1. Goals 1. To understand RIBTS 9.5. 2. To make meaning of assessment information scientist notebooks. 3. To understand scientist note-booking as a source of assessment information, a tool for assessing student learning, and a teaching strategy called “scaffolding.”

2. RIBTS 9.5 Self-Reflection Teacher candidates can identify what they would do differently and why, and they can offer evidence in support of their thinking.

3. RIBTS 9.5 Self-Reflection Major Concepts: 1.Teacher self reflection as an aspect of the planning, action, and reflection process 2. Using assessment to improve teaching and learning

4. RIBTS 9.5 Self-Reflection Teachers MAKE MEANING of assessment data Teachers MAKE MEANING of assessment data Teachers support CLAIMS with EVIDENCE. Teachers support CLAIMS with EVIDENCE. Teachers CONCLUDE-judge student performance in relationship to standards or expectations. Teachers CONCLUDE-judge student performance in relationship to standards or expectations.

5. RIBTS 9.5 Self-Reflection COVER PAGE Major Concepts: 1.Teacher self reflection as an aspect of the planning, action, and reflection process 2. Using assessment to improve teaching and learning

6. RIBTS 9.5 Self-Reflection ARTIFACT 1.Sample of student work (e.g. summative assessment or part of scientist notebook) 2. Making Meaning A-Analyze results of students’ performance. Did your students develop deeper understanding of the big ideas? B- Relate to your pre-assessment. Was there any progress in the student’s thinking? C-Propose next steps for improving learning and teaching? What needs to change?

7. RIBTS 9.5 Self-Reflection CAPTION 1.Why does the artifact represent an example of “RIBTS 9.5 Self-Reflection?” 2.Explain how self-reflecting on assessment information helped you to improve teaching and learning.

8. Let’s Analyze Student Work! 1.Briefly examine the format used by the teacher for scientist note-booking. 2.What do you notice about this work sample? What is this student learning? What is this student learning? What’ working well? What’ working well? What can be improved? What can be improved? What are possible next steps in teaching and learning for this unit? What are possible next steps in teaching and learning for this unit? What questions do you have about the piece of student work? What questions do you have about the piece of student work?

9. A scientist notebook is a source of assessment information a source of assessment information a tool for assessing student learning a tool for assessing student learning a teaching strategy called “scaffolding.” a teaching strategy called “scaffolding.”

10. How do teachers assess student learning when using a scientist notebook during hands on, inquiry learning?

11. How do teachers “scaffold” learning when using a scientist notebook during hands on, inquiry learning?

12. What is Scaffolding? 1. Origin--Lev Vygotsky’s Concept of Zone of Proximal Development The distance between what a learner can do for themselves and the next learning that can be achieved with the assistance of a teacher. 2. Learner is guided by the teacher. 3. Analogy - Washington Monument 4. Less independent - more structure More independent - less structure See p. 89 in Carin et. al.

13. Components of Notebooks Engaging Scenario Engaging Scenario Focus Question Focus Question Prediction Prediction Planning/Procedures Planning/Procedures Data/Observations Data/Observations Making Meaning Making Meaning Content Blast Content Blast Claims and Evidence Claims and Evidence Conclusions Conclusions Next Steps/New Questions Next Steps/New Questions

14. Characteristics of Scaffolding 1. Clear purpose 2. Clear direction 3. Clear expectations for assessment 4. Engaged, on-task students 5. Multiple approaches to learning (hands on, pictorial, symbolic) 6. “Knowledge bridges” that link prior knowledge with current knowledge and current knowledge with goals for future learning.

15. Goals 1. To understand RIBTS 9.5. 2. To share summative assessments used during the practicum. 3. To make meaning of assessment information. 4. To improve ability to create summative assessments.

16. Let’s Analyze Student Work! PART I PART I Brief explain your sample of summative assessment. Talk briefly about the... Type of Assessment Type of Assessment selected response, academic prompt, performance - demonstration of a science process skill What Was Assessed What Was Assessed knowledge, reasoning, science process skills, dispositions Rubric/Scoring Guide Rubric/Scoring Guide

17. Let’s Analyze Student Work! PART 2 PART 2 Talk together about this assessment. Talk together about this assessment. 1. What do you notice about the students’ 1. What do you notice about the students’ responses? responses? What are the students learning? What are the students learning? What’ working well? What’ working well? What could be improved? What could be improved? 2. What do you notice about the the scoring 2. What do you notice about the the scoring guide? guide? 3. What are possible next steps in teaching and 3. What are possible next steps in teaching and learning for this unit? What questions do you learning for this unit? What questions do you have? have?