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 Asses sment Where does a Redesign Item sit in Science and Engineering Practices?

Examing 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

Lunch

The Zip Line Challenge: Instructional Implications Implementation of the Zip Line Challenge in your classroom: Individual Reflection(5 min): What were the successes? (How did the students decide if they were successful?) What were the challenges? (Instructionally focused/ not logistics) (what were the teacher moves that you utilized to keep students engaged/not frustrated/ pushing forward?) Adjustments to Consider?

The Zip Line Challenge: Instructional Implications Round-robin reflection: 1. Person “ A ” shares 2. The group pauses 3. Person “ B ” paraphrases and inquires 4. Person “ A ” elaborates 5. The group pauses 6. Repeat process with persons “ B ”,C ”, etc.

Marshmallow Challenge

Marshmallow Support Structure Design 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?

Post Assessment  Post test instructions  Techniques that they will try