1. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM Workshop 8: Planning Instruction to Meet the Intent of the NGSS: Steps 7 - 10

2. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM Determine the acceptable evidence for assessing learning performances. Integrate related CCSS-M and CCSS-L in lesson planning. Construct a storyline for instruction. Review and reflect on whether the instruction will help students to achieve the bundle of performance expectations. Learning Goals

3. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM Discussion MS-PS1-2 Analyze and interpret data on the properties of substances before and after the substance interact to determine if a chemical reaction has occurred. Learning Performances Make observations of chemical reactions and communicate findings based on observations. Plan and conduct simple investigations about chemical reactions. Construct and explanation that a chemical reaction has occurred using properties of substances before and after they interact.

4. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM Discussion Issues 1.Do the learning performances help students move toward an understanding of performance expectation (PE)? Explain 2.What evidence should students provide or what should students be able to perform to demonstrate their understanding of each learning performance?

5. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM 10 –Step Process for Planning Instruction to Meet NGSS 1.“Bundle” related PEs, typically from one topic area or related areas. 2.Inspect PEs, clarification statements, and assessment boundaries. 3.Examine DCIs, S & E Practices, and CCCs codes to the PEs. 4.Look closer at the DCI(s) and PE(s) and take into consideration prior PEs. 5.Identify S & E Practices that support instruction of DCI(s). 6.Develop “Learning Performances.” 7.Determine the acceptable evidence for assessing learning performances. 8.Select related CCSS-M and CCSS-L. 9.Carefully construct a storyline. 10.Ask: “How do the task(s)/lesson(s) help students move towards an understanding of the PE(s)?”

6. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM Step 7. Determine the Acceptable Evidence for Assessing Learning Performance Q: What assessment will provide evidence of the understanding and/or ability to perform learning performance? What kinds of tasks will be accomplished by students? What are the relevant questions for assessing students?

7. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM An Item for Assessing “Construct an argument that pure substance have characteristic properties.” Jenny wasn’t sure if the any of material described in the data table below were the same substance. She was confused because two samples had the same mass, but different melting points. Some of the other samples had the same density but different mass. Using the data below write an argument supporting an explanation of whether any of the samples are the same substance.

8. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM Activity 1. Large Group Discussion From the item in the previous slide, discuss using following the questions: 1.What claim and evidence would students need to provide to show that they meet the learning performance? 2.How does this item assess students’ understanding of the learning performance?

9. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM Activity 2. Develop Assessments to Meet Learning Performances 1.Review your learning performances. 2.Brainstorming: Pick one assessment and discuss what would be acceptable evidence that students could present? 3. Develop one item or task based on your brainstorming.

10. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM Step 8. Select CCSS-M and CCSS-L Q: What are the Common Core Mathematics Standards (CCSS-M) and Common Core Literacy Standards (CCSS-L) related to performance expectations?  Find overlaps of three sets of standards (NGSS, CCSS-M, CCSS-L)  CCSS-M (http://www.corestandards.org/Math)http://www.corestandards.org/Math  CCSS-L (http://www.corestandards.org/ELA-Literacy)http://www.corestandards.org/ELA-Literacy

11. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM The CCSS-M and CCSS-L that align with MS-PS1-2

12. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM Activity 3. Explore CCSS-M & CCSS-L Divide your group to form two small table groups. One group explores CCSS-M, the other explores CCSS- L that relate to the bundled PEs. Consider:  Are the CCSS part of the instruction?  How could these CCSSs developing understanding of the PEs? Regroup and share each small group’s findings.

13. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM Step 9. Construct the Storyline Q: What is the storyline that helps learners apply what they know and build new sophisticated ideas from simpler ideas? Imagine the lessons as occurring in your classroom. Construct the possible storyline. What should be introduced to students first? How would the ideas and practices develop over time? What are the potential difficulties students may encounter?

14. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM Storyline for MS-PS1-1,2,5 Begin with students exploring the questions: How can we identify a substance? How can we distinguish one substance from another? Engage students in developing an explanation that substances have characteristic properties and that properties are independent of the sample size. Encourage students to answer the later question: “What happens to materials when they undergo a chemical reaction?” Build an explanation that the properties of new substances (the products) differ from the properties of the initial substances (the reactants). Conduct investigations to collect and analyze data to determine the properties of materials before and after the interaction has occurred.

15. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM Activity 4. Constructing a Storyline Work in pairs to construct the storyline for instruction based on your group’s PEs. Share your storyline with group members; discuss using the following questions:  What are the similarities among the group members’ story lines?  What are the differences between group members’ storylines? What accounts for and how can we resolve these differences?

16. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM Step 10. Review and Reflect Q: How do the lessons and tasks help students move toward an understanding of the performance expectation(s)? Check all the steps of planning! Observe and monitor students in the classroom.

17. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM Activity 5. Review and Reflect on Your Instruction 1.Review your instructional plan from Steps 1 through 9, then reflect. Would this instruction help students meet the bundle of PEs? 2.Share your ideas with your group members.

18. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM Summary/Synthesizing Discussion 1.How are these lessons similar or different from lessons you currently teach? 2.What do you see as advantages of using the 10-step process to develop instruction that focuses on NGSS performances expectations? What are the disadvantages? 3.What suggestions do you have for improving the 10-step process?

19. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM Reflection on Practice 1.Record what you did to accomplish each step from Step 1 to 10, including a review of the purpose of each step. 2.Find a partner who is not in your small group. 3.Review your partner’s work and provide critical feedback.