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May 15, 2013

8:00 p.m. – 9:00 p.m. Eastern time

Introduction to Biology - The Secret of Life:

Pedagogical Implications Discussion 3

Presented by: Page Keeley

http://learningcenter.nsta.org

NSTA Learning Center—2 of 3

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About the NSTA Learning Center—3 of 3

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NSTA Learning Center

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Introducing today’s presenters…

Introducing today’s presenters

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Welcome:

Zipporah Miller Associate Executive Director, Professional Programs and

Conferences

National Science Teachers Association

Featured presenter:

Page Keeley NSTA Press Author, Uncovering Student Ideas in Life

Science

Aligning to NGSS

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• Next Generation Science Standards (NGSS)

– Released April 9

– Three dimensions

• Science and engineering practices

• Disciplinary core ideas

• Crosscutting concepts

– Based on A Framework for K-12 Science Education

– State-led process with input from NSTA

– Find resources at www.nsta.org/ngss

Aligning to NGSS

• HS-LS3 Heredity: Inheritance and Variation of

Traits

– Performance Expectations:

• HS-LS3-1. Ask questions to clarify relationships about the

role of DNA and chromosomes in coding the instructions for

characteristic traits passed from parents to offspring.

• HS-LS3-2. Make and defend a claim based on evidence that

inheritable genetic variations may result from: (1) new

genetic combinations through meiosis, (2) viable errors

occurring during replication, and/or (3) mutations caused by

environmental factors.

• HS-LS3-3. Apply concepts of statistics and probability to

explain the variation and distribution of expressed traits in a

population.

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About Today’s Featured Presenter

Page Keeley

• Former Senior Science Program Director,

Maine Math and Science Alliance

• NSTA Press author

– Uncovering Student Ideas in Science series

– Formative Assessment - 75 Practical Strategies for Linking

Assessment, Instruction, and Learning

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Formative Assessment Poll

How familiar are you with formative assessment probes and techniques and how often do you use them?

A. Not at all – this is new to me.

B. Somewhat familiar, but I haven’t used the probes and techniques very much (or at all).

C. Familiar – I use the probes and techniques occasionally.

D. Very familiar – I use the probes and techniques extensively in my teaching or work with teachers.

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3 Types and Purposes of Assessment

• Diagnostic - To identify and analyze students’ (mis)understandings and learning difficulties.

• Formative - To inform instruction and provide feedback to students to promote learning.

• Summative - To measure and document the extent to which students have achieved a learning target.

* Note: Diagnostic assessment becomes formative when the

assessment data is used to inform instruction.

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Definition in a nutshell:

The act of collecting information about student learning to inform instruction and provide feedback to the learner while simultaneously promoting learning.

It is assessment for learning rather than assessment of learning.

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5 Key Features of Formative Assessment that Support

Teaching and Learning

• Links instruction and assessment.

• Is continuous.

• Informs instructional decisions based on students’ ideas (differentiation).

• Makes student thinking visible to both the teacher, the student, and the class.

• Changes the culture of the classroom from an emphasis on only right answers to one of ideas.

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Key Finding from How People Learn

“Students come to the classroom with preconceptions about how the world works. If their initial understanding is not engaged, they may fail to grasp the new concepts and information that are taught, or they may learn them for purposes of a test but revert to their preconceptions outside the classroom.”

How People Learn, Bransford, Brown & Cockling. pp 14-15 12

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Life Science - Volume 1

• Life and Its Diversity (4 probes)

• Structure and Function (5 probes)

• Life Processes and Needs of Living Things (4 probes)

• Ecosystems and Adaptation (5 probes)

• Reproduction, Life Cycles, and Heredity (4 probes)

• Human Biology (3 probes)

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Formative Assessment Probes

A probe is a purposefully designed, 2-tiered, engaging

question that reveals more than just an answer. A

probe elicits a response that helps teachers identify

students’ existing ideas about a phenomenon or a

concept. These ideas are then used to inform

instruction.

Probes are also used to interest students, encourage

thinking, promote sharing of ideas, and engage in the

practice of evidence-supported argumentation.

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Types of Probes in the USI Series

• Justified Lists

• Familiar Phenomenon Probes

• P-E-O Probes

• Friendly Talk Probes

• Opposing Views Probes

• Vernacular vs. Scientific Word Probes

• Comparison Charts

• Thought Experiments

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Teacher Notes

• Purpose

• Related concepts

• The “best” answer and an explanation

• Notes on administering the probe

• Related national standards (New: links to the NGSS)

• Summaries of related research on learning

• Suggestions for instruction and assessment

• Links to related NSTA publications

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Related Research

• The idea that there is a common series of steps that is followed by all scientists is likely to be the most common myth of science (McComas 1998).

• Students generally have difficulty explaining how science is conducted because they have had little contact with real scientists. Their familiarity with doing science, even at older ages is “school science,” which is often not how science is generally conducted in the scientific community (Driver et al. 1996).

• Despite over ten years of reform efforts in science education, research still shows that students typically have inadequate conceptions of what science is and what scientists do (Schwartz 2007).

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Suggestions for Instruction and Assessment

10 suggestions for the “Doing Science” probe, including: • Use caution when referring to the scientific method. It may be

better to refer to a scientific method rather than the scientific method in order not to imply that there is one, fixed method.

• Provide students with a variety of ways to investigate scientific questions, including experiments, field observations, modeling, collecting specimens, making remote observations, etc. Point out how each has its own methodologies depending on the question being asked and the domain of study. Point out the similarities of the different ways to do science, including use of existing knowledge, a systematic and organized approach, and reliance on data.

• Use historical accounts and nonfiction books that portray scientists doing their work, such as Mendel’s papers and The Beak of the Finch (Weiner 1994).

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Making Sense of Students’ Ideas

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Levels of Organization in Living Things and Hierarchical Thinking

Atoms

Molecules

Parts of Molecules

Cells

Tissues/Organs/Body Systems

Organisms

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“Learned”Conceptual Misunderstanding

Content students learn in school that may be misinterpreted by the student and often goes unnoticed by the teacher.

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Formative Assessment Classroom Techniques (FACTs)

75 Practical Strategies for Linking Assessment, Instruction, and Learning

nsta.org 41

www.uncoveringstudentideas.org

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Misconceptions are not a bad thing!

They can be used to build a bridge from where the student is to where the

student needs to be.

This powerful process is called

CONCEPTUAL CHANGE

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Optional Pedagogical Certificate

• Give yourself credit!

• $14.99 for printable PDF

certificate to showcase your

pedagogical knowledge

• Use PD Plan & Portfolio Tool to

reflect on what you’ve learned

and applied in the classroom

• Submit report starting May 16 for review by NSTA

• All reports due by June 19

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Thanks to today’s presenters!

Introducing today’s presenters

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Welcome:

Zipporah Miller Associate Executive Director, Professional Programs and

Conferences

National Science Teachers Association

Featured presenter:

Page Keeley NSTA Press Author, Uncovering Student Ideas in Life

Science

Thank you to the sponsor of

tonight’s web seminar:

This web seminar contains information about programs, products, and services

offered by third parties, as well as links to third-party websites. The presence of

a listing or such information does not constitute an endorsement by NSTA of a

particular company or organization, or its programs, products, or services.

Thank you to the sponsor of tonight’s web seminar—1 of 6

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Thank you to NSTA administration—2 of 6

National Science Teachers Association

David Evans, Ph.D., Executive Director

Zipporah Miller, Associate Executive Director, Conferences and Programs

NSTA Web Seminar Team

Al Byers, Ph.D., Assistant Executive Director, e-Learning and Government Partnerships

Brynn Slate, Manager, Web Seminars, Online Short Courses, and Symposia

Jeff Layman, Technical Coordinator, Web Seminars, SciGuides, and Help Desk

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