Session 4

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  • Session To Do’s:
  • Review the night’s agenda
  • Have PT’s read the Objectives next to their names…
  • Read the PT Roles
  • Have PT’s whose names appear on the slides read the Key Messages and be responsible for how the session activities connect to those messages throughout the session.
  • Have PT’s whose names appear on the slides read the Key Messages and be responsible for how the session activities connect to those messages throughout the session.
  • Have PT’s whose names appear on the slides read the Key Messages and be responsible for how the session activities connect to those messages throughout the session.
  • Tell the PT’s that this activity will allow them to receive feedback on the pretest they administered for homework before they administer it to their students before next session.EXPLAIN: The reviewer will examine the pretest and give general feedback as well as specific feedback on the following: Standards alignment to content expecationsStandards alignment to cognitive expectationsAlignment to state or textbook test or released itemsTagged questions based on standardsPT’s will write their feedback on Handout 3.1. After 5 minutes, ask that pre-tests be returned and provide PT”s with opportunity to review and ask for clarification on the feedback.Direct PT”s to list revisions they will make before administering the test under the box labeled “REVISION PLAN”.
  • Tell the PT’s that they will meet in these same strategy groups every time they do the strategy implementation routine. Also try to keep the sheets in an organized fashion for an analysis for Session 15.
  • Have PT’s read the Objectives next to their names…
  • Tell PT’s: Now you will be led in an experience to help you appreciate the importance of addressing math in the secondary science classroom.
  • Tell PT’s: Now you will be led in an experience to help you appreciate the importance of addressing math in the secondary science classroom.
  • Have PT’s read Handout 4.2 and complete the chart on the back of Handout 4.2.
  • Have PT’s read Handout 4.2 and complete the chart on the back of Handout 4.2.
  • Ask a PT to read and mention how they currently apply this in practice.
  • Tell PT’s they will now examine their science content standards for mathematical concepts and skills and plan to survey their students’ abilities to tackle conceptual, computational and problem-solving aspects of their science courses.
  • Tell PT’s they will now work in course-alike work groups to look ahead to an upcoming unit in order to identify the essential math skills needed to understand the standards more deeply…For this activity, you will use the standards of the unit you plan to teach between Sessions 4 – 7 (use textbook as a reference if necessary).PT’s will now examine a sample planning guide to help target students’ prior knowledge and skills in math. Tell PT’s that Mr. Taylor is going to examine the science topics and corresponding math skills needed for his standards-based physical science unit on measuring.
  • .
  • Have PT’s read the Objectives next to their names…
  • Tell PT’s: Now you will be led in an experience to help you appreciate the importance of addressing math in the secondary science classroom.
  • Tell PT’s that in any of the sessions where content is learned, we will go through the strategy routine, where strategies are actually modeled.We will begin the strategy routine in this session by learning 2 strategies for: one for developing math skills and concepts that are procedural and the other for graphs.
  • TRANSITION:Now we will experience another strategy for teaching another math skill: analyzing graphs through picture inquiry.Tell PT’s the purpose of the next activity is to model how they an help students interpret data presented in graphs and charts as well as determine the best type of graph based on a set of data.
  • TRANSITION:Now we will experience another strategy for teaching another math skill: analyzing graphs through picture inquiry
  • Tell PT”s that they will learn more about how to teach their students how to create graphs in Session 12.
  • Explain to PT’s that they began with 2 strategies: One for developing math skills and one for understanding graphsIt’s now time to review the strategy overview chart
  • Ask a PT to read and mention how they currently apply this in practice.
  • Have PT’s read the Objectives next to their names…
  • Have PT’s read the section activities. Tell PT’s rthe goal of this section is to convey the importance of building student science content knowledge.
  • EXPLAIN:Tell PT’s that the strategy routine in this session began by presenting 4 strategies for developing reading comprehension – questioning, clarifying, summarizing, and predicting and one strategy for using writing to deepen understanding – science notebooks.The next step is to review the strategy overview chart that accompanies the session. Explain that Handout 3.13 outlines strategies for bolstering student comprehension of scientific text and language. There are 15 strategies found in Handout 3.13
  • 6 – 8 weeks after the previous assessment Or at the end of the planned unit
  • Have PT’s read the section activities. Tell PT’s rthe goal of this section is to convey the importance of building student science content knowledge.
  • Have PT’s read the Objectives next to their names…
  • Session 4

    1. 1. Welcome to the PGPTP Secondary Science Session Dawn Berkeley, Seminar LeaderDO NOW: On the strip provided, jot down one success/challengeyou’ve had so far this school year. Once your done, pass your cardto some one else for recommending a way to address your area(s)of challenge. Return cards to owners.
    2. 2. Professional Values Focus on our primary mission of closing the achievement gap by setting high expectations for our students, our colleagues and ourselves. Maximize our experience – working with a sense of urgency, seeking out and welcoming experiences, resources, and feedback in order to grow. Be flexible. Respect one another. Model a Culture of Achievement.
    3. 3. Group Norms Be respectful of one another No side conversations Arrive on time and prepared for class Keep all cell phones off during session. Focus on things within your control No war stories…limit dwelling (whining or complaining) No blame or excuses No interrupting Take ownership of the session by actively participating
    4. 4. So, what’s different? 2nd Year Completion Requirements: Requirement #1 – Assessment Projects (5) 1. Professional Development Plan 2. Aligning Strategies to Content Requirements & Student Needs 3. Analyzing Content, Standards, and Resources 4. Diagnosing Student Readiness, Setting Achievement Goals and Monitoring Progress – Part 1 5. Diagnosing Student Readiness, Setting Achievement Goals and Monitoring Progress – Part 1 Requirement #2 – Updated PES Component 4 – “Setting Goals for Student Achievement and Professional Development” Requirement #3 – Improving Practice Analysis and Reflection (5 – 7 pg. reflection)
    5. 5. AgendaTime Section Activity5:00 – 5:15 p.m. Opening Strategy Debrief5:15 – 6:10 p.m. Section 1 Mathematics in Science6:10 - 7:05 p.m. Section 2 Implementing Effective Strategies for Math Skills in Science7:05 – 7:15 p.m. Break7:15 – 7:50 p.m Section 3 Analyzing Pretest Data7:50 – 8:00 p.m. Closing Reflection
    6. 6. Session Objectives EXAMINE the mathematics skills necessary to comprehend science concepts and define the science teacher’s role in supporting students’ math skills. (D.S.) DEFINE the expected level of mathematics performance prescribed in the standards and determine appropriate solutions for modifying or scaffolding instruction when math skills needed for science exceed student level. (A.Pa.) EVALUATE, select, and plan to implement strategies for teaching the math skills necessary to understand science concepts. (A.Pe.) EVALUATE, select, and plan to implement comprehension strategies. (K.N.)
    7. 7. PT Roles  Key Keeper: This person makes connections to Course Goals, Competencies and Key Messages.  Time Keepers: This person will keep time for a section of our session. The section will be noted by the number on the clock.  Judges: This person explains how this session relates to how we are being assessed as educators. Their responsibility is to make connections from the day’s session to the assignments and assessment projects  Town Criers: This person provides encouragement/shout outs to the group. Shout outs should be aligned to the session norms determined during the orientation session.  Session Scribe: This person will be responsible for writing up any related feedback from debriefs..
    8. 8. CONTENT Each of the core subjects you teach has a unique organizational structure,It is your responsibility vocabulary, and requirements.to understand deeply Understanding these elements will helpthe content you teach you make connections for yourin order to make students between skills andlearning meaningful to knowledge, as well as within and between content areas. Most important,all students. you will be able to help your students generalize and apply knowledge to new and complex academic tasks.
    9. 9. ASSESSMENT You will need to monitor student progress carefully, critically analyze results, and make immediate and careful changes to your own teaching practices in order to achieveAssessment is a key measurable progress in studentcomponent to closing performance. You need to understand how to select effective assessments so that you canthe achievement gap. continuously document student progressTeachers need to use toward meeting or exceeding grade-levelongoing assessments standards by the end of the school year.to be highly effective You will invest students in their academicin the classroom. development by being transparent about their performance, sharing results, and providing them with the ongoing assessment tools they need to understand and drive their own academic success.
    10. 10. INSTRUCTION Your instructional choices should support student mastery of standards, be informed by student achievementTeachers must choose data, and be differentiated to meetinstructional strategies student needs. This will help ensurecarefully to maximize that your efforts in the classroom will lead toward the academictheir impact on student achievement for every student. Yourachievement. curriculum is a tool, but whether your students make gains is up to you. No curriculum on its own will be effective for all students.
    11. 11. Opening Strategy Debrief KEY KEEPER DO NOW: Take out Handouts 3.17 and 3.18: Strategy Implementation Planning/Reflection Sheet. Review your work and prepare to discuss your reflection with the group.
    12. 12. Opening Strategy Debrief KEY KEEPERStrategy Implementation Routine Groups: NOW: Refer to Handouts 4.1. Inpartner pairs, please complete the StrategyDebrief. Be prepared to share with thegroup. *13 min.
    13. 13. Session Objectives EXAMINE the mathematics skills necessary to comprehend science concepts and define the science teacher’s role in supporting students’ math skills. (D.S.) DEFINE the expected level of mathematics performance prescribed in the standards and determine appropriate solutions for modifying or scaffolding instruction when math skills needed for science exceed student level. (A.Pa.) EVALUATE, select, and plan to implement strategies for teaching the math skills necessary to understand science concepts. (A.Pe.) EVALUATE, select, and plan to implement comprehension strategies. (K.N.)
    14. 14. Section 1 Mathematics in Science Math and Expository Text in Science Planning Instruction to Support Student Math Skills in Science
    15. 15. Math and Expository Text in Science KEY KEEPERNow you will be led in an experience tohelp you appreciate the importance ofaddressing math in the secondary scienceclassroom.Which key message does this connect toand how?
    16. 16. Math and Expository Text in ScienceDO NOW: Please locate Handout 4.2 - “Scale Models”. Using only the format of the text,predict with a partner how the article might requiremath. Now, please read Handout 4.2. As you read, circleportions of the text that refer to math skills. Afterreading and completing the chart, be prepared toanswer the following:
    17. 17. Math and Expository Text in Science• What math skills are needed to understand the text fully?• What are the implications for science instruction?• How critical are math computation, conceptual understanding and problem-solving skills outside of math or science classes? 10 min.
    18. 18. Math and Expository Text in Science“Teachers must choose instructional strategies carefully to maximize their impact on student achievement.” INSTRUCTION
    19. 19. Planning Instruction to Support Student Math Skills in Science DO NOW: Please turn to Handout 4.3 and refer to the 5 different examples of “Math in Action”. • Select 1 that most closely represents the subject area you teach. • Individually write the math skills required for that example in the textbox. 5 min.
    20. 20. Planning Instruction to Support Student Math Skills in ScienceDO NOW: • Please turn to Handout 4.4 – “Planning Instruction to Support Student Math Skills in Science”.• Now you will follow the same procedure to assist you in your planning of the unit you will teach between Sessions 4 – 7. 5 min.
    21. 21. Planning Instruction to Support Student Math Skills in ScienceDO NOW: • Please turn to Handout 4.5, where you will record the science content and related math concepts and skills. • After completing Handout 4.5, please return to Handout 4.4 and work through Boxes #1 – 3. Station 2 Station 7 Dani, Alexis, Ardalan Joseph, Kevin 5 min.
    22. 22. Planning Instruction to Support Student Math Skills in Science• What are some obstacles you foresee implementing your unit?• What resources do you have to help you address math skills for your upcoming unit? P.V.• What is the overarching goal for this course? How can that be achieved by the actvity we just completed? 5 min.
    23. 23. Session Objectives EXAMINE the mathematics skills necessary to comprehend science concepts and define the science teacher’s role in supporting students’ math skills. (D.S.) DEFINE the expected level of mathematics performance prescribed in the standards and determine appropriate solutions for modifying or scaffolding instruction when math skills needed for science exceed student level. (A.Pa.) EVALUATE, select, and plan to implement strategies for teaching the math skills necessary to understand science concepts. (A.Pe.) EVALUATE, select, and plan to implement comprehension strategies. (K.N.)
    24. 24. Section 2Implementing Effective Strategies for Math Skills In Science Just Following Orders Analyzing Charts and Graphs Introduction to the Strategies
    25. 25. Just Following Orders (J.F.O.)• What are some of the challenges for students in mathematical problem solving?• What are some benefits to the modeled strategy?
    26. 26. Just Following Orders (J.F.O.)DO NOW: • Please turn to Handout 4.6 and share with the neighbor closest to you in which order you would put the strips and give your reasons for doing so.*• Correction: A  P1V1 = V2 P2 10 min.
    27. 27. Just Following Orders (J.F.O.)DO NOW: • You will now have an opportunity to plan an example of another J.F.O. activity using the content- standards related math skill you identified on Handout 4.5/Handout 4.4.* Please work in the same groups as before using Handout 4.6. • Once your group is done, exchange your Handout 4.6 with another pair and have them work through your J.F.O. activity. 10 min.
    28. 28. Just Following Orders (J.F.O.) DEBRIEFIn what ways could this strategy benefit yourstudents?
    29. 29. Analyzing Charts and GraphsWhat skills do students need with respect tocharts and graphs?
    30. 30. Analyzing Charts and GraphsDO NOW: • You will now work in two groups for the following activity. (Team 1 – Green Dot/Team 2 – Blue Dot) • Look at Handout 4.7 10 min.
    31. 31. Analyzing Charts and Graphs• How would you explain to your students the type of data that is best represented by each type of graph?• How would you guide students to think about the variables in the data?• How would you guide students to match the information to the graphs to understand the information?
    32. 32. Analyzing Charts and GraphsDO NOW: • Now remaining in teams, you will now on a discovery activity that helps students differentiate between the 3 types of graphs we just discussed. • Look at Handout 4.8* 5 min.
    33. 33. Analyzing Charts and Graphs DEBRIEF (cards)DO NOW: • You will now have 5 minutes to begin to identify how you might build instruction on charts and graphs into your upcoming unit. Also consider the following: • How might you incorporate lessons that teach students to analyze the different types of graphs?
    34. 34. Introduction to the StrategiesDO NOW: • Please refer to Handout 4.9 • Think about how the strategies relate to what you are already doing. • Using Handouts 4.10 and 4.11, you will select one strategy to implement before the next session. 8 min.
    35. 35. Introduction to the Strategies“Teachers must choose instructional strategies carefully to maximize their impact on student achievement.” INSTRUCTION
    36. 36. Session Objectives (Take & Pass/Four More Feedback Folder) EXAMINE the mathematics skills necessary to comprehend science concepts and define the science teacher’s role in supporting students’ math skills. (D.S.) DEFINE the expected level of mathematics performance prescribed in the standards and determine appropriate solutions for modifying or scaffolding instruction when math skills needed for science exceed student level. (A.Pa.) EVALUATE, select, and plan to implement strategies for teaching the math skills necessary to understand science concepts. (A.Pe.) EVALUATE, select, and plan to implement comprehension strategies. (K.N.)
    37. 37. 10 min.
    38. 38. Section 3Analyzing Pretest Data
    39. 39. Analyzing Pretest DataDO NOW: Take out the data tracker with the resultswhich should resemble Handouts 4.13b and4.14bIn what ways do the activities align to theInquiry Process?
    40. 40. Analyzing Pretest DataDO NOW: Please Take out Handout 4.15, whichprovides the steps for analyzing data. You willnow focus on analyzing the data youorganized. Where are we in the inquiryprocess?You’ve already reviewed:Handouts 4.13a and 4.14aNow record your own data on:Handouts 4.13b and 4.14b 25 min.Take notes on Handout 4.16
    41. 41. Analyzing Pretest DataWhere are we in the inquiry process?For HW, you should complete your planningand begin to teach the unit with the data inmindPlease set a date when you will reassessstudents (Handout 4.14b)* 5 min.
    42. 42. Closing Reflection Address how the objectives were met using Take and Pass sheets. Share any new challenges or solutions to teaching and learning secondary science that surfaced during this session. Instructional Strategies Log – Handout 1.8 Session 5 will introduce a focus on scientific inquiry that will continue throughout the course.
    43. 43. Session Objectives (Take & Pass/Four More Feedback Folder) EXAMINE the mathematics skills necessary to comprehend science concepts and define the science teacher’s role in supporting students’ math skills. (D.S.) DEFINE the expected level of mathematics performance prescribed in the standards and determine appropriate solutions for modifying or scaffolding instruction when math skills needed for science exceed student level. (A.Pa.) EVALUATE, select, and plan to implement strategies for teaching the math skills necessary to understand science concepts. (A.Pe.) EVALUATE, select, and plan to implement comprehension strategies. (K.N.)
    44. 44. HomeworkPlease complete the following:  Begin implementation of Handout 4.4 Planning Instruction to Support Student Math Skills in Science  Complete Handout 4.11 and implement the strategy.  Complete Handout 4.12  Bring in evidence of the lesson and come prepared to discuss it at the beginning of Session 5.  Begin to implement the plan developed on Handout 4.16 to tailor instruction to student readiness levels.  Read one of the two excerpts on Handout 4.18 and complete the chart on Handout 4.17  Read Handout 4.20 and take notes in the chart on Handout 4.19  Bring a curricular resource: i.e. teacher’s edition for the texbook you use.
    45. 45. Instructional & Grouping Strategies Sentence Strip Activity Three Views

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