APPLICATION IS ENGINEERING ON THE

SCIENCE MSPWendy Whitmer

REGIONAL SCIENCE COORDINATORKathy JohnsonSELKIRK S.D.

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

Day 2: Learning Intentions Deepen understanding of student expectations for

the technological design process in Washington State Standards

Use student data to adjust instruction

Apply understanding of the applications/engineering in the classroom context

Identify Academic Vocabulary unique to the Science MSP and the strategies to support ELL students

Review

Last time:

1. Learned about the engineering design process in NGSS and our WA State Application Standards

2. Experienced a design challenge

3. Saw how MSP items can relate to our classroom instruction

Bridging from New Standards to Current Instruction

1. Which practices or pieces of the engineering design process have you engaged students in since we met?

2. What is your evidence?

Bridging from New Standards to Current Assessment

Where does our Zipline

challenge and Redesign Item

sit in NGSS Design?

Bridging from New Standards to Current Assessment

Where does our Zipline challenge a

Redesign Item sit in Science

and Engineering Practices?

Your questions

Day 1: Questions and answers

Read the questions and responses with a partner What is one question that stands out to you? What is one question you still have or a new

question? Write on a sticky note

Looking at 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 surfacing 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

Your Turn-Score Your Work

Score three student assessments from your class Write the student name and score

on a sticky- Do not show your partner

Trade with a partner for scoring

Peer Feedback

Partner scores same 3 samples

Discuss and agree

If you can’t agree have a third person

Once you get your rhythm KEEP SCORING

What now?

What tips will you give your students before they try another redesign item?

How will the information from the students “pre-assessment” impact your instruction?

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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

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

Why are these “barrier words?

Three tiers of words

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Three tiers of words

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Tier 3 words are often defined in the texts

Plate tectonics (the study of the movement of the sections of Earth’s crust) adds to Earth’s story….

The top layers of solid rock are called the crust.

Optical telescopes are designed to focus visible light. Non-optical telescopes are designed to detect kinds of electromagnetic radiation that are invisible to the human eye.

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Criteria

What are your criteria for vocabulary instruction? How do you select which words are important to

focus on?

Create a list of criteria for your table

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What are your vocabulary strategies?

Reflect:

2 minutes: How do you help kids with vocabulary?

Talk:

Share your strategies with someone you haven’t talked to.

Lessons Learned

Skim through the 2013 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

Homework

Do the Marshmallow Challenge with your students

Administer the Marshmallow Redesign item

Bring:1. Marshmallow Redesign student work2. Curriculum that you would like to work with3. Engineering design challenges to share

April 29 8:30-3:30pm NEWESD 101

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3-2-1 3 Key Ideas from Today

2 Thing you would like to see next time

1 Question you still have

Next time:

Look at Marshmallow items

Design Challenge Stations

Engineering Design planning time

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