Goals

1.1. To understand RIBTS 9.5. To understand RIBTS 9.5.

2.2. To make meaning of assessment To make meaning of assessment information scientist notebooks.information scientist notebooks.

3.3. To understand scientist note-booking To understand scientist note-booking as a source of assessment as a source of assessment information, a tool for assessing information, a tool for assessing student learning, and a teaching student learning, and a teaching strategy called “scaffolding.”strategy called “scaffolding.”

RIBTS 9.5 Self-ReflectionRIBTS 9.5 Self-Reflection

Teacher candidates can Teacher candidates can identify what they would do identify what they would do differently and why, and they differently and why, and they can offer evidence in support can offer evidence in support of their thinking.of their thinking.

RIBTS 9.5 Self-ReflectionRIBTS 9.5 Self-Reflection

Major Concepts:Major Concepts:1.1.Teacher self reflection as an Teacher self reflection as an

aspect of the planning, aspect of the planning, action, and reflection action, and reflection process process

2. Using assessment to 2. Using assessment to improve teaching and improve teaching and learning learning

RIBTS 9.5 Self-ReflectionRIBTS 9.5 Self-Reflection

• Teachers MAKE MEANING of Teachers MAKE MEANING of assessment dataassessment data

• Teachers support CLAIMS with Teachers support CLAIMS with EVIDENCE.EVIDENCE.

• Teachers CONCLUDE-judge Teachers CONCLUDE-judge student performance in student performance in relationship to standards or relationship to standards or expectations.expectations.

RIBTS 9.5 Self-ReflectionRIBTS 9.5 Self-Reflection

COVER PAGECOVER PAGE

Major Concepts:Major Concepts:1.1.Teacher self reflection as an Teacher self reflection as an

aspect of the planning, aspect of the planning, action, and reflection action, and reflection process process

2. Using assessment to 2. Using assessment to improve teaching and improve teaching and learning learning

RIBTS 9.5 Self-ReflectionRIBTS 9.5 Self-Reflection

ARTIFACTARTIFACT1.1. Sample of student work (e.g. summative Sample of student work (e.g. summative

assessment or part of scientist notebook)assessment or part of scientist notebook)

2. Making Meaning2. Making MeaningA-Analyze results of students’ performance. A-Analyze results of students’ performance. Did Did

your students develop deeper understanding of your students develop deeper understanding of the big ideas?the big ideas?

B- Relate to your pre-assessment. B- Relate to your pre-assessment. Was there any Was there any progress in the student’s thinking?progress in the student’s thinking?

C-Propose next steps for improving learning and C-Propose next steps for improving learning and teaching? teaching? What needs to change?What needs to change?

RIBTS 9.5 Self-ReflectionRIBTS 9.5 Self-Reflection

CAPTIONCAPTION

1.1. Why does the artifact represent an Why does the artifact represent an example of “RIBTS 9.5 Self-Reflection?”example of “RIBTS 9.5 Self-Reflection?”

2.2. Explain how self-reflecting on assessment Explain how self-reflecting on assessment information helped you to improve information helped you to improve teaching and learning.teaching and learning.

Let’s Analyze Student Work!Let’s Analyze Student Work!

1.1. Briefly examine the format used by the Briefly examine the format used by the teacher for scientist note-booking.teacher for scientist note-booking.

2.2. What do you notice about this work What do you notice about this work sample?sample?• What is this student learning?What is this student learning?• What’ working well?What’ working well?• What can be improved?What can be improved?• What are possible next steps in What are possible next steps in

teaching and learning for this unit?teaching and learning for this unit?• What questions do you have about the What questions do you have about the

piece of student work?piece of student work?

A scientist notebook isA scientist notebook is

• a source of assessment a source of assessment information information

• a tool for assessing student a tool for assessing student learning learning

• a teaching strategy called a teaching strategy called “scaffolding.”“scaffolding.”

How do teachers assess How do teachers assess student learning when student learning when

using a scientist using a scientist notebook during hands notebook during hands

on, inquiry learning?on, inquiry learning?

How do teachers How do teachers “scaffold” learning “scaffold” learning

when using a scientist when using a scientist notebook during hands notebook during hands

on, inquiry learning?on, inquiry learning?

What is Scaffolding?1.1. Origin--Lev Vygotsky’s Concept of Zone of Origin--Lev Vygotsky’s Concept of Zone of

Proximal DevelopmentProximal Development

The distance between what a learner can do for The distance between what a learner can do for themselves and the next learning that can be themselves and the next learning that can be achieved with the assistance of a teacher.achieved with the assistance of a teacher.

2.2. Learner is guided by the teacher. Learner is guided by the teacher.

3.3. Analogy - Washington Monument Analogy - Washington Monument

4.4. Less independent - more structure Less independent - more structure

More independent - less structureMore independent - less structure

See p. 89 in Carin et. al.See p. 89 in Carin et. al.

Components of NotebooksComponents of Notebooks Engaging ScenarioEngaging Scenario Focus QuestionFocus Question PredictionPrediction Planning/ProceduresPlanning/Procedures Data/ObservationsData/Observations Making MeaningMaking Meaning Content BlastContent Blast Claims and EvidenceClaims and Evidence ConclusionsConclusions Next Steps/New QuestionsNext Steps/New Questions

Characteristics of Scaffolding

1.1. Clear purposeClear purpose2.2. Clear directionClear direction3.3. Clear expectations for assessmentClear expectations for assessment4.4. Engaged, on-task studentsEngaged, on-task students5.5. Multiple approaches to learning (hands on, Multiple approaches to learning (hands on,

pictorial, symbolic) pictorial, symbolic) 6.6. ““Knowledge bridges” that link prior Knowledge bridges” that link prior

knowledge with current knowledge and knowledge with current knowledge and current knowledge with goals for future current knowledge with goals for future learning.learning.

Goals

1.1. To understand RIBTS 9.5. To understand RIBTS 9.5.

2.2. To share summative assessments To share summative assessments used during the practicum.used during the practicum.

3.3. To make meaning of assessment To make meaning of assessment information.information.

4.4. To improve ability to create To improve ability to create summative assessments.summative assessments.

Let’s Analyze Student Work!Let’s Analyze Student Work! PART IPART I

Brief explain your sample of summative Brief explain your sample of summative assessment. Talk briefly about the . . .assessment. Talk briefly about the . . .

• Type of AssessmentType of Assessment selected response, academic prompt, selected response, academic prompt, performance - demonstration of a science performance - demonstration of a science process skillprocess skill

• What Was AssessedWhat Was Assessedknowledge, reasoning, science process skills, knowledge, reasoning, science process skills, dispositionsdispositions

• Rubric/Scoring GuideRubric/Scoring Guide

Let’s Analyze Student Work!Let’s Analyze Student Work!

PART 2PART 2 Talk together about this assessment.Talk together about this assessment.

1. What do you notice about the students’ 1. What do you notice about the students’ responses?responses?• What are the students learning?What are the students learning?• What’ working well?What’ working well?• What could be improved?What could be improved?

2. What do you notice about the the scoring 2. What do you notice about the the scoring guide?guide?

3. What are possible next steps in teaching and 3. What are possible next steps in teaching and learning for this unit? What questions do you learning for this unit? What questions do you have?have?