Science Leader Dialogue

Ramping-up Learning GoalsAva D. Rosales, Ph.D. - IS

Kirk Nieveen, M.Ed. - CSSApril 2013

Office of Academics and Transformation

Department of Mathematics and Science

Agenda

Welcome and Introductions Where are we now?

Ramp-up Teaching and Learning Review of data Learning Goals Interim Assessment Data Analysis by

Benchmarks (Progress Monitoring Tool)ResourcesReflection on Current Status of Department

January 2013Department of Mathematics and Science

Session Outcomes

Participants will be able to:

Ramp-up effective science teaching and learning

Analyze department trends in teaching and learning through data

Develop learning goals Grade 8 - Completed Learning Goals Template Grades 6 and 7 – Q3 and Q4 Completed Learning Goals

Template

Department of Mathematics and Science

Community Norms

Learner centeredEngage in all activitiesAct in commonDeliver quality products

Welcome and Introductions

Favorite “Learning Moment” at your school this year

Comparison Data: Baseline, Fall IA, and Winter IA (2012-

2013)

M-DCPS Middle School Assessment Taking Trends – Number of Students Tested by Quarter and Grade Level

(2012 – 2013)

FCAT

Tracking Deficient Benchmarks

FCAT Explorer/FOCUS Questions

Progress Monitoring Tool Sample Working Document

Review of the District’s Science Website

What does effective science instruction look like?

Engage Question, discussion, activity, uncover ideas (Discovery

and PBS Learning)Explore

Lab activities (Essential Lab/hands-on investigations, Gizmos)

Explain Conclusion writing/lab report, C-E-R, discussion,

Notebooks/JournalsElaborate

Discussion, real-world connections Evaluate: formative and summative by benchmark

Extended Learning Modules (ELM)

and ETO Resource

LessonsOverview

ELM 1 – 6Presented

December 13, 2012West Miami Middle School

Ava D. Rosales, Ph.D.Instructional Supervisor, ScienceDepartment of Mathematics and ScienceOffice of Academics and Transformation

FCAT 2.0 Test Item Specifications

Learning Village

What is your Vision?

Instructional Design Questions

Guidelines for Differentiating Instruction18

Is your learning environment optimized for student success?

Are you clear about what students need to know, understand and be able to do?

What data will you collect to assess student learning?

“The goal is no longer to teach a unit and then see who got it, but rather to

understand student progressions toward learning goals throughout a

unit and adjust teaching as necessary to guide each student to success.

The Differentiated School , by Tomlinson, Brimijoin, & Narvaez

19

The starting place for all effective instruction is designing and communicating clear learning goals.

20

Marzano (2009)

Without a precise description of where they are headed, too many students are "flying blind."

Moss, Brookhart, Long (2011). Knowing Your Learning Target. Educational Leadership. 68 (6). pp. 66-69.

Course Requirements and Standards

Using the Common Core State Standards document and/or the course description the participants will identify the critical areas of focus or big ideas for the course

“Chunks” or Big Ideas

Instructional Design in Layers

21

Major Learning Goals

Statements of what learners will know and/or be able to do. In teaching situations, effective teachers state learning goals in a rubric (or scale) format where ascending levels of proficiency of the goal are specified.

• Learning Goals, Scales, and Learning Activities• Text Coding Activity (Intro through Learning Goals section)

– D = I already DO this (be prepared– N = This is NEW to me– ? = I would like to know about this

• For more information:– https://www.floridaschoolleaders.org– https://www.floridaschoolleaders.org/resources/index.aspx

Florida Dept. of Education Bureau of Curriculum & Instruction 22

True or False?(Gut-check!)

• Learning goals are NOT the same as topics.• Learning goals are NOT the same as standards.• Learning goals are NOT the same as activities.

There is a reason many teachers are activity-based rather than goal-based: you can survive the day without a goal, but you cannot survive the day without an activity.

Mike Rutherford

Practice

23

You Be the Judge-Learning Goal or Not?Declarative Knowledge or Procedural Knowledge?

The student…1. Understands that the sun is the largest body in the solar system. 2. Describes how materials change when they are heated or cooled. 3. Flips a coin one hundred times to determine probability of heads. 4. Creates a model of the moon and earth rotating on their axis.5. Summarizes what was read or learned and write a short

statement of the main points or the big ideas.6. Correctly administers subcutaneous injections.7. Practices solving several equations in cooperative groups.

24Adapted from Kentucky Department of Education, Module 1 and 2: Learning Targets

With a shoulder partner, determine if the following statements are a learning goal or activity. Identify the learning goals as declarative or procedural.

Reflection ActivityLet’s take a moment to individually reflect on current practices

on the following questions: • How clear are you about the distinction between a

learning goal and a learning activity/assignment? • How do you communicate the difference to students?• To what extent do you communicate learning goals in a

way that makes explicit to students how they can improve?

• To what extent do you have students restate rubrics in their own words?

• To what extent do you have students design their own learning goals for units of instruction? If you do not, how might you do so?

25Marzano. R.J. (2007). The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction. ASCD, Alexandria, VA.

Please share some of your reflections and/or questions with your group.

Summarizing: Learning Goals• Determine learning goals or targets needed to master

standard/benchmark.– Remember that several learning goals or targets may be needed

to master the standard/benchmark– Levels of mastery are indicated by defined criteria and set the

stage for student success.

• Sources for Learning Goals– Next Generation Sunshine State Standards (NGSSS)

• Big Ideas • Benchmarks

– Common Core Standards• Domains• Standards

26

LET’S TAKE LEARNING GOALS ONE STEP FURTHER… DEVELOP THEM!

27

How do we begin?

Learning Goals Start with the Pacing Guide

Learning Goals are created withAchievement Level Descriptions

Goal Today for 8th Grade

K-12 Science Vocabulary Aligned to Content & Performance Standards

• Over 1,100 definitions to support individual

state standards • Grouped by grade levels and strands • Fully translated into Spanish with an easy

toggle between languages • for each concept (capable of supporting

additional languages) • Building vocabulary and the body of science

knowledge using visuals • and interactive media • Developing methods of scientific inquiry with

the help of over 240 digital experiments

Learning Village

Formative Assessment Probes Formative Assessment Probes Purchased for All K-8 Centers and Purchased for All K-8 Centers and Middle SchoolsMiddle Schools

3535Department of Mathematics and ScienceDepartment of Mathematics and Science

CPALMSCPALMS www.FloridaStandards.org

Khan Academy resources. Please view what is

available at www.khanacademy.org.

The Power of ScienceThe Power of Science

Science isn’t just memorizing facts.Science isn’t just memorizing facts.

The new standards will help The new standards will help students understand how science students understand how science works.works.

The scientific skills and attitudes The scientific skills and attitudes students learn will provide them with students learn will provide them with powerful problem-solving skills.powerful problem-solving skills.

Every student deserves to benefit Every student deserves to benefit from scientific thinking.from scientific thinking.

Department of Mathematics and ScienceDepartment of Mathematics and Science

Session GoalsSession Goals Are you now able to:Are you now able to:

Ramp-up effective science teaching Ramp-up effective science teaching and learningand learning

Analyze department trends in Analyze department trends in teaching and learning through datateaching and learning through data

Develop learning goalsDevelop learning goals Grade 8 - Completed Goals TemplateGrade 8 - Completed Goals Template Grades 6 and 7 – Q3 and Q4 Grades 6 and 7 – Q3 and Q4

Completed Goals TemplateCompleted Goals Template

Department of Mathematics and ScienceDepartment of Mathematics and Science

Exit Slip Day 3Exit Slip Day 33 Things I Learned3 Things I Learned ______________________________________________________

______________________________________________________________________________________________________

2 Things that I will not forget2 Things that I will not forget ______________________________________________________

__________________________________________________1 Thing that makes me go…WOW!1 Thing that makes me go…WOW! ____________________________________________________

Department of Mathematics and ScienceDepartment of Mathematics and Science

Follow-up

Action PlanPosted in Edmodo.com

Join Group Code:

bswx80

Science Department

Mr. Cristian Carranza, Executive Director

Elementary Middle School High School

Dr. Millard LightburnInstructional Supervisor

Dr. Ava RosalesInstructional Supervisor

Mr. Sebastian Oddone Instructional Supervisor

Ms. Mary Tweedy Curriculum Support

Specialist

Mr. Kirk NieveenCurriculum Support

Specialist

Ms. Yoly McCarthyCurriculum Support

Specialist

Ms. Keisha Kidd Curriculum Support

Specialist

Ms. Mildred Farber District Administrative Assistant

Phone: 305- 995-1939