Lesson Study Interactive PowerPoint SPREE 2005-2006 Jump to Step 2 Jump to Step3 Jump to Sep 4 Jump...
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Lesson Study Lesson Study Interactive PowerPointInteractive PowerPoint
SPREE 2005-2006SPREE 2005-2006
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Planning ProcessPlanning ProcessStep 1:
Your StudentsStep 1:
Your Students
Gaps
Step 3:EvidenceStep 3:
Evidence
Of Student Learning
Of Gap & Goals
Aspirations for Students
Step 2:Goal Selection
Step 2:Goal SelectionSequence & Flow
Demographics
School & Classroom
Key Factors –Student Needs
Step 4: Learning Experiences
Step 4: Learning Experiences
Objectives – Steps - Debriefing
Goal to address Gap
Press space bar to advance
through this slide
Step 5: “Study” Lesson
Step 5: “Study” Lesson
Contextual Factors
Analysis & Self-Evaluation
Goals/Assmnt/Instruction
Lesson Study Planning TemplateA tool for organizing the
Unit Plan EffectivelyTemplate embodies all 5
steps of the Lesson Study Planning Process
Prompts
Prompts
Prompts
SCIENCE “LESSON STUDY” PLANNING TEMPLATE
Team Members: Grade(s): School(s):
Facilitator and other advisors:
Unit Topic and Science Standards you will address: Narrative Overview of what your team will focus on:
Organization of your group (Include meeting schedule, meeting structure, process for setting deadlines & milestones)
Budget: roughly, how will you use the allocated science supplies fees from SPREE?
Go ontoStep 2
Step 1: Who are your students? What are the physical factors of the school and classrooms? ( For example, the type of school/program in which you teach, kind of classes involved in the lesson study (e.g.,2nd grade multiple subjects, 6th grade Integrated Science), schedules, classroom layout and arrangement, grouping patterns, management rules and routines, available technology and the extent of parental involvement.)
What are the demographics of the community? (The kind of information you are looking for includes the geographic location and population of the community and school, the socio-economic profile, race or ethnic breakdown, and any other factors that could either challenge or support your teaching and the students’ learning.)
Key factors about your classes that will influence your planning and teaching. (Describe what your students can do as well as what they are still learning to do. Include information about Academic development, Language development, Social development, and Socio-economic and cultural context.)
Students withDisabilities
AdvancedLearners
English Learners
AcademicLanguage
Development
Science &Basic Skills
Development
UNIVERSALACCESS
What Student Needs Require Accommodations?A number of online resources provide assistance and strategies for science instruction for English learners, advanced learners and students with disabilities:
CA Science Project English Learner Initiative:http://csmp.ucop.edu/csp/initiative.html
SDAIE Handbook: Techniques, Strategies, and Suggestions for Teachers of LEP and Former LEP Studentshttp://www.csupomona.edu/~tassi/sdaie.htm
Inclusion in science education for students with disabilitieshttp://www.as.wvu.edu/~scidis/sitemap.html
Planning Science Programs for High Ability Learnershttp://ericec.org/digests/e546.html
Back toStep 1
Template
Go ontoStep 3
Step 2: Group Goal Selection
Think about the aspirations you have for your students. What kind of students do you want to foster and help develop at your school? What qualities do you want your students to have the time they leave your school?
What gaps do you see between these aspirations and how children are actually developing at your school?Discuss these gaps with your group. As a group, select a “gap” that you would like to focus on with your lesson study. What “gap” have you selected?
Write a group goal that states the quality you would like to develop in your students, in order to address the gap that you have chosen.
Go ontoStep 4
Step 3: What Evidence Will You Gather?
What kinds of evidence of student learning will be gathered? How will that evidence be measured?
What kinds of evidence will be gathered to determine the extent to which the “gap” has been addressed? How will that evidence be measured?
What kinds of evidence will be gathered to assess how well your group goal has been achieved? How will that evidence be measured?
Evidence
Entry Level Evidence:
Measure existing knowledge & skills Measure mastery of preceding sets of
content standards Serve as a diagnostic tool to help plan
instruction Provide “pre-test” data to be compared to
“post-test” data at the end of the unit Should be administered under same
conditions for all students
Formative (Progress Monitoring) Evidence:
Monitor student progress on an ongoing basis throughout the unit
Inform the teacher about what is working, what isn’t and what adjustments to the plan are needed
Identify struggling students who need direct interventions
Provide quick feedback to students with opportunities to improve
Summative quizzes, tests, prompts, and/or other Evidence: End-of-unit measurement of students’ ability
to apply the science knowledge and skills they have acquired.
Require students to demonstrate the extent they have met the goals and objectives identified in Stage 2
Provide a “post-test” comparison to the “pre-test” conducted before the unit began
Multiple Methods of “Evidence”
Step4
Click in any box for more details or the button below to skip ahead to Step 4.
Essays/PromptsTraditional
InformalChecks for
UnderstandingAuthentic
Back toStep 3
Template
Informal Checks for Understanding Hand Signals (thumbs up, thumbs down, wave hand) Index Card Summaries (“Summarize a big idea you got from this
lesson”) Index Card Questions (“State one thing you don’t understand
about...”) Question Box (a place to leave questions about concepts &
processes) Misconception Checks (State a common misconception & ask if
they agree/disagree—why or why not?) Observations Interviews, Dialogues, Open-Ended Questions Daily journal entries Click HERE for web
links to grade-level science assessments or click on the arrow to the right to return to the Step 3 Template
Traditional Assessment
Multiple Choice – potentially useful for baseline measurement of content knowledge & science vocabulary
True-False – More useful to assess attitudes & applications of ideas versus content/vocabulary
Matching – More responses that list items increases likelihood of higher level thinking
Completion/Short Answers – Reduces guesswork but need careful wording to avoid ambiguous answers Click HERE for web links to
grade-level science assessments or click on the arrow to the right to return to the Step 3 Template
Essays/Prompts
Useful in the assessment of problem-solving skills and complex interrelationships between concepts and processes
Provides opportunities for students to develop written communication skills
Shortcomings include the subjective nature of essay questions (no single right/wrong answer) and English Language learner variabilities
Important to provide expectations and use some kind of grading rubric
Click HERE for web links to grade-level science assessments or click on the arrow to the right to return to the Step 3 Template
Authentic Assessment Performance-based
may be used to assess correct answers and the processes used to get there
usually involves use of concrete materials may include models, scientific illustrations & diagrams, experiments,
and other contextualized demonstrations Projects – students investigate authentic questions and use
processes of investigation & experimentation to find solutions Interviews & Student Journals – a good way to identify thinking &
problem-solving abilities, misconceptions, and communication skills Portfolios – a collection of student work over time that provides
evidence and reflections demonstrating knowledge, abilities & understanding
Graphic Organizers – such as concept maps, vee maps & Venn diagrams – help assess students’ grasp of the interrelationship among concepts Click HERE for web links to grade-level
science assessments or click on the arrow to the right to return to the Step 3 Template
Web Links to Grade Level AssessmentsGrade Khttp://WWW.CORWINPRESS.COM/searchresults.aspx?search_text=Assessing Student Understanding in Science&sa=true&sc=1http://pals.sri.com/http://www.cobb.k12.ga.us/~schoolimprovement/curriculum/science/kscience.htm
http://www.exemplars.com/science_k-2/science_k-2_sample.html
Grade 1http://WWW.CORWINPRESS.COM/searchresults.aspx?search_text=Assessing Student Understanding in Science&sa=true&sc=1http://pals.sri.com/http://web.dps.k12.va.us/parkave/soltest.htm http://www.sasked.gov.sk.ca/docs/elemsci/plants1.pdf http://www.exemplars.com/science_k-2/science_k-2_sample.html
Grade 2http://pals.sri.com/http://WWW.CORWINPRESS.COM/searchresults.aspx?search_text=Assessing Student Understanding in Science&sa=true&sc=1http://web.dps.k12.va.us/parkave/soltest.htm http://www.sasked.gov.sk.ca/docs/elemsci/plants1.pdf http://www.sasked.gov.sk.ca/docs/elemsci/plants2.pdf http://www.exemplars.com/science_k-2/science_k-2_sample.html
Grade 3http://pals.sri.com/http://WWW.CORWINPRESS.COM/searchresults.aspx?search_text=Assessing Student Understanding in Science&sa=true&sc=1http://education.jlab.org/solquiz/sci3_45.html http://web.dps.k12.va.us/parkave/soltest.htm http://www.sasked.gov.sk.ca/docs/elemsci/heat1.pdf http://www.sasked.gov.sk.ca/docs/elemsci/matter1.pdf http://www.sasked.gov.sk.ca/docs/elemsci/matter2.pdf http://www.exemplars.com/science_3-5/science_3-5_sample.html
Grade 4http://pals.sri.com/http://WWW.CORWINPRESS.COM/searchresults.aspx?search_text=Assessing Student Understanding in Science&sa=true&sc=1http://web.dps.k12.va.us/parkave/soltest.htm http://www.ode.state.oh.us/proficiency/02Tests/grade4/4sci0302.pdf http://tp1.clearlearning.com/ISBE/2003/grade4science/index.html http://www.edinformatics.com/timss/pop1/scipop1.htm?submit33=Grade+3,4+Science+Test
http://www.exemplars.com/science_3-5/science_3-5_sample.html http://nces.ed.gov/nationsreportcard/ITMRLS/search.asp?picksubj=Science
Web Links to Grade Level Assessments (continued)Grade 5http://pals.sri.com/http://WWW.CORWINPRESS.COM/searchresults.aspx?search_text=Assessing Student Understanding in Science&sa=true&sc=1http://www.vismt.org/programs/assessment/sample_test_5.pdf http://education.jlab.org/solquiz/sci5_26.html http://web.dps.k12.va.us/parkave/soltest.htm http://www.sasked.gov.sk.ca/docs/elemsci/heat2,pdf http://www.aea3.k12.ia.us/divisions/instr/science/Level1test.pdf http://www.exemplars.com/science_3-5/science_3-5_sample.htmlGrade 6http://pals.sri.com/http://WWW.CORWINPRESS.COM/searchresults.aspx?search_text=Assessing Student Understanding in Science&sa=true&sc=1http://www.aea3.k12.ia.us/divisions/instr/science/Level2test.pdf http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/2000/sci6_at_2000.pdf
http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/1999/sc6_at99.pdf
http://www.ode.state.oh.us/proficiency/sample_tests/sixth/6ptscie.pdf http://tp1.clearlearning.com/ISBE/2003/grade7science/index.html http://www.learn.co.uk/default.asp?WCI=Topic&WCU=3964 http://www.exemplars.com/science_6-8/science_6-8_sample.html http://nces.ed.gov/nationsreportcard/ITMRLS/search.asp?picksubj=Science
Grade 7http://pals.sri.com/http://WWW.CORWINPRESS.COM/searchresults.aspx?search_text=Assessing Student Understanding in Science&sa=true&sc=1http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/2000/sci6_at_2000.pdf
http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/1999/sc6_at99.pdf
http://www.ode.state.oh.us/proficiency/sample_tests/sixth/6ptscie.pdf http://tp1.clearlearning.com/ISBE/2003/grade7science/index.html http://www.learn.co.uk/default.asp?WCI=Topic&WCU=3964 http://www.exemplars.com/science_6-8/science_6-8_sample.html http://nces.ed.gov/nationsreportcard/ITMRLS/search.asp?picksubj=Science
Grade 8http://pals.sri.com/http://WWW.CORWINPRESS.COM/searchresults.aspx?search_text=Assessing Student Understanding in Science&sa=true&sc=1http://education.jlab.org/solquiz/sci8_42.html http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/2000/sci6_at_2000.pdf
http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/1999/sc6_at99.pdf
http://www.ode.state.oh.us/proficiency/sample_tests/sixth/6ptscie.pdf http://tp1.clearlearning.com/ISBE/2003/grade7science/index.html http://www.learn.co.uk/default.asp?WCI=Topic&WCU=3964 http://www.exemplars.com/science_6-8/science_6-8_sample.html http://nces.ed.gov/nationsreportcard/ITMRLS/search.asp?picksubj=Science
Web Links to High School AssessmentsGrade 9-12 Biologyhttp://pals.sri.com/http://WWW.CORWINPRESS.COM/searchresults.aspx?search_text=Assessing Student Understanding in Science&sa=true&sc=1http://www.4tests.com/exams/examdetail.asp?eid=39 http://www.aea3.k12.ia.us/divisions/instr/science/Level3test.pdf http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/2000/sci9_at_2000.pdf
http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/1999/sc9_at_99.pdf
http://www.state.tn.us/education/tsscwebsamf02tng.pdf http://testpilot.isbe.net/ISBE/PSAE/Science/index.html http://www.learn.co.uk/default.asp?WCI=Topic&WCU=32295 http://nces.ed.gov/nationsreportcard/ITMRLS/search.asp?picksubj=Science
Grade 9-12 Chemistryhttp://pals.sri.com/http://WWW.CORWINPRESS.COM/searchresults.aspx?search_text=Assessing Student Understanding in Science&sa=true&sc=1http://education.jlab.org/solquiz/chem_37.html
http://www.4tests.com/exams/examdetail.asp?eid=33 http://www.aea3.k12.ia.us/divisions/instr/science/Level3test.pdf http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/2000/sci9_at_2000.pdf
http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/1999/sc9_at_99.pdf
http://testpilot.isbe.net/ISBE/PSAE/Science/index.html http://www.learn.co.uk/default.asp?WCI=Topic&WCU=23135 http://nces.ed.gov/nationsreportcard/ITMRLS/search.asp?picksubj=Science
Grade 9-12 Physicshttp://pals.sri.com/http://WWW.CORWINPRESS.COM/searchresults.aspx?search_text=Assessing Student Understanding in Science&sa=true&sc=1http://www.vismt.org/programs/assessment/sample_test_9.pdf http://www.vismt.org/programs/assessment/sample_test_11.pdf http://www.getsmarter.org/challenge/real.cfm?grade=12th&subject=physics&name=LeftBlank&sex=0&age=1&state=LeftBlank&country=UnitedStates&iam=1&rating=0&access=3
http://www.aea3.k12.ia.us/divisions/instr/science/Level3test.pdf http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/1999/sc9_at_99.pdf
http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/2000/sci9_at_2000.pdf
http://testpilot.isbe.net/ISBE/PSAE/Science/index.html http://www.learn.co.uk/default.asp?WCI=Topic&WCU=33620 http://nces.ed.gov/nationsreportcard/ITMRLS/search.asp?picksubj=Science
Grade 9-12 Earth Scienceshttp://pals.sri.com/http://WWW.CORWINPRESS.COM/searchresults.aspx?search_text=Assessing Student Understanding in Science&sa=true&sc=1http://education.jlab.org/solquiz/esci_73.html http://www.aea3.k12.ia.us/divisions/instr/science/Level3test.pdf http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/2000/sci9_at_2000.pdf
http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/1999/sc9_at_99.pdf
http://testpilot.isbe.net/ISBE/PSAE/Science/index.html http://jonathan.mueller.faculty.noctrl.edu/toolbox/examples.htm http://nces.ed.gov/nationsreportcard/ITMRLS/search.asp?picksubj=ScienceBack to
Multiple Methods
Step 4: Plan Learning Experiences & InstructionIndicate the sequence of teaching & learning experiences that will equip
students to engage with, develop & demonstrate the desired outcomes
Day 1: Briefdescription of lesson or
activities
Day 2: Briefdescription
Day 3 Briefdescription
Day 4: Briefdescription
Day 11: Briefdescription
Day 10: Briefdescription
Day 8: Briefdescription
Day 7: Briefdescription
Day 6: Briefdescription
Day 5: Briefdescription
Day 9: Briefdescription
Day 12: Briefdescription
Day 13: Briefdescription
Day 14: Briefdescription
Day 15: Briefdescription
Day 16: Briefdescription
Back toStep 3
Onto Step 5
Step 5: “Study” Lesson Information
Select ONE lesson from the sequence of learning experiences in Step 4. This lesson will be the basis for your team’s “study” lesson.Name of the study lesson:
Objectives(s) of the study lesson:
How is this study lesson related to the lesson study “gap” and “goal(s)”:
Steps of the lesson: (Include teaching model(s), “5 Es” strategies, learning activities, key questions and time allocation) :
Student activities/ expected student reactions or responses
Teacher’s response to student reactions / Things to remember
Method(s) of Evaluation & Debriefing
Objectives
5 Es
What’s wrong with this objective?
“Students know how to compare the physical properties of different kinds of rocks and know that rock is composed of different combinations of minerals.”
“Know” is vague and difficult to assess.Q: How can we fix it?
A: ACTION VERBS!
Press space bar to advance
through this slide
Bloom’s 6 Levels of Thinking
Compare the 2 objectives
“Students know how to compare the physical properties of different kinds of rocks and know that rock is composed of different combinations of minerals.”
“Students will identify and compare the physical properties of different kinds of rocks. Additionally, students will be able to sort and classify rocks according to their different combinations of minerals.”
In your teams …
Use ACTION VERBS from Bloom’s Wheel to write your learning objectives.
Return toStep5
Template
ENGAGE
EXPLORE
EXTEND
EXPLAIN
EVALUATE
Next Page
The 5 Es Learning Cycle
Developed by BSCS (Biological Sciences Curriculum Study) in 1989
Has emerged as a premier framework for instructional design because it: is applicable for virtually any instructional
purposes is flexible, adaptable and realistic reflects real science aligns with the standards
Next Page
Questions to Ponder as you plan with the 5 Es Engage: What provocative hooks will draw the students in?
What activities are most likely to capture and hold their interest? Explore: What learning experiences will encourage students to
gather evidence, try out hunches, pursue answers to essential questions?
Explain: What kind of instruction will equip students with the information they need to demonstrate what they know and are able to do? How will I build on student’s experiences to help them grasp scientific explanations?
Extend: How will students be guided to dig deeper, apply new understandings, work through misconceptions?
Evaluate: What formal and/or informal means of assessment will reveal what student know and can do? How will students self-assess? How will they demonstrate a grasp of the bigger ideas?
Next Page
In this PowerPoint you have:
learned the 5-step Lesson Study Process examined the underlying principles for each step
Using the same principles and the templates provided, you are now ready to put the design principles to use for your own science “Lesson Study” process.
You can also download the blank templates from the Lesson Study web site. Just click here.
Happy designing!
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