S CIENCE L EADER ’ S D IALOGUE C HAIR 3 Presented by Ava D. Rosales, PhD Instructional Supervisor Miami-Dade County Public Schools Division of Mathematics, Science and Advanced Academic Programs February 8, 2011

E SSENTIAL Q UESTION Where are we and where are we going? Name School (30 seconds or less)

A GENDA Welcome and Introductions Purpose Crunch-time and Formative Assessments Pacing Guide Reviews Differentiating Instruction Reflections and Follow-up

P URPOSE OF O UR W ORK Provide professional development that translates into improved student learning Improve teacher practice, enhance student learning, close the achievement gap Work together Use each others’ insights and experiences, content or framework from other sources, follow strategies and tools to acquire knowledge, skills and perspectives to address questions about our practice

C RUNCH -T IME

F ORMATIVE A SSESSMENTS

Dr. Erin Furtak, presented at SAN SERVE 2009

F ORMATIVE A SSESSMENT A.k.a. everyday assessment or assessment for learning, or the various formal and informal ways teachers get information about and act upon student thinking as part of their daily practice (Atkin & Coffey, 2003) Should be a seamless part of ‘good teaching’ Can take many forms, including: Asking questions to tap student thinking Structured activities to elicit student ideas Listening to group or classroom discussions Looking at student work and giving feedback …and…and…and… Dr. Erin Furtak, presented at SAN SERVE 2009

F ORMATIVE A SSESSMENTS U NCOVER S TUDENT T HINKING

F ORMATIVE A SSESSMENT S TRATEGIES Agreement Circles (#2) Four Corners Sticky Bars (#55) I Used to Think, but now I know (#28) RERUN (#52) R ecall: Summarize what you did in lab E xplain: Explain the purpose of the lab R esults: Describe the results of the lab and what they mean U ncertainties: Describe what you are still unsure about N ew: Write at least two (2) new things that you learned from the lab

P ACING GUIDES

Review of last meeting’s work –Advanced Pacing Next Year Maintain Modify Move Place Revisions on Chart Paper Also, document electronically and to:

D IFFERENTIATING I NSTRUCTION How we accomplished that today and what can be done in the classroom. What does the research say?

W ERE WE SUCCESSFUL AT Providing professional development that translates into improved student learning Improving teacher practice, enhance student learning, close the achievement gap through use of Formative Assessments, Differentiated Instruction and Crunch- time resources Using each others’ insights and experiences, content or framework from other sources, follow strategies and tools to acquire knowledge, skills and perspectives to address questions about our practice

R ESOURCES  Curriculum and Instruction   Instructional Technology (Examview Item Bank)   Florida Department of Education  FCAT Resources -  Florida Standards and Course Descriptions  Florida PROMiSE  Gizmos

R EFLECTIONS AND F OLLOW - UP Reflection: Complete the following statement I used to think….. But, now I know… Follow-up: Evidence of presentation to science department – Agenda, Sign-in sheet, Reflections Send follow-up to Ava Rosales Mail code#9628 – place in school mail no later than February 18, 2011