1

FYI

• Ways to ask questions:– Raise your hand– Parking Lot– Ask facilitator as they

come around– Email

• If you need to leave early, please:– See a facilitator to get

materials.– Notify your

administrator

Network for New Science/Math Teachers

October 25, 2010Meeting 2, Year 2

Lexington, KYUniversity of Kentucky

Partnership Institute for Math & Science Education ReformKentucky Department of Education

Welcome!Help yourself to some

refreshments and networking

3

Group NormsRESPECT

• Rejoin whole group when signaled

• Everyone participates

• Side conversations to a minimum

• Prepared for meeting

• Expect to be here and present in the work

• Cell phone and other electronics etiquette

• Two feet rule

Review

Our Travels for Today

Debrief Chapter 1

Motivation

Becoming More

Strategic

Math/ScienceBreakouts

Let’s Debrief

Number off 1-7; group by #

Each group has 2 tasks:

1. Pick one of the statements from the Reading Guide to discuss—sharing evidence.

2. Take the corresponding Survival Skill #- Be prepared to share how that skill and the statement you discussed from the guide connect in some meaningful way.

Global Achievement Gap

• 7 Survival Skills– Critical Thinking & Problem

Solving– Collaboration across networks &

leading by influence– Agility & Adaptability– Initiative & Entrepreneurialism– Effective Oral & Written

Communication– Accessing & Analyzing

Information– Curiosity & Imagination

8

Current Status of U.S. Educational Assessment System

Three Positives

• Reduction of assessment bias in large-scale tests

• Research ratification of the formative assessment process

• Increased advocacy of the formative assessment process

Four Negatives

• Educator’s abysmal assessment literacy

• Uncritical adoption of interim assessment system(s)

• Computer adapted testing’s seductive allure

• Instructionally insensitive accountability tests

James Popham, July 2010

Black Box Excerpt

• Skim the Black Box excerpt.

• Highlight key points you want to remember.

• What are 3-5 points you gained from this reading?

Why Use AFL?

What does the Research Say?

Research on Effects

• Black and Wiliam (1998) International Research Review– .4 to.7 Standard Deviation Score Gain– Largest Gain for Low Achievers– http://blog.discoveryeducation.com/assessment/f

iles/2009/02/blackbox_article.pdf

• Bloom (1984) Mastery Learning Research• 1.0 S.D. Gain• Rivals One-on-One Time

Black & Wiliam Research on Effects of Formative Assessment:

.7 Standard Deviation Score Gain=

• 25 Percentile Points ITBS (middle of score range)

• 70 SAT Score Points

• 4 ACT Score Points

• Markedly Reduced Score Gaps

Largest Gain for Low Achievers

We know of NO OTHER WAY OF RAISING STANDARDS for which

such a strong case can be made on the basis of evidence of such large

learning gains.

-Black and Wiliam, 1998

Unprecedented Gains Achieved Through High Impact Practices:

• Increased descriptive feedback, reduce evaluative feedback (CASL Chs. 2, 7, 9)

• Increased student self- and peer- assessment (CASL Chs. 1, 2, 5, 11,12)

• Increased opportunities for student to communicate their evolving learning during the teaching (CASL Chs. 1, 9, 12)

Source: Inside the Black Box (Black & Wiliam)

Formative Assessment:Three Guiding Questions

• Where are you trying to go?

• Where are you now?

• How can you get there?

We must overcome the awful inertia of past decades.

Michael Fullan

Why use Assessment For Learning?

Student Motivation

Learning Target:I can explain the role assessment has in

student motivation.

CLASSROOM ASSESSMENTGUIDING PRINCIPLES:

• Gather accurate information about student achievement

• Use assessment process and results to promote maximum student learning

PURPOSE

TARGET

ACCURACY EFFECTIVE USE

STUDENTINVOLVEMENT

DESIGN

EFFECTIVE COMMUNICATION

Keys to Quality Assessment

Assessment for Student Motivation

• Mistaken Belief #1: High-stakes standardized tests are good for all students because they motivate them to learn.

• Mistaken Belief #2: It is the instructional decisions of adults that contribute the most to student learning and school effectiveness.

• Mistaken Belief #3: The instructional decisions that have the greatest impact on student learning are those made once a year.

• Mistaken Belief #4: Teachers and administrators don’t need to know about and understand the principles of sound assessment practice—the professional testing people will take care of that for us.

– From “New Assessment Beliefs for a New School Mission” Phi Delta Kappan, 2004

Assessment for Student Assessment for Student MotivationMotivation

• What effects do assessments have on student motivation?

• Can assessments be both productive and counterproductive on student motivation?

Video: Assessment for Student Motivation

Video Segment #1: Our Legacy

As you watch video segment #1, complete the first blank

column on Table 1.

Work Segment #1

• Analyze this legacy by completing the Work Segment #1on page 2 in your handouts.

• At your table, discuss the answers posed in Part 1, 2 and 3.

Video Segment #2: A New Mission

• As you watch this video segment complete Table 2 on page 3 and Table 1….

–Compare Winners and Losers

–Complete the Possible Future column on Table 1

Work Segment #2

• Think of an assessment environment in your own experience that had the effect of increasing your confidence, motivation, and therefore learning. This need not be an assessment that took place in a school setting. It might have involved a professional growth experience or have been associated with a hobby or other personal interest outside of school.

Video Segment #3: A New Vision

• Complete Table 3 as you view this part of the

presentation.

Work Segment #3

• Discuss the conditions that must be satisfied in a learning environment for success to appear to be, and actually to be, within reach for every student.

• What are the keys for making that possible?

Self-Checklist: Assessment FOR Learning

1. I understand the relationship between assessment and student motivation and use assessment to build student confidence.

2. I understand and can articulate in advance of teaching the achievement targets my students are to hit.

3. I inform my students regularly about those targets in terms they can understand.

4. My students can describe what targets they are to hit and what comes next in their learning.

5. I can transform these targets into dependable assessments that yield accurate information.

6. I consistently use classroom assessment information to revise instruction.

7. Feedback to students is frequent and descriptive.

8. My students are actively involved in their own assessment.

9. My students actively communicate with others about their achievement status and improvement.

• Self-Assess using:

– 3—A Regular part of my practice or have deep understanding of

– 2—Occasional part of practice or surface understanding of

– 1—Rarely used in practice or very little understanding of

For Next Time

• Read Chapter 2 and complete the organizer.

• Keep track of all the assessments you do between now and then; formally and informally—bring back list.

Becoming More Strategic

• Learning Target:– I can define strategy

and describe it’s importance to instruction.

– I can determine where a strategy would be useful in instruction.

sensing (s)

thinking feeling

intuition (N)

Mastery styleIInformation

sensing + thinking“Step-by-Step”

Understanding styleInquiry

intuition + thinking“Doubt-by-Doubt”

Interpersonal styleIntegral to life

sensing + feeling“Friend-by-Friend”

Self-Expressive styleInvention

intuition + feeling“Dream-by-Dream”

What is a Strategy?

Why do we need strategies in the classroom?

Now think about this:How do humans differ from other

living organisms?• Generate TWO ideas in the space below and

then stop writing.

• Use the “Give One Get One” tool to generate four additional ideas.

The key to great teaching is ___________________!

• Word One: d i c e s n i o

• Word Two: k m i g a n

• The key to great teaching is ____ _____!

Let’s Think a Minute!

• List 3 strategies/teaching techniques you use in the classroom.

• What strategy do you use most often? Why?

• List & give reasons for 2 factors teachers should consider when choosing a strategy.

• What might happen if teachers expanded the number of strategies used in instruction ?

What is a Strategy, anyway?

• What comes to mind when you think of the word strategy?– Record three words, phrases, or images that you

associate with the word strategy. – Then, explain the connection between the

words/images you generated from the word strategy.

Strategy

How has the word STRATEGY been used?

However beautiful the strategy you should occasionally look

at the results.-Winston Churchill

Strategy is about making choices, trade-offs; it’s about deliberately choosing to be

different.-Michael Porter

When you’re prepared, you’re more confident. When you

have a strategy, you’re more comfortable.-Anonymous

Sound strategy starts with having the right

goal.-Michael Porter

Harvard Business School

Strategy requires thought, tactics require

observation.-Max Euwe

Chess Grandmaster

There is always a better strategy than the one you have; you just haven’t thought of it.

-Sir Bryn Pitman

You have to be fast on your feet and adaptive or else a strategy is useless.

-Charles deGaulleFrench General

Using The Dashboard

• Examine pg.13 in The Strategic Teacher.

• Using pp 12-14, what does each area of the dashboard represent?

• How is this useful information?

• Now examine the Dashboard on pg. 118

• What does this tell us about the strategy Inductive Learning?

Group and Label

SodiumMethane

SandOxygen

SaltMilk

WaterGold

ChlorineMud

Hydrogen peroxideLead

PepperCarbon dioxide

Group and label

Elements Compounds Mixtures

Sodium methane sand

Oxygen salt milk

Gold carbon dioxide mud

Chlorine hydro. Peroxide pepper

Lead water

Is this the only way to group?

Group and Label

SCIENCE Group and LabelHow Scientists Do Their Jobs

• Hypothesis• Explain• Known• Bias• Practice• Interpret• Hypothesis• Model• Ask• Share results• Previous knowledge• Preconceptions• Progress• Experiments• Testing• Compare• conclusion

• Wonder• Unknown• Facts• Interpret• Review• Correct• Wrong• Observation• Gather• Instruments• Analyze• Review• Explain• Evidence• Controlled conditions• Share results

MATH: Group and Label

• r3-(2)3

• m3+ n3

• x2 – 49• x2 + 6x 9• q3 + 27• R3 – 8• (x2)2– (y2)2

• X2 - 1• x2– 12x + 36• x4 – y4

• 1-d2

• x2 -10x+25• (a+b)3 + (c d)3

• 64 – z3

• 9r2 -4• a2 +2ab + b2

• y2 – 81• a3 – b3

• (2x)2 – (3x)2 • x2 + 14x +49

Inductive Learning p119

GGRROOUUPPSS

enerate data

rganize data into groups

eview data

se a label to describe groups

repare hypotheses

upport/Refute/Synthesize

Put It Into Practice

• Use the Inductive Strategy during instruction.

• Be prepared to discuss how the strategy was used, where in instruction it was implemented, and how student learning was impacted.

• Bring back student samples for discussion.

For November

• Read:– Ch. 2 in GAG– Ch 2 in CASL

• Complete the organizers.• Complete an Inductive

Learning activity with your class—bring samples.

• Keep a list of assessments given and bring to meeting.

• Our next meeting will be November 29th.