METHODS OF ENVIRONMENTALEDUCATION : NCSCIENCE ESSENTIAL

STANDARDS &ASSESSMENT

EENCConferenceSeptember23,2016

FourFundamentalQuestionsforEffectiveCurriculumDevelopment

1. THELEARNINGQUESTION:

Whatisimportant forstudentstolearninthelimitedschoolandclassroomtimeavailable?

2. THEINSTRUCTIONQUESTION:

Howdoesoneplananddeliverinstruction thatwillresultinhigh levelsoflearningforlargenumbersofstudents?

3. THEASSESSMENTQUESTION

Howdoesoneselectordesignassessmentinstrumentsandprocedures thatprovideaccurateinformationabouthowwellstudentsarelearning?

4. THEALIGNMENTQUESTION:

Howdoesoneensurethatobjectives,instructionandassessmentareconsistentwithoneanother?

TheStructureofCurriculum

Learning Experiences/Activities

Materials and Equipment

TheLearningQuestion:Whatisimportantforstudentstolearninthelimitedschoolandclassroomtimethatisavailable?

TASK

TheCommonFormatofObjectives

Subject Verb Object

S V O

RelationshipofObjectives

VERBS:TheCognitiveProcessesDimension6CategoriesAssociatedwithTwoorMoreCognitiveProcesses

• Remember– Recognizing– Recalling

• Understand– Interpreting– Exemplifying– Classifying– Summarizing– Inferring– Comparing– Explaining

CognitiveProcesses(continued)

• Apply– Executing– Implementing

• Analyze– Differentiating– Organizing– Attributing

• Evaluate– Checking– Critiquing

• Create– Generating– Planning– Producing

ExamplesofObjectives

• Thestudentwillremembertherulesforusingcommas,semi-colons,andcolons.

• Studentswillexplainhowpesticidescannegativelyimpactthepollinationprocess.

• Thestudentwillcomparewholenumbers,fractions,decimals,andpercentages,usingconcretematerials,drawingsofpictures,andmathematicalsymbols.

CategoriesoftheKnowledgeDimension

Fourtypesofknowledge:• Factual• Conceptual• Procedural• Metacognitive

A.FactualKnowledgeBasicelements studentsmustknowtobeacquaintedwithadisciplineorsolveproblemsinit.

Sub-types:Aa.KnowledgeofterminologyAb.Knowledgeofspecificdetailsandelements

Examples:• 1812• WilliamShakespeare• 4x3=12• >

B.ConceptualKnowledgeTheinterrelationshipsamongthebasicelementswithinalargerstructurethatenablesthemtoworktogether.Sub-types:Ba.KnowledgeofclassificationsandcategoriesBb.KnowledgeofprinciplesandgeneralizationsBc.Knowledgeoftheories,modelsandstructures

Examples:• Newton’sLawsofMotion• Boyle’sLaw• Mendel’sPrinciplesofHeredity

C.ProceduralKnowledgeHowtodosomething:methodsofinquiry,andcriteriaforusingskills,algorithms,techniques,andmethods.

Sub-types:Ca.Knowledgeofsubject-specificskillsandalgorithmsCb.Knowledgeofsubject-specifictechniquesandmethodsCc.Knowledgeofcriteriafordeterminingwhentouse

appropriateprocedures.

Examples:• Inmath,algorithmsforperforminglongdivision• Inscience,methodsfordesigningexperiments• InELA,proceduresforspellingwords

D.Metacognitive Knowledge

Examples:1. Knowingwhentousemnemonicstrategies,paraphrasing,

summarizing,questioning,note-taking,oroutliningtoattainalearninggoal.

2. Realizingthatyourstudysessionwillbemoreproductiveifyouworkinthelibraryratherthanathome.

3. Knowingthatthesciencetextbookchaptershavetobestudieddifferentlyfromnovels.

Non-examples:StandardsthataskthestudenttoA. outlinethestructureoflocalgovernment.(B)B. identifytheauthor’sperspectiveinaliterarywork.(B)

Knowledgeofcognitioningeneralaswellasawarenessandknowledgeofone'sowncognition(thinkingaboutyourthinking).

Whenyoucombine

theverbs (cognitiveprocesses)

withthenouns (knowledge)

youendupwithatwo-dimensionaltable:

theTaxonomyTable.

VERBS+NOUNS=

RBT Taxonomy Table

A1

B2

C3

TASK

Whatdoyouusetounpackthestandards?

ResourcesforUnpacking

• AFrameworkforK-12ScienceEducation

• ScienceforAllAmericans

• BenchmarksforScienceLiteracy

• CollegeBoardStandardsforCollegeSuccess

can be found on theNCDPI Science Alignment LiveBinder

Examplesofunpacking…

http://www.livebinders.com/play/play?id=1944414&backurl=/shelf/my

HowareEssentialStandardsandClarifyingObjectivesrelatedtolearningtargets?

8.P.1.1

Essential Standard:8.P.1 Understand the properties of matter and changes that occur when matter interacts in an open and closed container.

Learning Target

Sort materials based on packing and arrangements of its atoms.

EducationalObjectives

InstructionalObjective

Learning Target:

Clarifying Objective:Classify matter as elements, compounds, or mixtures based on how the atoms are packed together in arrangements.

8.P.1

GlobalObjectives

National Science Education Standards (NSES)Standard B:As a result of their activities in grades 5-8, all students should develop an understanding of: properties and changes of properties in matter; motions and forces; transfer of energy.

Howdoesonedetermineappropriatelearningtargets?

Refer totheobjectinthestandard.

Basedonthecontentpresentedinyourstandard,considerthefollowingquestions:

1. Whatfactualknowledgewillstudentsneedtodemonstratetheiracquaintancewiththecontentorsolveproblemsinthecontent?

2. Whatconceptualknowledgewillstudentsneedtodemonstrateanunderstandingoftheinterrelationshipsamongthebasicelementsofthecontentwithinalargerstructure,thatenablesthemtoworktogether?

3. Whatproceduralknowledge(knowledgeofhowtodosomething):-methodsofinquiry,-criteriaforusingskills,algorithms,techniques,andmethodswillstudentsneedtodemonstratemasteryofthecontent?

4. What,ifany,metacognitiveknowledgewillstudentsneedtoknowwhenengaginginproblem-solvingactivitiesonthecontent?

QuestionstoGuideDeconstructing

ClearLearningTargetsDrivetheFormativeAssessmentProcess

LearningTargetsanswerthequestion:Assesswhat?

Nowaddresstheverb.Tocompletethelearningtarget,selectanappropriateverbbasedonthetypeofknowledge.

Forexample,ifyouareworkingwithfactualknowledge,wegenerallyexpectstudentstorememberfactualknowledge.

So,inthiscase,selectaverbthatmeansrememberbasedonwhatyouintendstudentstodo,e.g.recall,recognizeoridentifythepresentedfacts.

Ex.- Studentswillrecallthebasicstepsofphotosynthesis.

Verbs–Alignthestandardstotheassessment

Withoutcleartargetswecan’tdoanyofthefollowing…• Correctlyidentifywhatstudentsknow,don’tknow,andtheirlevelofachievement.

• Makedecisionsaboutnextstepsininstruction.

• Givedetailed,descriptivefeedbacktostudents.

• Createaculturewherestudentsself-assessorsetgoalslikelytohelpthemlearnmore.

• Keeptrackofstudentlearning- targetbytargetandstandardbystandard.

• Knowiftheassessmentadequatelycoversandsampleswhatwetaught.

Assessmentof LearningTargets

• Acleartargetcanbeassessed.• Writeanassessmentitemforeachofyourlearningtargets.

ResourcesforAssessment

• AAAS(AmericanAssociationfortheAdvancementofScience)ScienceAssessment– Selectitemsandcomposeowntest– Misconceptions

• Edinformatics– StateTests– LessonPlans

• NCDPIAccountabilityServicesDivision– StateTests(releasedforms)– NCFE(NCFinalExams)

FormativeAssessment- AssessmentFORLearning• K-12FormativeAssessmentProbeAlignment• http://scnces.ncdpi.wikispaces.net/Formative+Assessment+Probe+Alignment

ThebestanswerisYalena’s:“IthinkIwouldseewaterintinycracksandspacesbetweensoil,

sand,androcks.”

TheStructureofCurriculum

Learning Experiences/Activities

Materials and Equipment

Questions???

BenitaTipton,SecondaryScienceConsultantBenita.tipton@dpi.nc.gov

919-807-3933