1. Network for New Science/Math Teachers September 24, 2010 Meeting 1, Year 2 Lexington, KY University of Kentucky Partnership Institute for Math & Science Education Reform Kentucky Department of Education Welcome! Help yourself to some refreshments and networking

2. Which object best represents your role as a teacher?

3. Task Select an artifact that answers the question. Prepare to share a brief thought, simile, or metaphor about the artifact you selected. Record on post-it note.

4. Make Like Groups Taking your artifact and post-it note, relocate to the table with your artifact icon. Share one sentence thought, simile, or metaphor within your group. As a group, select two metaphors, similes, etc. to share with the whole group.

5. Expectations In your Like Groups select a facilitator, recorder and a reporter. Each person share 1-2 expectations you have for the 2010-2011 Network for New Math and Science Teachers. Each group should reach a consensus on selecting the top two expectations to record and share.

6. 6 Meet the Facilitators Terry Parkey, PIMSER Regional Teacher Partner Becky W. Smith, PIMSER Regional Teacher Partner

7. 7 Intent of Meetings Capacity-building NOT train-the-trainer SB 1 calls for professional development in: –Highly effective teaching and learning –Assessment literacy –Kentucky’s Core Academic Standards

8. 8 Network Vision To provide quality professional learning in order to improve the practice of math and science teachers so that every student experiences highly effective teaching, learning and assessment practices in every classroom, every day.

9. 9 What are our roles? Facilitators: –To deliver the best professional development for each participant. Participants: –What is a good network participant?

10. 10 Let’s Answer That Last Question Use the KINDLING form to answer the question. Things to focus on: –Behavior as a group –Individual responsibilities –Leadership in your department

11. 11 What makes a good Network participant? HEAD HANDS STOMACH HEART FEET

12. 12 Network: –System of people or things System: –Complex whole formed from related parts

13. 13 Quality Instructio n Achieve Student Involvement Descriptive Feedback Differentiated Instruction Sound Grading Practices Assess Assessment Purpose Sound Assessment Design Balanced Assessment Align Learning Targets Essential Questions Lesson Design

14. 14 Group Norms RESPECT Rejoin whole group when signaled Everyone participates Side conversations to a minimum Prepared for meeting Expect to be here and present in the work Cell phone and other electronics etiquette Two feet rule

15. Today’s Roadmap

16. First, a little about ourselves..

17. Learning Targets I can identify and describe the 4 Learning Styles.

18. Which of the following best represents you as a learner of math or science? Explain your choice.

19. Thinking in Similes As a learner, I am most like a ____________ because… As a learner, I am least like a____________ because… 19

20. Learners who choose the paperclip tend to think of themselves as organized and efficient learners. These learners love to build their own competence and take a practical approach to learning. Does this sound like you? ___ yes ___no

21. Learners who describe themselves as magnifying glasses tend to emphasize the logical, knowledge-seeking, and problem- solving aspects of learning. These learners love to ask questions and often take an intellectual or analytical approach to learning. Does this sound like you? ___ yes ___no

22. Learners who select the Slinky TM tend to focus on the playful and imaginative sides to learning. These learners love to explore ideas, ask “What if?”, and take a creative approach to learning. Does this sound like you? ___ yes ___ no

23. Learners who see themselves as teddy bears tend to view learning as a warm and nurturing process. These learners emphasize the human story, the personal and conversational elements of learning, and they look for ways to connect their learning to their experiences and values. Does this sound like you? ___yes ___ no

24. Imagine you’re a student and you’ve just completed a unit on the Phases of Water Which of the following tasks would you choose to complete to show your understanding? Which task would you avoid and why? 24

25. Draw a complete cooling curve for water, with properly labeled axes. Label each phase present. Explain the behavior of the water molecule during all portions of the curve. You are a molecule of water. Write a story describing yourself as you travel along the cooling curve from one end (100 o C) to the other (0 o C). Include in your story what you look like and how you feel at each portion of the curve. Compare and Contrast the heating and cooling curves of water. Be as detailed and specific as possible. Imagine if water froze at 50 o C and boiled at 87 o C. Create a cooling curve using the new data and draw pictures of the water molecules’ change at each stage of the curve.

26. Where Do Learning Styles Come From?

27. Carl Jung discovered that any learning process requires both… perception and judgment How we find about people, places, and things How we process or make decisions about what we perceive HOW ARE ALL MINDS ALIKE YET DIFFERENT? SensingIntuitionThinkingFeeling

28. The Four Functions of Style SENSING THINKING FEELING Physical Facts Details Here & Now Perspiration Patterns Possibilities Ideas Past & Future Inspiration Objective Analyze Logic Truth Procedures Subjective Harmonize Likes/Dislikes Tact People INTUITION 28

29. sensing (s) thinkingfeeling intuition (N) Mastery style I Information sensing + thinking “Step-by-Step” Understanding style I nquiry intuition + thinking “Doubt-by-Doubt” Interpersonal style I ntegral to life sensing + feeling “Friend-by-Friend” Self-Expressive style I nvention intuition + feeling “Dream-by-Dream ”

30. S tyles are a preference for perception and judgment, both are a result of inheritance and socialization. T here are four learning styles. Everyone has a profile of styles. Y our styles are your preference in the use of abilities, not abilities themselves. L ife choices need to fit styles as well as abilities. E very style has value, but not every style is valued equally in every situation. S tyles are measurable and teachable, and can vary across a life span.

31. The Four Learning Styles Mastery Learners Want to learn practical information and procedures. Like drills, lectures, demonstrations, and practice. May experience difficulty when learning becomes too abstract or when faced with open-ended questions. Learn best when instruction is focused on modeling new skills, practicing, and feedback sessions.

32. The Four Learning Styles Understanding Learners Want to use logic, debate, and inquiry to investigate ideas. Like reading, debates, research projects, independent study, making cases or arguments, asking “Why?” May experience difficulty when there is a focus on the social environment of the classroom (e.g., cooperative learning). Learn best when they are challenged to think and explain their ideas.

33. The Four Learning Styles Self-Expressive Learners Want to use their imaginations to explore ideas Like creative and artistic activities, open-ended and non-routine problems, generating possibilities and alternatives, asking “What if?” May experience difficulty when instruction focuses on drill and practice and rote problem solving. Learn best when they are invited to express themselves in unique and original ways.

34. The Four Learning Styles Interpersonal Learners Want to learn about things that affect people’s lives. Like group experiences, discussions, cooperative learning activities, role-playing, and personal attention. May experience difficulty when instruction focuses on independent seat work or when learning lacks real-world application. Learn best when their teacher pays attention to their successes and struggles.

35. The Learning Style Inventory for Adults The LSIA is an instrument designed to measure your preferences and interests when it comes to learning. The LSIA can help you understand the styles that you most prefer to use when learning something new.

36. Directions: The Learning Style Inventory for Adults contains 25 items. Each item contains four words or phrases. To complete an item, simply rank the words/phrases in order of how well they describe you as a learner. Give the word or phrase that describes you the best a score of 5, second best a 3, third best a 1, and least a 0. Work quickly; trust your instincts and don’t over-analyze the choices. The Learning Style Inventory for Adults

37. Reflecting on Your Results Chart Your Table’s Style Data S Mastery Style #______________ high______________ low _____________ Interpersonal Style #_____________ high_____________ low _____________ TF Understanding Style #______________ high______________ low _____________ Self-Expressive Style #_____________ high_____________ low _____________ N

38. Reflecting on Your Results How Does Your Style Work in Your Classroom? How do you exhibit your dominant learning style in your classroom? How is your style an asset to you? How might it be a liability? What could you do to make better use of your least-used style? How could using this style add to your teaching and your effectiveness as a teacher?

39. Reflecting on Your Results Create a Business Card for Your Style Your card must include: Your name 3 words from your dominant style A slogan for your dominant style A symbol for your dominant style Cameron Smith The Steps to Success Organized Realistic Precise

40. MasteryInterpersonal UnderstandingSelf- Expressive

41. Which style of learner do you think is most successful in school? Why? Which style of learner would face the greatest challenge(s)? Why?

42. Mastery LearnersInterpersonal Learners Understanding LearnersSelf-Expressive Learners Why do you think that there are so many more Interpersonal learners in the at-risk population than in the general population? How might you explain the fact that only 1% of at-risk students are Understanding learners?

43. Next Steps Increase our knowledge and skill when working with style. Develop a tool box with strategies and tools to engage a variety of learners.

44. Why use Assessment For Learning? Student Motivation Learning Target: I can explain the role assessment has in student motivation.

45. CLASSROOM ASSESSMENT GUIDING PRINCIPLES: Gather accurate information about student achievement Use assessment process and results to promote maximum student learning

46. PURPOSE TARGET ACCURACY EFFECTIVE USE STUDENT INVOLVEMENT DESIGN EFFECTIVE COMMUNICATION Keys to Quality Assessment

47. Assessment for Student Motivation Mistaken Belief #1: High-stakes standardized tests are good for all students because they motivate them to learn. Mistaken Belief #2: It is the instructional decisions of adults that contribute the most to student learning and school effectiveness. Mistaken Belief #3: The instructional decisions that have the greatest impact on student learning are those made once a year. Mistaken Belief #4: Teachers and administrators don’t need to know about and understand the principles of sound assessment practice—the professional testing people will take care of that for us. –From “New Assessment Beliefs for a New School Mission” Phi Delta Kappan, 2004

48. Assessment for Student Motivation What effects do assessments have on student motivation? Can assessments be both productive and counterproductive on student motivation? Video: Assessment for Student Motivation

49. Video Segment #1: Our Legacy As you watch video segment #1, complete the first blank column on Table 1.

50. Work Segment #1 Analyze this legacy by completing the Work Segment #1on page 2 in your handouts. At your table, discuss the answers posed in Part 1, 2 and 3.

51. Video Segment #2: A New Mission As you watch this video segment complete Table 2 on page 3 and Table 1…. –Compare Winners and Losers –Complete the Possible Future column on Table 1

52. Work Segment #2 Think of an assessment environment in your own experience that had the effect of increasing your confidence, motivation, and therefore learning. This need not be an assessment that took place in a school setting. It might have involved a professional growth experience or have been associated with a hobby or other personal interest outside of school.

53. Video Segment #3: A New Vision Complete Table 3 as you view this part of the presentation.

54. Work Segment #3 Discuss the conditions that must be satisfied in a learning environment for success to appear to be, and actually to be, within reach for every student. What are the keys for making that possible?

55. Self-Checklist: Assessment FOR Learning 1.I understand the relationship between assessment and student motivation and use assessment to build student confidence. 2.I understand and can articulate in advance of teaching the achievement targets my students are to hit. 3.I inform my students regularly about those targets in terms they can understand. 4.My students can describe what targets they are to hit and what comes next in their learning. 5.I can transform these targets into dependable assessments that yield accurate information. 6.I consistently use classroom assessment information to revise instruction. 7.Feedback to students is frequent and descriptive. 8.My students are actively involved in their own assessment. 9.My students actively communicate with others about their achievement status and improvement.

56. For October Complete the “Becoming Familiar with the CASL text” sheet. Read chapter 1 and use the reading guide to organize your thoughts.

57. 57 Welcome to the Future!

58. For Next Time Please read the introduction and Ch. 1 in The Global Achievement Gap. Complete the organizer. Our next meeting will be October 25 th.