1. TfR Seminar: Session 9 Evaluating Instructional Effectiveness

2. Do Now! Do Now! (3 min) Take out all session 9 Handouts, please! Take out completed Handouts 8.14 and 8.15, the planning investigations strategy implementation planning and reflection sheets Review your work in preparation for the discussion in your strategy discussion.

3. Session Objectives COLLABORATIVELY ANALYZE second set of lab report data and teaching plan to determine its effectiveness in moving students toward end-of-year goals. RESPOND to data by creating a new teaching plan and/or developing differentiated instruction and intervention for the next six weeks. REFLECT on effectiveness of scientific process skills and lab experiences in the classroom to share best practices and identify changes needed in structure, management, and delivery of strategy Refine skill in giving clear directions through practice and targeted feedback

4. Session Agenda TIMEACTIVITY 10 minutes OpeningStrategy Debrief 15 minutes Section 1Analyze Data from Second Lab Report 70 minutes Section 2Evaluate Instruction Using a Protocol 60 minutes Section 3 Design a Respond Plan And Practice Activity 10 minutes ClosingReflection

5. Strategy Implementation Pairs – Will and Laura – Chris and Ann Marie – Ashley and Eric – Emma and Adrianna – Jessica and Caitlin – Alison, and Travis – Michael and Blake

6. Strategy Debrief (8 minutes ) Meet with your strategy partner and follow the directions for the strategy debrief on Handout 9.1. Remember you will be using all of the strategy planning and reflection work for an analysis during Session 15, so you should keep them all in an organized fashion.

7. Transition As you try out new instructional strategies, it is essential that you evaluate them in the context of your students’ skills and learning goals. We will now share your analysis of the second set of lab report data and your science process skills teaching plan. Examine the effectiveness of your teaching plan in moving students toward end-of-year goals for science process skills.

8. Session Agenda TimeActivity 5:00- 5:10 10 minutes OpeningStrategy Debrief 5:10- 5:25 15 minutes Section 1 Analyze Data from Second Lab Report 5:25- 6:35 70 minutes Section 2 Evaluate Instruction Using a Protocol 6:35-6:40 BREAKFOOD and FUN 6:40 – 7:40 60 minutes Section 3 Design a Respond Plan And conduct a Practice Activity 7:40 – 7:50 10 minutes ClosingReflection

9. Section 1: Analyze Data from Second Lab Report Take out Handout 9.2, Handout 9.3, Handout 9.4a and Handout 9.4b which you have completed for homework. (1min) Review these handouts and prepare to share your findings. – What patterns did you see? – What skills are in need of the most support? – What groups will you form?

10. Inquiry Groups Quickly form your inquiry groups ( 1min each) Share with a partner in your inquiry group an insight from your data. – What patterns did you see? – What skills are in need of the most support? – What groups will you form?

11. Think and Share (2min)Reflect on your findings and discussion – What strategy was most successful? – What 1 change will you make to your teaching plan, in order to ensure you have the greatest impact on your students’ skills? (4 min) Whole Group Share either: – one strategy that has been successful – or one change you will be making to your teaching plan in order to have a greater impact on your students’ skills.

12. Transition Identifying areas of growth and progress as well as instructional strategies is essential to being a highly effective teacher. This process should eventually be a part of your practice for all of your classes and all of your students. Where are we in the inquiry process? Now we will use a tuning protocol to get additional input on our re-teaching plan and its alignment to our goals, from our colleagues.

13. Session Agenda TimeActivity 5:00- 5:10 10 minutes OpeningStrategy Debrief 5:15- 5:30 15 minutes Section 1 Analyze Data from Second Lab Report 5:30- 6:40 70 minutes Section 2 Evaluate Instruction Using a Protocol 6:40-6:45 BREAKFOOD and FUN 6:45 – 7:45 60 minutes Section 3 Design a Respond Plan And conduct a Practice Activity 7:45 – 7:55 10 minutes ClosingReflection

14. Section 2: Evaluate Instruction Using a Protocol Bring the following 4 HOs: – Handout 9.5 outlines the process. – Handout 9.6 guides you through writing quality questions to use in the protocol. – Handout 9.7 provides space to prepare your presentation, take notes, and record takeaways. – Handout 9.8b provides space for ideas and notes for the science process respond plan. Bring samples of student work, including the lab reports, with the rubrics used to score them. – Those who do not have their own students’ reports and rubrics will need to pair up with a someone who does and act as an observer for the protocol process

15. Evaluate Instruction Using a Protocol Assemble in the following pairs (1 min) 1.Chris, Eric, 2.Michael, Jessica 3.Alison, Blake 4.Travis, Laura 5.Caitlin, Anne Marie 6.Adriana, Will 7.Emma, Ashley

16. The Protocol Purpose: To provide input into revisions of teaching plan, ensuring that it focuses on your goals Focus on the student group needing the most intense level of support Discussion protocols in general: – Create a safe, structured environment – Allow participants to share “air-time” – Promote deep reflection by providing time to focus on the issues and questions instead of the process

17. Protocol Steps Look at Handout 9.5: Tuning Protocol – (3 min)Read the steps. For Step 1: you will present an inquiry question to your partner – Ensure the question will allow for constructive and specific feedback. (6 min) Independently Refer to Handout 9.6 to prepare for a good inquiry question and complete Handout 9.7 (1 and 2) to prepare your presentation The section on clarifying vs probing questions are for steps 2 and 3 of the protocol

18. Preparation for the Protocol (2 minutes) Review the criteria for quality clarifying questions and read the sample questions. HO 9.6 – It is essential that you ask good clarifying questions to make your feedback useful to the presenter. – Without good questions, the group has the potential to spend the entire time discussing a strategy that cannot be implemented or an idea the presenter already tried (1 min) Review the criteria for quality probing questions. – The role of probing questions is to help the presenter think more deeply about his or her practice. The goal of the protocol is that each person walks away from the conversation with concrete answers to his or her inquiry question on which to reflect.

19. Using the Protocol Choose who will present 1 st Assign facilitator/timekeeper Carefully follow the timing of the steps You will go through the protocol once for each person. (18 min each) – After the first cycle, there will be a pause to briefly discuss questions about the process. (1 min transition) – Then the second person will present. The is a place for notes on notes on Handout 9.7

20. Tuning Protocol Step 1: Presentation (2 minutes) Step2:Examination of the Work and Clarifying Questions (6 minutes) Step 3: Feedback and Probing Questions (7 min) Step 4: Reflection (3 minutes)

21. Protocol Debrief (5min) What did you learn from listening to your peers present? How did your discussions support your own work? What questions still remain for you? Do you have enough information/ food for thought to continue the inquiry process? How might you use a process like this with colleagues at your school? With your students?

22. Transition Seek out support like this at your school sites. This process provides a start to the important step of refining your instruction to meet your students’ needs. – In Session 12, we will participate in another protocol focused on student work called the analysis protocol. We have just completed “the Evaluate step.” Next we will decide how to respond further based on the feedback from the tuning protocol and Practice one strategy that emerged from the protocol.

23. Session Agenda TimeActivity 5:00- 5:10 10 minutes OpeningStrategy Debrief 5:15- 5:30 15 minutes Section 1 Analyze Data from Second Lab Report 5:30- 6:40 70 minutes Section 2 Evaluate Instruction Using a Protocol 6:40-6:45 BREAKFOOD and FUN 6:45 – 7:45 60 minutes Section 3Design a Respond Plan And conduct a Practice Activity 7:45 – 7:55 10 minutes ClosingReflection

24. Break Time!

25. Session Agenda TimeActivity 5:00- 5:10 10 minutes OpeningStrategy Debrief 5:15- 5:30 15 minutes Section 1 Analyze Data from Second Lab Report 5:30- 6:40 70 minutes Section 2 Evaluate Instruction Using a Protocol 6:40-6:45 BREAKFOOD and FUN 6:45 – 7:45 60 minutes Section 3Design a Respond Plan And conduct a Practice Activity 7:45 – 7:55 10 minutes ClosingReflection

26. Design a Respond Plan Work individually (7 min) Focus on the same student you discussed in Section 2. Review the goals you set for the first benchmark. Begin to list revisions to your teaching plan to respond to the reevaluation data and increase the effectiveness of instruction. Remember, do not lower the goal expectations but make changes that will scaffold student learning to meet goal expectations. – Consider moving students into different instructional groups to continue grouping students by readiness level. For homework, you will create and begin to implement a respond plan for all three focus groups. Refer to the sample respond plan on Handout 9.8a. Record changes to your plan on Handout 9.8b. – The revisions should reflect what the reevaluation data tells you about their choice of instructional strategies.

27. Transition to practice Now you have an idea of a strategy you will use to improve student performance in inquiry skills Lets now work on improving our practice in an area of great importance in science classrooms; Giving Clear Directions To do this we will introduce a new component to our sessions, Practice activities

28. Introducing Practice Activities Purpose: To allow us to become more effective practitioners, to practice our skills and receive feedback in a critical friends atmosphere. – To be able to reflect on and adjust our practice based on feedback – To address areas where the observation trends indicate we are in need of growth – To improve our practice in order to assist our students in meeting Instructional goals – To ensure that clear connections are being made between session content and classroom practice

29. Steps for a Practice Activity 1.Introduce skill and establish relevance 2.Model or show video of the skill in practice 3.Discuss “look fors” that indicate skill mastery 4.Divide into groups with “look fors” in a checklist 5.Practice presentations while others observe and write feedback 6.Switch roles continuing to write feedback 7.Debrief and reflect on overall strengths in all groups as well as missed opportunities 8.Participants implement skill in their classroom and reflect on its effectiveness

30. Introduce Skill: Giving Directions Inquiry activities are often complicated and require us to give very clear directions The ability to give clear directions is a marker of teacher effectiveness. Clear directions make it easier for students to comply and to successfully complete the assigned task – Less off task behavior=more instructional time

31. What will we do? Using your revised lesson plans as well as the input you received from the tuning protocol we will each practice giving directions for one of our lessons. ( 2-3 min) We will also each provide feedback, based on established indicators I will model giving directions effectively for this activity while you score those directions based on the indicators on the look for checklist

32. Before we begin our Practice (7 min) Plan your 2-3 min “Giving Clear Directions practice Practice directions for one of the strategies you will use to scaffold your instruction for the group which needs the most intense support

33. Modeling Directions Lets review the procedure together before we begin: We will divide into groups as follows: Station 1: Chris, Alison, Emma Station 2: Eric, Michael, Jessica Station 3: Blake, Travis, Caitlin Station 4: Anne Marie and Adriana, Station 5: Will, Ashley, Laura Each person will have 2 “look for” checklists, 1 reflection sheet and something to write with 1.Group roles will be assigned (facilitator, timekeeper and 1 st presenter) 2.Presentations will begin and will last 2-3min 3.After each presentation, group members will be given 1 min to complete feedback forms, while presenter completes a reflection on his/her practice presentation 4.Then participants switch roles, 2 nd presenter begins while others observe and record findings on “Look For “Tool (2-3 min) 1.This process is followed until all group members have presented and all feedback forms completed. 5.Then each person will share oral feedback with each of the presenters, in turn – Sharing at least one strength and one opportunity for improvement

34. Assigning Group Roles Practice RoundPresenterTimekeeperFacilitator 1 Albert Einstein Sir Isaac Newton Madame Currie 2 Sir Isaac Newton Albert Einstein Madame Currie 3 Albert Einstein Sir Isaac Newton Once you are in your groups: Complete the chart with the names and assignments of all group members for each round

35. Completing Feedback Forms Read indicators on “look for” checklist carefully Check off all indicators which you have seen demonstrated Make notes of specific evidence in “strengths” and “Opportunities to Improve” boxes Provide feedback which is as specific and data based as possible Take 1 minute to complete the forms before the next practice round begins

36. Oral Feedback When all practice rounds are completed each persons will provide oral feedback, in turn (1min/person) Oral feedback should include at least 1 area of strength and no more than 2 opportunities for growth Be as specific in your suggestions as possible

37. Move To Your Practice Groups (1min) Station 1: Chris, Alison, Emma Station 2: Eric, Michael, Jessica Station 3: Blake, Travis, Caitlin Station 4: Anne Marie and Adriana, Station 5: Will, Ashley, Laura Follow the directions on your handout Please be sure watch the time carefully Read through the directions – Any clarifying questions?

38. Practice Activity Timing Action StepTime Assign group Roles for Practice Rounds1 minute Practice Round 12-3 minutes Finalize written feedback and Practice Reflection forms 1 minute Practice Round 22-3 minutes Finalize written feedback and Practice Reflection forms 1 minute Practice Round 32-3 minutes Finalize written feedback and Practice Reflection forms 1 minute Oral feedback 1 min for each presenter from each observer

39. Practice Debrief ( 5 min) Over all Strengths Missed opportunities Were there any strategies you noted which were especially effective? Any suggestions offered which you found especially helpful? Next Steps: Implement these directions in your own class and reflect on the effectiveness of your delivery, post your thoughts on the discussion tab in our session wiki.

40. Transition Finish revising your plans and implement this revised plan and continue to plan instruction strategically. Reassess science process skills from a lab report to be assigned before Session 12. The goal is that beyond this course, the (instructional) inquiry process becomes a regular part of your practice rather than a series of worksheets they are required to fill out.

41. Session Agenda TimeActivity 5:00- 5:10 10 minutes OpeningStrategy Debrief 5:15- 5:30 15 minutes Section 1 Analyze Data from Second Lab Report 5:30- 6:40 70 minutes Section 2 Evaluate Instruction Using a Protocol 6:40-6:45 BREAKFOOD and FUN 6:45 – 7:45 60 minutes Section 3Design a Respond Plan And conduct a Practice Activity 7:45 – 7:55 10 minutes ClosingReflection

42. Closing Review Objectives Review Instructional strategies: tuning protocol Preview of next session, Session 10: – We will continue exploring two more unifying concepts: change, constancy, and measurement and evolution and equilibrium. – The next science process skill they will experience will be conducting experiments. Review portfolio connections and homework Complete exit slip!

43. Portfolio Connections Component 5 --- Planning Strategies (Creating and Implementing an Instructional Plan) – Explain instructional planning process focused on targeting instructional strategies – Artifacts: Instructional planning document and student work samples Component 6--- Monitoring for Success and Making Course Corrections – Include analysis of 2 nd administration of diagnostic assessment as well a plan documenting your instructional response that includes a rationale with an outline of how you will meet the needs of those not making adequate growth

44. Homework Complete Handout 9.4b: Planning for Support for the two other groups of students. Complete Handout 9.8b and begin implementation of the respond plan. For Session 12 data analysis: Assign students to conduct an investigative lab activity and write a lab report before Session 12. Score the lab reports using rubrics provided in Session 5, using a highlighter to facilitate data analysis and record the scores on the data tracker. Bring a printout or electronic copy of the data tracker. Bring science process skills respond plan from Session 9. Select students who have unique intensive support or specific needs that are common to many students. For these students, bring samples of student work, including their lab reports, with the scoring rubrics. For Session 10, prepare to build the continuum of two more unifying concepts: change, constancy, and measurement and evolution and equilibrium. Read about the concepts and write three-sentence summaries of each on Handout 10.1. Determine standards related to these concepts and record them on Handouts 10.4a and 10.4b: – 1. Standards/topics that relate to the unifying concepts – 2. Potential/common misconceptions about the standard/topics, if any

45. Exit Slip Respond to the following: How did the data analysis protocol help you strengthen your instruction toward closing the achievement gap? What are your concrete next steps? How will the practice activity portion of the session benefit your classroom practice? What portion of the session will have the most impact on your classroom immediately?