teach
Students’ prior knowledge of the word and the concept(s) to which it relates
◦ How does the word relate to other words, ideas, or experiences that the students know or have been learning?
◦ Are there opportunities for grouping words together to enhance understanding of a concept?
-- more at K-12 Teachers: Building Comprehension in the Common Core
Vocabulary Instruction
Meaning of specific words◦ Provide student-friendly definition(s)◦ Read the word in text◦ Discuss examples and non-examples of the word◦ Create semantic maps◦ Teach multiple meanings◦ Link new words to words students already know◦ (CCSS Language Standard 5)
Word-learning strategies◦ By using contextual cues◦ By using their existing knowledge of words and word parts
Lessons Learned
Skim through the 2012 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
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
APPLICATION IS ENGINEERING ON THE
SCIENCE MSP
[name here]
REGIONAL SCIENCE COORDINATOR
[ESD here]