planning and flexibility: keys to effective instruction · planning and flexibility: keys to...

Planning and Flexibility: Keys to Effective Instruction

RTP3 Presentation Rachel Hallett-Njuguna

Feb 16, 2013

Goals

• To experience and discuss standards-based, student-centered lessons

• To understand Backwards Design, 5E, and Inquiry and their importance

• To understand effective instruction which supports the Next Generation Science Standards (national science standards, currently in draft form)

• To analyze connections between NGSS and the CCSS Mathematics and Literacy standards

• To use high effect instructional strategies

Agenda

• Introductions and Team Builder • Backward Design and 5E • Standards (NGSS/NGSSS/CCSS) • Assessment (formative and summative) • Lesson (inquiry and differentiation) • Realities and Flexibility • Wrap Up

Team Builder

Which Came First?

“Which Came First” Answers 1. 1965 1850 1886 2. 1899 1908 372 3. 3875 BC 1690 1859 4. 1834 1861 1884 5. 1920 1895 1683 6. 1803 1819 1684 7. 1937 1912 1848 8. 535 1889 1883 9. 1802 980 1777 10. 1965 1972 1970

Instructional Planning Backward

Design

5E

Inquiry

Identifying Goals and Objectives

Designing Units of Instruction

Creating Meaningful Experiences

Traditional Teaching Plan

Activity Benchmark Assessment

• Resulted in teachers using activities with which they were comfortable, even as benchmarks changed

• Identify an experience. Blend it with existing expectations of mastery. Create a way to evaluate success of the experience.

Backward Design (part of UBD)

• Purpose is to proceed with the “end in mind” and let benchmarks drive instruction

• Identify expectation of mastery. Create a way to evaluate mastery. Design an experience to achieve mastery.

Benchmark Assessment Lesson

5E Learning Cycle

Evaluate

Engage

Explore

Explain

Elaborate

Getting the

students interested

Giving everyone the basics

Getting everyone

on the same page

Taking it further

Checking for understanding

throughout and at end

Ex. Video clip,

demo, article

Ex. Simple Lab,

Hands-on,

Research

Ex. Notes, discussion, reflection

Ex. Open ended

lab/ research

Ex. Test, Quiz, Probe,

Performance Assessment

Standards

Identifying Expectations of Mastery

NGSSS vs NGSS

NGSSS • Currently, Florida science

teachers use the Next Generation Sunshine State Standards.

• They are tested with FCAT 2.0 in 5th and 8th grade, and Biology EOC exam.

• They are available on CPALMS.org

NGSS • Next Generation Science

Standards will be available for FL adoption late spring, 2013

• Assessments will be created to match the NGSS.

• They are available on nextgenscience.org

Example of NGSSS vs NGSS

NGSSS SC.8.P.8.4 Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample.

NGSS MS-PS1-b. Design a solution that solves a practical problem by using characteristic chemical and physical properties of pure substances. (Clarification: Properties can include melting and boiling points, density, solubility, reactivity, reaction with oxygen, and phase at a given temperature)

Example of NGSSS vs NGSS

NGSSS SC.6.L.14.5 Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis.

NGSS MS-LS1-d. Design and conduct an investigation to gather evidence to support explanations that the body is a system of interacting subsystems composed of groups of cells working to form tissues and organs specialized for particular body functions, and that scientific advances in understanding of those systems have led to improvements in nutrition, health, and medicine.

K-12 Learning Progressions

In your groups, organize your NGSS standards into grade bands (K-2, 3-5, 6-8,

and 9-12) to show the progression of a concept.

Gallery Walk

Provide positive comments/constructive suggestions

via sticky notes.

K-12 Learning Progressions

Revise as needed based on feedback, when you feel comfortable, ask for

the “correct answers.”

NGSS Alignment to CCSS

In your groups, match the NGSS standards to the CCSS mathematics and literacy standard(s) that would support them.

Whole Group Share

Select ONE standard to discuss the connections you found.

Assessments

Create a way to evaluate mastery.

Formative Assessment

Determine student understanding throughout the lesson/unit in order

to inform instruction.

Formative Assessment Probes

Page Keeley

Keeley, P. (2008). Uncovering Student Ideas in Science (Vol 3). Arlington, VA: NSTA.

Tracking Student Progress: Self Assessment Scales

Marzano

Marzano, Robert J. (2010) .Formative Assessment & Standards-based Grading. Bloomington, IN: Solution Tree.

Brain-Powered Strategies: Kinesthetic Word Web

Lavonna Roth

Roth, L (2012). Brain-Powered Strategies to Engage all Learners. Huntington Beach, CA: Shell Education.

Summative Assessments

Determining student understanding at the end of a lesson/unit in order to

evaluate the effectiveness of instruction.

Keys to a good test item *adapted from FLDOE Item Review process

• Does it match the standard? • If available: Is it within the content limits? • Is it clear and free of “clang”? • If multiple choice: Does it have one correct

answer and three incorrect, but viable answers?

• Is it scientifically accurate?

Item Analysis Item # Measures

Benchmark Adheres to Content

Limits (3-8, Bio) Clear and Clang

Free Appropriate MC

Options Scientifically

Accurate

Ex

1

2

3

4

5

6

7

8

Student Misconceptions

Using assessments to inform instruction/identify gaps in learning

by identifying misconceptions.

Which incorrect answers can

help you understand students’

misconceptions?

Which incorrect answers can help you understand

students’ misconceptions?

Which incorrect answers can help

understand students’

misconceptions?

LUNCH

TBD

Lesson

Design an experience to achieve mastery.

Constructivism (the Roots of Inquiry)

• John Dewey (1859-1952) • Six Steps: sensing perplexing situations, clarifying

the problem, formulating a tentative hypothesis, testing the hypothesis, revising with rigorous tests, and acting on the solution

• Students should be actively involved, teacher should guide and facilitate.

• Problems must be related to students’ experience and within their intellectual capability.

Inquiry • Dynamics of science “asking questions, finding

ways to explore them empirically, investigating and evaluating competing alternative models, arguing” (p 254)

• “may be particularly difficult and require a

very high level of teacher knowledge and skill” (p 257)

Duschl, R.A., Schweingruber, H.A., & Shouse, A.W. (2007). Taking Science to School. Washington, DC: National Academies Press.

Inquiry • “the question may arise from benchmark lessons

that elicit curiosity, from observations of perplexing natural phenomena, from a problem situated in the real world…or from questions that scientists themselves are currently struggling to answer.” (p 258)

• “As instruction taps their entering knowledge and

skills, students must reconcile their prior knowledge and experiences with new, scientific meanings” (p 264)

Duschl, R.A., Schweingruber, H.A., & Shouse, A.W. (2007). Taking Science to School. Washington, DC: National Academies Press.

Inquiry as an Evolutionary Process

Confirmatory Structured Guided Open *Authentic Research

Topic Teacher Teacher Teacher Teacher Teacher/Stdnt

Question Teacher Teacher Teacher Teacher/Stdnt Student

Materials Teacher Teacher Teacher Student Student

Procedures/ Design Teacher Teacher Teacher/Stdnt Student Student

Results/ Analysis Teacher Teacher/Stdnt Student Student Student

Conclusions Teacher Student Student Student Student

Typical Book Lab






Procedures/ Design Teacher Teacher Teacher/Stdnt Student Student

Results/ Analysis Teacher Teacher/Student Student Student Student


Typical Book Lab

Typical Teacher Lab






Procedures/ Design Teacher Teacher Teacher/Student Student Student

Results/ Analysis Teacher Teacher/Student Student Student Student


Typical Book Lab

Typical Teacher Lab

Reasonable Goal




Question Teacher Teacher Teacher Teacher/Student Student


Procedures/ Design Teacher Teacher Teacher/Student Student Student

Results/ Analysis Teacher

Teacher/ Student

Student Student Student


Typical Book Lab

Typical Teacher Lab

Reasonable Goal

When Possible



Topic Teacher Teacher Teacher Teacher Teacher/ Student

Question Teacher Teacher Teacher Teacher/Student Student


Procedures/ Design Teacher Teacher

Teacher/ Student

Student Student

Results/ Analysis Teacher

Teacher/ Student

Student Student Student


Typical Book Lab

Typical Teacher Lab

Reasonable Goal

When Possible

Ideal but Unrealistic

Physical and Chemical Properties Unit • Engage: You are cleaning out the supply closet

and stumble across an unlabeled jar of white powder. In consideration of the department’s tight budget, you want to identify the powder rather than throw it out. You gather 5 similar looking white powders that are most likely to be the same substance.

Physical and Chemical Properties Unit

• Explore: Determine the identity of an unknown powder by comparing its physical and chemical properties to those of several known powders.

• Explain: Identify the properties as either physical or chemical. Identify which properties are “characteristic” and the significance of characteristic properties.

Group Roles • Documentation (Member 1 and 2): responsibility is

to ensure that the thoughts and data from the group are accurately recorded. One person should complete up to Data, second person should complete Results and Conclusion.

• Materials (Member 3): responsibility is to ensure

that materials have been distributed accurately to the group, that they are used properly during the experiment, and that they are returned to the bins upon completion of the experiment.

Group Roles • Experimentation (Member 4 and 5): responsibility is

to conduct the experiment following the specified procedures. (Testing of materials should be split evenly if possible.)

• Confirmation (Member 6): responsibility is to ensure

that other roles are being served properly, that safety rules are being followed, that any questions from the group are asked of the teacher, and that all voices from the group are heard during the discussion.

Physical and Chemical Properties Unit

• Explore: Determine the identity of an unknown powder by comparing its physical and chemical properties to those of several known powders.

Confirmatory Lab

Structured Lab

Guided Lab

Mystery Powder Lab Discussion • Strategy: Group members were assigned roles, these

would change for each lab so that one student is not always serving the same role. (Can be purposefully assigned depending on the student and the lab requirements.)

• Strategy: Groups were given different versions of the same lab which involved different levels of cognitive complexity for the design and write-up, while ensuring that all students received the same rigorous content. (Can be assigned in conjunction with the Role assignment.)

• Strategy: Materials provided were all the same so that groups were unaware of the differences in the expectations for the lab write-up.

Realities and Flexibility

After all this planning, what if…?

Scenarios

On each card is a scenario related to science instruction. Discuss as a group how you would

prepare for/respond to this issue. *Mentors, please share your thoughts last*

Scenario #1

You have prepared an Engage for a unit that involves a fascinating clip from the Discovery Channel. The day you

have planned to use it, you are told that the Internet will be down all day so you can no access the clip you chose.

Knowing how important it is to Engage your students before starting a new unit, what do you do?

Scenario #2

You have prepared a gripping lesson on Evolution for your students. The night before the lesson, you receive a

pointed email from a parent who says that they refuse to allow their son/daughter to be taught Evolution as it is

against their beliefs. Knowing that Evolution is part of your required benchmarks, what do you do?

Scenario #3

You have a unit coming up and although you’d like to do a hands-on inquiry lab with your

students, the materials and time required are just not feasible. Knowing that students build knowledge from experiences, what do you do?

Wrap Up: 4 Corners

Stand by the word that represents your biggest success from this past year.

Share in your groups.

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