Science Leadership Support Network October 23, 2009 Welcome! Supported by PIMSER and Kentucky Department of Education Please enjoy some refreshments and take time to work on the SLSN Pre-Survey 1 1

Presentation Provided by the P-12 Math and Science Outreach Division of PIMSER

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 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.

High Quality Teaching and Learning Heat And Temperature Learning Climate

Global Achievement Gap Brief Roadmap for Today Heat And Temperature What’s my Word? Learning Climate What have I tried? Probe Results Content Survey Global Achievement Gap Brief

What’s My Word? Each person has a word on their back that deals with Characteristics of High Quality Teaching and Learning or Heat & Temperature. The object is to guess your OWN word by asking probing questions to others that can be answered yes or no. You may ask 1 question per person. Use the recording sheet to help you track your questions. Once you know your word, have a seat.

Content Survey

Curriculum Topic Study Learning target: I can use the information from a curriculum topic study to improve instruction of that topic.

What is a Curriculum Topic Study? A systematic study of readings from a core set of professional science education resources. Helps improve content background. Helps improve understanding of pedagogical implications of particular content. Helps teachers translate formal course content into a context that is appropriate for students.

Going Through the Process There are 6 parts to the CTS Today we will do all parts You will need the following resources: Science Curriculum Topic Study (SCTS) Benchmarks for Science Literacy National Science Education Standards Science for All Americans Science Matters Atlas of Science Literacy Vol. 1 and 2 Making Sense of Secondary Science Graphic Organizer for note taking

Heat and Temperature Using the guide on page 216 of the SCTS book….. Complete section I Refer to page 37 for guiding questions Record your notes, using the CTS organizer Elementary—K-8 MS and HS—6-12

Section I Debrief—Standing Meeting What information did you gain from this section? How can the information gained improve your instructional practice? How can the information gained improve understanding for your students? What are some pros and cons of this section? Create a chart synthesizing the information you read from Science for All Americans and Science Matters WHAT SHOULD ADULTS KNOW?

Heat and Temperature Using the guide on page 216 of the SCTS book….. Complete section II Refer to page 37 for guiding questions Record your notes, using the CTS organizer

Section II Debrief—Standing Meeting What information did you gain from this section? How can the information gained improve your instructional practice? How can the information gained improve understanding for your students? What are some pros and cons of this section? Create a chart synthesizing the information you read from this section WHAT ARE THE INSTRUCTIONAL IMPLICATIONS?

Critical thinking based on scientific concepts and understanding is the primary goal for science education. Benchmarks for Science Literacy, pg. 71

Heat and Temperature Using the guide on page 216 of the SCTS book….. Complete section III Refer to page 37 for guiding questions Record your notes, using the CTS organizer

Section III Debrief—Standing Meeting What information did you gain from this section? How can the information gained improve your instructional practice? How can the information gained improve understanding for your students? What are some pros and cons of this section? Create a chart synthesizing the information you read from this section WHAT ARE THE SPECIFIC CONCEPTS AND IDEAS?

Let’s Share Out! From your grade level groups, the person who was born the farthest distance from Lexington, will be the presenter. Share your findings with the whole group for your specific grade level band: K-5, 6-8, 9-12.

Heat and Temperature Using the guide on page 216 of the SCTS book….. Complete section IV Refer to page 37 for guiding questions Record your notes, using the CTS organizer

Table Meetings At your table, share out your findings about misconceptions around this topic. We will chart these misconceptions whole group.

Putting it all Together Using the information from section V, examine coherency and articulation of the topic. Now look at our state standards as directed in section VI. What similarities do you notice? What differences?

How can the CTS impact….. Curriculum? Instruction? Assessment?

What if… What if students don’t develop a more scientific understanding of heat and temperature? What other conceptual understandings in science might be affected?

Curriculum Topic Study Learning target: I can use the information from a curriculum topic study to improve instruction of that topic.

Time to Reflect

High Quality Teaching and Learning Assessment and Reflection The teacher and student collaboratively gather information and reflect on learning through a systematic process that informs instruction.

“When teachers are asked how they assess their students, they typically talk about tests, examinations, quizzes, and other formal methods. When they are asked how they know whether their students have learned what they have taught, the answers are very different.” Dylan Wiliam, Assessing Science Learning

Characteristics of High Quality Teaching and Learning Teacher Characteristics: A- Teacher uses multiple methods to systematically gather data about student understanding and ability. B- Teacher uses student work/data, observations of instruction, assignments and interactions with colleagues to reflect on and improve teaching practice.  C- Teacher revises instructional strategies based upon student achievement data.  D- Teacher uncovers students’ prior understanding of the concepts to be addressed and addresses students’ misconceptions/incomplete conceptions.  The teacher: 1) uncovers students’ prior conceptions about the concepts to be addressed and addresses students’ misconceptions/incomplete conceptions regarding the natural and physical world. E- Teacher co-develops scoring guides/rubrics with students and provides adequate modeling to make clear the expectations for quality performance.  F- Teacher guides students to apply rubrics to assess their performance and identify improvement strategies.   G- Teacher provides regular and timely feedback to students and parents that moves learners forward.   H- Teacher allows students to use feedback to improve their work before a grade is assigned.  I- Teacher facilitates students in self- and peer-assessment.  J- Teacher reflects on instruction and makes adjustments as student learning occurs. 

Characteristics of High Quality Teaching and Learning Student Characteristics: A- Student recognizes what proficient work looks like and determines steps necessary for improving his/her work.  B- Student monitors progress toward reaching learning targets.  C- Student develops and/or uses scoring guides periodically to assess his/her own work or that of peers.   D- Student uses teacher and peer feedback to improve his/her work. E- Student reflects on work and makes adjustments as learning occurs.

What might this look like in practice? Read the introduction to Vol. 4 of Uncovering Student Ideas in Science. As you read, put a + by descriptions that match the descriptors for HQTL and a  by descriptions of effective use of probes. Why is it important to gather information and reflect on learning through a systematic process that informs instruction?

Energy Transformations: Heat and Temperature

Let’s Examine the Data Working in grade alike groups, compile the data from the probe. Place the results in the chart. What patterns do you notice?

What to look for in Students’ Responses to Probes Area for Analysis What to Look For Concepts and Ideas Number of students choosing a selected response (tallies); groups of students using similar explanations Use of terminology Confusion of everyday words with their scientific meaning; appropriate use of scientific terminology Transfer of Learning Ability to apply ideas across contexts or in new situations Prior Knowledge or experience Ideas that students bring to their learning; experiences students may have had that impact their ideas Sophistication level Grade levels at which the students’ ideas are typically developed Reasoning Types of rules or justifications students use to support their ideas Ability to explain Students’ ability to write or verbalize an explanation

What are important considerations? Temperature Heat Thermal Energy What is the suggested developmentally appropriate progression for teaching these? What are the distinguishing characteristics of each of these? What can the probe responses tell us about student understanding? Why do students struggle to understand each of these? What are some instructional considerations?

A formative assessment “probe” is like a _____________, because ___________.

Minding Your P’s and Q’s! Throughout our meetings, we will be referring to 7 Strategies for Assessment for Learning Preview this book by asking yourself (and answering) the 4 questions on your handout as you skim through the text. Homework: Read Ch.1 using the organizer as a guide.

Time to Reflect

Learning Climate What have you tried in the past month in order to improve learning climate? How did it work? Generate a table poster representing the ideas of your group.

Let’s Debrief Number off 1-7; group by # Each group has 2 tasks: Pick one of the statements from the Reading Guide to discuss—sharing evidence. Take the corresponding Survival Skill #- Be prepared to share how that skill and the statement you discussed from the guide connect in some meaningful way.

Time to Reflect

Global Achievement Gap Brief Roadmap for Today Heat And Temperature What’s my Word? Learning Climate What have I tried? Probe Results Content Survey Global Achievement Gap Brief

For Next Time Our next meeting will be November 20th at the Embassy Suites For homework: Chapter 1 in 7 Strategies for Assessment for Learning and Ch. 2 in Global Achievement Gap