Post on 30-Nov-2014
description
Welcome to the PGPTP Secondary Science Session
Dawn Berkeley, Seminar Leader
DO NOW: Please take out Peer Review and exchange with a partner. (Handout 3.1).
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 Peer Review of Pretest
5:15 – 5:35 p.m. Section 1 Defining the Role of Literacy in Secondary Science
5:35 – 7:05 p.m. Section 2 Literacy Strategies in Science
7:05 – 7:15 p.m. Break
7:15 – 7:50 p.m Section 3 Implementing Effective Strategies for Comprehension
7:50 – 8:00 p.m. Closing Reflection
Session Objectives ARTICULATE how science incorporates discrete
knowledge as well as academic skills. (J.M.)
EVALUATE the literacy skills necessary to comprehend science and science texts and define role in assisting students with accessing text. (D.S.)
APPLY strategies for comprehending science. (K.N.)
EVALUATE, select, and plan to implement comprehension strategies. (A.P.)
PT Roles Key Keeper: A person who has a key at their seat will
be asked to make connections to Course Goals, Competencies and Key Messages.
Time Keepers: A person with a clock at their seat will keep time for a section of our session. The section will be noted by the number on the clock. A “2” corresponds to Section 2.
Judges: A person with a judge will explain how this session relates to how we are being assessed as educators. Their responsibility is to make connections from the day’s session to the assignments, assessment projects and PES requirements.
Town Criers: A person with a Town Crier will provide shout outs to the group. These shouts outs, (acknowledgements/encouragements, etc.) are aligned to the norms determined during the orientation session.
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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
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
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
OpeningPeer Review of Pretest
Please refer to and use Handout 3.1, to peer review each other’s pretest.
12 min.
OpeningPeer Review of Pretest
Please give general feedback as well as specific feedback on the following:
Standards alignment to content expectationsStandards alignment to cognitive expectationsAlignment to state or textbook test or released
itemsTagged questions based on standards
+Peer-Review Strategy
12 min.
Session Objectives(Feedback Folders)
ARTICULATE how science incorporates discrete knowledge as well as academic skills. (J.M.)
EVALUATE the literacy skills necessary to comprehend science and science texts and define role in assisting students with accessing text. (D.S.)
APPLY strategies for comprehending science. (K.N.)
EVALUATE, select, and plan to implement comprehension strategies. (A.P.)
Section 1Defining the Role of Literacy in Secondary
Science
The Importance of Teaching Reading Comprehension
Characteristics of Proficient Readers
The Importance of Teaching Reading Comprehension
DO NOW:
Read the excerpt from a high school biology textbook found on Handout 3.2. As you read, be sure to underline any vocabulary words or concepts that be unclear to students.
The Importance of Teaching Reading Comprehension
For discussion:
• How many vocabulary terms did you underline?
• What are some of the terms a biology student may have difficulty with? Why?
• Beyond vocabulary, with what else may students have difficulty?
The Importance of Teaching Reading Comprehension
DO NOW:
Please turn to Handout 3.2 and refer to the sample test item and underline terms students may not know.
The Importance of Teaching Reading Comprehension
For discussion:
• What are some vocabulary terms a biology students may have difficulty with? Why?
• How many vocabulary terms did you underline?
• Beyond vocabulary, with what else might students have difficulty?
• How could you use this form of analysis with their own texts and test questions?
Characteristics of Proficient Readers
DO NOW:
Please turn to Handout 3.3 where you will now work towards describing proficient readers.
DEBRIEF:Equity Cards/Sticks – Session Scribe
Session Objectives(Feedback Folders)
ARTICULATE how science incorporates discrete knowledge as well as academic skills. (J.M.)
EVALUATE the literacy skills necessary to comprehend science and science texts and define role in assisting students with accessing text. (D.S.)
APPLY strategies for comprehending science. (K.N.)
EVALUATE, select, and plan to implement comprehension strategies. (A.P.)
Section 2Literacy Strategies in Science
Experiencing the Centers
Debriefing the Centers
Writing in the Science Notebook
Experiencing the Centers
Center 1: Questioning – Handout 3.5a-dCenter 2: Clarifying with affixes – Handout 3.6a-dCenter 3: Clarifying the text – Handout 3.7a-dCenter 4: Predicting – Handout 3.8a-dCenter 5: Summarizing – Handout 3.9a-e
I.S. Learning Centers
12 min.
Debriefing the Centers
Center 1: Questioning – Handout 3.5a-dCenter 2: Clarifying with affixes – Handout 3.6a-dCenter 3: Clarifying the text – Handout 3.7a-dCenter 4: Predicting – Handout 3.8a-dCenter 5: Summarizing – Handout 3.9a-e
10 min.
Writing in the Science Notebook
3 min.
DO NOW:
Locate Handout 3.10 and 3.11 (homework) about the writing process as it relates to thinking and communicating.
Work in pairs to answer the questions provided.
Writing in the Science Notebook
3 min.
DO NOW:
Locate Handout 3.12. This is where you will record your ideas from the chart. “Writing in the Science Notebook: Footprints”. Please share your observations with a partner and the group.
Session Objectives(Feedback Folders)
ARTICULATE how science incorporates discrete knowledge as well as academic skills. (J.M.)
EVALUATE the literacy skills necessary to comprehend science and science texts and define role in assisting students with accessing text. (D.S.)
APPLY strategies for comprehending science. (K.N.)
EVALUATE, select, and plan to implement comprehension strategies. (A.P.)
Section 3Implementing Effective
Strategies for Comprehension
Introduction to the Strategies
Strategy Implementation Planning
Introduction of the Strategies
5 min.
DO NOW:
Locate Handout 3.13. Take 5 minutes to read the strategies found there. You will select one strategy to implement before next session.
How do any of the strategies relate to what you are already doing in the classroom?
Strategy Implementation Planning
5 min.
DO NOW:
Locate Handout 3.14, 3.15 and 3.16
Please use these samples as a reference for your own strategy implementation planning and reflection work.
Strategy Implementation
Planning Debrief• What specific criteria from this planning sheet
demonstrate that this participant is choosing instructional strategies to maximize their impact? What criteria show that she deeply understands her students’ needs?
• Read the Assessment Key Message. How can participants use the strategy implementation plan to invest their students in the role that they can play in their own academic achievement over time?
Strategy Implementation Planning
5 min.
DO NOW:
Take 10 minutes to select strategies for implementation from Handout 3.13 and begin to complete Handout 3.17.
Please use these samples as a reference for your own strategy implementation planning and reflection work.
ClosingReflection
Address how the objectives were met.
Share any new challenges or solutions to teaching and learning secondary science that surfaced during this session.
Instructional Strategies Log – Handout 1.8
Session Objectives(Feedback Folders)
ARTICULATE how science incorporates discrete knowledge as well as academic skills. (J.M.)
EVALUATE the literacy skills necessary to comprehend science and science texts and define role in assisting students with accessing text. (D.S.)
APPLY strategies for comprehending science. (K.N.)
EVALUATE, select, and plan to implement comprehension strategies. (A.P.)
HomeworkPlease complete the following:
Revise and administer the pretest for the upcoming unitReview Handouts 4.13a and Handout 4.14aDocument student results from pretest using the data
tracker and bring data to Session . Bring a printout or electronic coy of Handouts 4.13b and Handout 4.14b.
Complete Handout 3.17.Complete Handout 3.18.Bring in evidence of the lesson and come prepared to
discuss at the beginning of Session 4.Complete Handout 3.19.
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
Peer ReviewLearning Centers
Equity Sticks/Cards