1. Science Leadership Support Network
Welcome!
Supported by PIMSER K-12 Math & Science Outreach and Kentucky Department of Education
Please enjoy some refreshments and Networking 1 1 1 1 1 1

2. 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? 2 2 2 2 2 2

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. 3 3 3 3

4. Last Month Review Our Overall Vision Target Method Match Finish
Deconstruction
Putting it
All Together
Test
Blueprint
Student
Self
Assessment
Chapter 4
HOMEWORK 4

5. Today’s Path Debrief Ch. 6 Ch. 4 Instructional Plans Assessment
Deconstruction
Tool Kit
Instructional
Plans
Assessment
& Motivation
Debrief
Ch. 4
Ch. 6
Problems of
Practice

6. Talk A Mile A Minute

7. Partner A

8. Partner B

9. Learning Targets Tool Kit
What resources do I have that will help me to lead others in this process?

10. Reading Materials Ch. 3….CASL Ch. 2….7 Strategies
Ch. 7 & 8….Active Learning Through Formative Assessment
KDE Talking Points on Learning Targets

11. Tools Types of Targets (Power Point) Target Sort
Strong and Weak Models of Deconstruction
Standard vs target
Target or not?
Ch. 3 CASL pg. 64 verb sheet
Deconstruction Template
Penny Analogy

12. Process
Why learning targets? What types are there? Can read CASL Ch. 3 before or after.
Target Sort—Sort with Partner—after they wrestle with this a bit, introduce the verb sheet
Standard vs Target
Penny Analogy
Strong and Weak Models of deconstruction
I do (facilitator), we do (fac & group), you do (with partner) deconstruction practice with standards
Fish Bowl (may or may not need based on group needs)

13. T-chart Time 13 13 13 13

14. Student Self Assessment
I can describe how I can use the “new American notebook” tool to help students in my class/school extract key information and recall it.
I can explain how student self-assessment can improve learning and motivation.

15. An Example
New American Notebook procedure from Tools for Promoting Active, In-depth Learning
Preview the text to be read.
Turn topic headings into questions.
Read carefully, determine the main ideas and important details related to each question.
Review each question, determine if you understand the answer, have any questions, or need further review/clarification, using a set of reader’s punctuation:
 = I know this
? = I have a question about this
 = I need to review this or I need clarification
How did this work as a strategy for you as you read Ch. 4 in the 7 Strategies book?

16. Ch. 4 Seven Strategies of AFL pages 95 - 103
Questions
Main Ideas
Details
Monitor
What is the impact of self-assessment on
student achievement?
What are the 3 parts to Strategy 4?
Worth spending time on self-assessment
Most effective for lower achieving students
Self assessment
Justification
Goal Setting
Must make the learning clear to students
Must provide practice
Must provide descriptive feedback
Research studies showed that student achievement increased through the use of self and peer feedback without additional instruction
Do not have to have all 3 at all times – context dependent
Attention is on the learning, not on getting a better grade
SA ideas for ele
Checkers, buttons, chips
Learning chains
Stars and stairs
Stamping stairs
KWL
I am learning …
I can…
Mark list
Exit task
Letter to parents
Traffic light icons  ?
Help with justification
 = I know this
? = I have a question about this
 = I need to review this or I need clarification

17. New American Notebook
How could you use this strategy in your classroom or with your faculty?
Quickly jot down a couple of ways you might use this strategy.
Exchange ideas with two others at your table.

19. Seven Strategies of AFL
Three kinds of benefits from student self-assessment:
Cognitive achievement – although all students benefit, self-evaluation helps the lowest achieving students the most
Motivation – students taught to self-evaluate are more likely to persist on difficult tasks, be more confident about their ability, and take greater responsibility for their work
Attitude about evaluation – students who are taught and regularly participate in self-evaluation have a more positive attitude about evaluation and assessments

20. Self-Assessment and Motivation
Carol Dweck’s work on Mindset
Fixed vs Growth Mindset
“Motivation is the most important factor in determining whether you succeed in the long run. What I mean by motivation is not only the desire to achieve, but also the love of learning, the love of challenge and the ability to thrive on obstacles. These are the greatest gifts we can give our students.”
Shirley Clarke reading on Learning Culture
Modeling
Praising effort and achievement rather than ability or personal attributes
Avoiding external rewards
Learning how to learn

21. Self-Assessment and Motivation
Identify similarities concerning motivation in business and in education.

23. Self-Assessment and Motivation
Identify some practices currently in place in your classroom/school/district for motivating students with respect to student learning.
Identify some factors that need to be in place for student self-assessment and goal-setting to be effective.

24. Give One, Get One
Write down 2 self-assessment strategies from the chapter or that you have used.
You will have 3 minutes to get 4 different ideas from 4 different people not at your table.
Stand up and “connect” with 4 others and exchange strategies.
What are some next steps concerning self-assessment for you in your classroom and as a leader?

25. Take Home Message
Student’s cognition, motivation, and attitude improve as a result of using self-assessment effectively.
“Meaningful student self-assessment and goal setting require clear targets to begin with. Beyond that, students need to be taught to compare their status to the targets, justify their judgments with evidence from their work, and set specific goals that guide subsequent actions.”
Seven Strategies for AFL, pg. 127

26. “Shallow men believe in luck. Strong men believe in cause and effect.”
Ralph Waldo Emerson, poet and philosopher

27. T-chart Time 27 27 27 27

28. Test Blueprints: Problems of Practice
Targets:
Identify elements that should be included in a test blueprint.
Articulate the purpose, audience, and utility of a variety of test blueprints.
Collaboratively develop an informed response to a problem of practice.

29. Test Blueprints
“When we make a plan for an assessment, whether we intend to create the assessment or just copy it, we are making the advance decisions about validity—what the test will cover and how much weight each learning target will get.” (CASL)

30. Test Blueprint (and Instructional) Design Considerations
Are the targets aligned to the standard?
Are the targets clear with respect to what evidence would constitute mastery?
Do the learning targets represent what has been or will be taught?
Does the relative importance of each learning target match its relative importance during instruction?
Is the sample size large enough to inform judgments about mastery of a target?
Have appropriate assessment methods been selected based on the target types?

31. Test Blueprints: Problems of Practice
Work in groups of 3-4.
Read each scenario and discuss the questions.
Choose 1 of the scenarios; as a group, write 3 Talking Points to lead a conversation with colleagues around that particular issue.
Be prepared to share with the entire group.

32. T-chart Time 32 32 32 32

33. Instructional Planning
I understand the questions to ask in order to determine the experiences needed for students to meet the learning targets for a lesson sequence or unit of study.

35. Learning Targets
Assessment
Instructional
Plan

36. “In their planning, teachers typically focus on making sure that they understand what they will need to do in order to implement the lesson or activity, with little or no attention to its purpose or goals. Similarly, when they do implement the lesson or activity, they usually focus on making sure that the students know what to do and how to do it, with little or no attention to why they are doing it or what they will get out of it. Consequently, both teachers and students commonly engage in lessons or learning activities without any sense of purpose beyond meeting requirements.” (Brophy, 2004; Clark & Peterson, 1986)
Jere Brophy, On Excellence in Teaching

37. Instructional Planning
Working with a partner, assess each of the sample instructional units on heat and temperature by rating them on the alignment considerations.
1 = low, 5 = high
Include rationale and/or evidence for the rating
Identify strengths, weaknesses, other considerations, and make a recommendation
Place a dot above the rating you gave each unit for each consideration on the posted charts.
Red = Core Knowledge, Blue = McDermott

38. Instructional Framework
Question 1
What will I do to establish and communicate learning goals, track student progress, and celebrate success?
Question 2
What will I do to help students effectively interact with new knowledge?
Question 3
What will I do to help students practice and deepen their understanding of new knowledge?
Question 4
What will I do to help students generate and
test hypotheses about new knowledge?

39. Question 1: What will I do to establish and communicate learning goals, track student progress and celebrate success?
Considerations:
Learning goals vs. learning activities
Establishing learning targets
Involving students with understanding and “owning” learning targets
Developing and using rubrics for quality
Providing descriptive, criterion-based feedback
Determining next steps for instruction
Involving students in monitoring progress

40. Question 2: What will I do to help students effectively interact with the new knowledge?
Considerations:
Previewing
Presenting in small chunks, then allowing for discussion, descriptions, predictions
Elaborating
Writing out conclusions and representing learning
Reflecting on learning

41. Question 3: What will I do to help students practice and deepen their understanding of new knowledge?
Considerations:
Tasks that involve similarities and differences
Creating analogies
Identifying errors in thinking
Practicing
Using cooperative groups
Using homework
Allowing revisions and corrections in preliminary work
RVD

42. Question 4: What will I do to help students generate and test hypotheses about new knowledge?
Considerations:
Inquiry in all content areas
Decision-making
Problem-solving

43. Instructional Planning
Think – Write – Pair – Share
What are some important considerations for selecting and/or creating instructional plans aligned to learning targets derived from the standards?
As a consumer
As a leader

44. Take Home Message
Activities and experiences must be aligned to the learning targets derived from the standards.
An instructional framework, misconceptions, concept development, summative assessment, relevance, grade appropriateness, and “survival strategies” are considerations for selecting curricular materials that are more than just a topic match.

45. T-chart Time 45 45 45 45

46. “The original concept for High Tech High grew out of the concerns of business leaders and university partners who saw that kids were leaving high school very good at memorizing facts and taking tests and doing well on them, but you ask them to apply what they know or you ask them to talk about or present their work, and they weren’t able to do that.”
—Gary Jacobs

47. GAG Chapter 6 Debrief
Part 1: With an elbow partner, look at your reading guide and discuss the terms/concepts for 2 minutes, along with any ‘ah-has’ etc.
Part 2: In groups of 3-4, Share each of your 3 ‘redesigns’; negotiate to determine the top 3 school (or science department) ‘redesigns’ you would implement if offered the opportunity. Be ready to share with the entire group and to defend your choices.

48. Next Meeting: Read the Conclusion
“In the often ideologically driven debates about education, it is easy to lose sight of what matters most—which is what happens between students and teachers in real classrooms every day.” --Tony Wagner Homework: Write a paragraph which summarizes your philosophy of public education.

49. T-chart Time 49 49 49 49

50. For Our Next Meeting
Read chapters 2-4 in Formative Assessment for Secondary Science Teachers.
Our next meeting will be 50 50 50