Welcome to the PGPTP Secondary Science Session

Dawn Berkeley, Seminar Leader

DO NOW: Please take out the self-assessment on science content knowledge (Handout 2.1).

Professional ValuesFocus on our primary mission of closing the

achievement gap by setting high expectations for our students, our colleagues and ourselves.

Maximize our experience – working with a sense of urgency, seeking out and welcoming experiences, resources, and feedback in order to grow.

Be flexible.

Respect one another.

Model a Culture of Achievement.

Group NormsBe respectful of one another

No side conversations

Be on time

Focus on things within your control

No war stories…limit dwelling (whining or complaining)

No blame or excuses

No interrupting

Take ownership of the session by actively participating

So, what’s different?2nd Year Completion Requirements:

Requirement #1 – Assessment Projects (5)1. Professional Development Plan

2. Aligning Strategies to Content Requirements & Student Needs

3. Analyzing Content, Standards, and Resources

4. Diagnosing Student Readiness, Setting Achievement Goals and Monitoring Progress – Part 1

5. Diagnosing Student Readiness, Setting Achievement Goals and Monitoring Progress – Part 1

Requirement #2 – Updated PES Component 4 – “Setting Goals for Student Achievement and Professional Development”

Requirement #3 – Improving Practice Analysis and Reflection (5 – 7 pg. reflection)

AgendaTime Section Activity

5:00 – 5:15 p.m. Opening Self-Assessment and Professional Goal Setting

5:15 – 6:15 p.m. Section 1 Identifying Important Science Content and Vocabulary

6:15 – 7:15 p.m. Section 2 Assessing Student Learning in Science

7:15 – 7:25 p.m. Break

7:25 – 7:50 p.m Section 3 Introduction to Inquiry Process

7:50 – 8:00 p.m. Closing Reflection

Session Objectives USE self-assessment of science content

knowledge and pedagogy to set professional goals for teaching science. (Ardalan)

IDENTIFY the importance of fundamental science content and vocabulary. (Kevin)

EXPLORE methods to assess student proficiency and develop the foundation to create a pretest that will guide unit planning and formatively modify instruction. (Alexis)

It is your responsibility to understand deeply the content you teach in order to make learning meaningful to all students.

Each of the core subjects you teach has a unique organizational structure, vocabulary, and requirements. Understanding these elements will help you make connections for your students between skills and knowledge, as well as within and between content areas. Most important, you will be able to help your students generalize and apply knowledge to new and complex academic tasks.

CONTENT

Kevin

Assessment is a keycomponent to closingthe achievement gap.Teachers need to useongoing assessmentsto be highly effectivein the classroom.

You will need to monitor student progress carefully, critically analyze results, and make immediate and careful changes to your own teaching practices in order to achieve measurable progress in student performance. You need to understand how to select effective assessments so that you can continuously document student progress toward meeting or exceeding grade-level standards by the end of the school year.

You will invest students in their academic development by being transparent about their performance, sharing results, and providing them with the ongoing assessment tools they need to understand and drive their own academic success.

ASSESSMENT

Ardalan

Teachers must chooseinstructional strategiescarefully to maximizetheir impact on studentachievement.

Your instructional choices should support student mastery of standards, be informed by student achievement data, and be differentiated to meet student needs. This will help ensure that your efforts in the classroom will lead toward the academic achievement for every student. Your curriculum is a tool, but whether your students make gains is up to you. No curriculum on its own will be effective for all students.

INSTRUCTION

Ardalan

OpeningSelf-Assessment and Professional Goal

Setting

Please complete Handout 2.2, Professional Goals for Teaching Science Sheet.

Key Message Experts

10 min.

Opening DebriefWhat topics do you have the most

confidence teaching? The least?

What local resources did you list to help you build your content knowledge?

How can self-assessments and goal setting be used in your own classroom?

5 min.

Session Objectives USE self-assessment of science content

knowledge and pedagogy to set professional goals for teaching science. (Joseph)

IDENTIFY the importance of fundamental science content and vocabulary. (Kevin)

EXPLORE methods to assess student proficiency and develop the foundation to create a pretest that will guide unit planning and formatively modify instruction. (Alexis)

AgendaTime Section Activity

5:00 – 5:15 p.m. Opening Self-Assessment and Professional Goal Setting

5:15 – 6:15 p.m. Section 1 Identifying Important Science Content and Vocabulary

6:15 – 7:15 p.m. Section 2 Assessing Student Learning in Science

7:15 – 7:25 p.m. Break

7:25 – 7:50 p.m Section 3 Introduction to Inquiry Process

7:50 – 8:00 p.m. Closing Reflection

Section 1Identifying Important Science Content and

Vocabulary

Approaches to Teaching Science Content

Identifying What Students Should “Know” in Order to “Do”

Vocabulary Necessary for Mastery of Key Concepts

Approaches to Teaching Science Content

Why is it important for students to develop content

knowledge?

DO NOW:Identify 2 partners to work with during the next activity.

Three Views

Take 2 minutes to review Handout 2.3 and write the pros and cons of teaching science content both through inquiry and direct teaching on the “Individual View” on Handout 2.4.

Now, find your first partner. You will have 2 minutes for both partners to share. After

sharing your ideas, locate a second partner to share with.

7 min.

Approaches to Teaching Science Content

5 min.

Approaches to Teaching

Science Content DebriefBenefits of direct teaching of science content

Challenges/drawbacks of direct teaching of science content

Benefits of teaching science content through scientific inquiry

Challenges/drawbacks of teaching scientific content through scientific inquiry

Alexis

Identifying What Students Should “Know” in Order to “Do”

Why is it important to identify the discrete facts and concepts embedded in a key concept?

DO NOW:Handout 2.5. Determine a focus of a unit to

teach between sessions 4 – 7.

Use the standards to determine what key concepts students should know and be able to do at the end of a unit. Only complete Columns 1 & 2.

12 min.

Vocabulary Necessary for Mastery of Key Concepts

DO NOW:Place your sticky notes along the continuum

on the back wall.

Next, read the quote from Project 2061.

5 min.

Vocabulary Necessary for Mastery of Key Concepts

DO NOW:Read the passage on Handout 2.6 and

answer the questions on the bottom of the handout.

Now, re-locate Handout 2.5 and determine the essential vocabulary students need to know for the same unit of study you worked on in Part B.

10 min.

Vocabulary Necessary for Mastery of Key Concepts Debrief

What challenges did you experience in selecting and teaching vocabulary?

What challenges do you see your students having when learning vocabulary?

What solutions to these challenges emerged from this activity?

3 min.

Session Objectives USE self-assessment of science content

knowledge and pedagogy to set professional goals for teaching science. (Joseph)

IDENTIFY the importance of fundamental science content and vocabulary. (Kevin)

EXPLORE methods to assess student proficiency and develop the foundation to create a pretest that will guide unit planning and formatively modify instruction. (Alexis)

Section 2Assessing Student Learning in Science

What is Assessment?

Assessing Science Content

Analyzing Sample Test Questions

What is Assessment?

DO NOW:With a partner, briefly share what you know

about the role of assessment.

Now, refer to Handout 2.7 , which you completed for HW. In one large group, discuss the questions on the chart and the Reflections Questions in 2.7. Numbered Heads Together.

5 min.

Assessing Science Content

DO NOW:Now, refer to Handout 2.8 , which you

completed for HW. (Bloom’s Taxonomy)

5 min.

Assessing Science Content

What is the prerequisite knowledge students should have as it pertains to that key concept/standard?

What is the role of Bloom’s in designing instruction and assessment?

How can you turn your essential questions into multiple choice or short-answer questions?

What are the most effective methods for assessing students on these standards?

3 min.

Assessing Science Content

DO NOW:Take out Handout 2.5 and select a key

concept from your upcoming unit to examine and fill in the columns on Handout 2.8 for this standard. Select a second key concept and perform the same.

20 min.

Analyzing Sample Test Questions

10 min.

Please take out the sample standardized test questions and an end-of-unit or chapter test from their textbook or curriculum resources (Homework).

Locate Handout 2.9 and select a key concept or standard that you plan to assess on your pretest.

Identify one strength/weakness in the test items you analyzed.

Session Objectives USE self-assessment of science content

knowledge and pedagogy to set professional goals for teaching science. (Joseph)

IDENTIFY the importance of fundamental science content and vocabulary. (Kevin)

EXPLORE methods to assess student proficiency and develop the foundation to create a pretest that will guide unit planning and formatively modify instruction. (Alexis)

10 min.

Section 3Introduction to Inquiry Process

Inquiry Process Overview

Parameters for Pretest

Introduction to the Data Tracker

Inquiry Process Overview

Please locate Handout 2.10 and the inquiry poster of the same graphic.

Parameters for Pretest

Please locate Handout 2.11, take 30 seconds to reiterate the parameter to a partner (in your own words).

Introduction to the Data Tracker

Please locate Handout 2.12

Take Away:Handout 2.12 will have 2 components:

A sheet for tracking mastery of content standards before/after a unit

A sheet for tracking science process skills (introduced in Session 5)

Introduction to the Data Tracker

• Each question is aligned with a standard• Tag each question with the standard (see

exemplar) (Why do this?) Feel free to use/create a “PR” column if needed

• Record student results for the pretest in the column labeled “Pre”

• Both tests should have similar questions per standard so as to align the tests to one another as closely as possible

Now summarize what you have heard about the tracker.

Session Objectives USE self-assessment of science content

knowledge and pedagogy to set professional goals for teaching science. (Joseph)

IDENTIFY the importance of fundamental science content and vocabulary. (Kevin)

EXPLORE methods to assess student proficiency and develop the foundation to create a pretest that will guide unit planning and formatively modify instruction. (Alexis)

ClosingReflection

Homework: Create a pre-test for a unit to teach between Sessions 4 and

7. Remember to address the pretest parameters on Handout 2.11.

Select one class of at least 15 – 20 students to take the assessment and be the focus of this inquiry process.

Bring the pretest assessment to Session 3 for a peer review. Administer pretest before Session 4 and again at the end of the unit, before Session 7. Bring back the standardized test questions from which the pre-test was formatted.

Read Handouts 3.10 and 3.11 and take notes using the coding explained on the top of the handouts.

Review your growth goals for teaching science on Handout 2.2 and begin working toward them.

Homework In session 2, you will examine the instruction and assessment

of science content knowledge.

Please complete the following: Due Next Session:

Work Product: Assessment Project: Analyzing Content, Standards and Resources

Complete Handouts 1.6 and 1.7b. Take the self-assessment on Handout 2.1. Read Handout 2.3 and mark the text with notes as explained in the

directions on the handout. Read Handout 2.7 and answer the questions following the article. Bring in resources for planning a unit to teach between Sessions 4

and 7. Bring standardized test items related to the unit from your textbook

or local assessments.

Instructional & Grouping Strategies

Think-pair-share

Interest cards

to call students

Fist-to-five

Random name picker

3-2-1 Closure

Clock

Partners/Baseball

Teammates/Map

Parnters

Quote Party

Sentence Strip Activity

Text Scavenger

Hunt

Circle-Triangle-Square

Objectives Experts

Three Views

Numbered Heads

Together