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Applying Formative Assessment Strategies 1 & 5 to the NGSS
Applying Formative Assessment Strategies 1 & 5 to the NGSS
Applying Formative Assessment Strategies 1 & 5 to the NGSS
Applying Formative Assessment Strategies 1 & 5 to the NGSS
Applying Formative Assessment Strategies 1 & 5 to the NGSS
Applying Formative Assessment Strategies 1 & 5 to the NGSS
Applying Formative Assessment Strategies 1 & 5 to the NGSS
Applying Formative Assessment Strategies 1 & 5 to the NGSS
Applying Formative Assessment Strategies 1 & 5 to the NGSS
Applying Formative Assessment Strategies 1 & 5 to the NGSS
Applying Formative Assessment Strategies 1 & 5 to the NGSS
Applying Formative Assessment Strategies 1 & 5 to the NGSS
Applying Formative Assessment Strategies 1 & 5 to the NGSS
Applying Formative Assessment Strategies 1 & 5 to the NGSS
Applying Formative Assessment Strategies 1 & 5 to the NGSS
Applying Formative Assessment Strategies 1 & 5 to the NGSS
Applying Formative Assessment Strategies 1 & 5 to the NGSS
Applying Formative Assessment Strategies 1 & 5 to the NGSS
Applying Formative Assessment Strategies 1 & 5 to the NGSS
Applying Formative Assessment Strategies 1 & 5 to the NGSS
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Applying Formative Assessment Strategies 1 & 5 to the NGSS

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  • Point out what NGSS stands for
  • These are also found on the yellow participant packet
  • Explain how a Think-Pair-Share works
  • These are also found on page 2 of the yellow participant packet
  • Much of the Core Ideas (content) will remain the same. This is simply an introduction today. We will focus on the practices but the full set of standards is on the website.
  • Apply to all content areas
  • Each of these is defined / explained on page 1 of the white packet
  • ACCORDING TO THE STATE:By 2016-2017, NGSS completely replaces 1997 Illinois Science Standards
  • They will need to reference the white packet.
  • They should reference the white packet and write on the blue handout.
  • Credit Kevin Murphy and Mark Kienzinski
  • Explain that they can form small course groups to do this and that they will report back to the large group afterwards.
  • Explain that they can form small course groups to do this and that they will report back to the large group afterwards.
  • Ask them to
  • Transcript

    • 1. Applying Formative Assessment Strategies 1 & 5 to NGSS Colleen Heath Annette Orrico Carol Promisel PLT Formative Assessment Team
    • 2. ON TARGET Agenda Think-Pair-Share Introduction to NGSS Review Formative Assessment Strategies 1 & 5 Apply Strategies 1 & 5 to NGSS
    • 3. ON TARGET Objectives I will create a clear and understandable NGSS learning target for my students. (Strategy 1) I will be able to design a lesson to focus on one learning target or aspect of quality related to NGSS. (Strategy 5) Seven Strategies of Assessment for Learning, Pearson Assessment Training Institute
    • 4. ON TARGET Think – Pair – Share 1. What do you know about NGSS? 2. What have you tried in your classroom to implement strategies 1 & 5? 3. How has the implementation of formative assessment enhanced student learning in your classroom? Please write your responses on page one of the yellow participant packet.
    • 5. ON TARGET PLC QUESTIONS Q4:What do we do when students are proficient? Q1: What do we want students to know and be able to do? Essential Outcomes Instruction (Best Practice) Data Collection & Analysis PLC PRINCIPLE: Summative Assessment Differentiated Inst. Intervention & Enrichment Q3: What do we when students are not learning? Incorporate the four pieces for continuous improvement SMART Goals Formative Assessment Data Collection & Analysis Q2: How do we know when a student has learned something?
    • 6. ON TARGET What is NGSS? 1. K-12 Science Education should reflect the interconnected nature of science as it is practiced and experienced in the real world. 2. The Next Generation Science Standards are student performance expectations – NOT curriculum. 3. The science concepts build coherently from K-12. 4. The NGSS focus on deeper understanding of content as well as application of content. 5. Science and Engineering are integrated in the NGSS from K–12. 6. The NGSS are designed to prepare students for college, career, and citizenship. 7. The NGSS and Common Core State Standards (English Language Arts and Mathematics) are aligned. www.nextgenscience.org Page 2 -- yellow packet
    • 7. ON TARGET Three Dimensions Intertwined
    • 8. ON TARGET Crosscutting Concepts • Patterns • Cause and Effect: Mechanism and Explanation • Scale, Proportion and Quantity • Systems and System Models • Energy and Matter: Flows, Cycles and Conservation • Structure and Function • Stability and Change
    • 9. ON TARGET Science and Engineering Practices • Asking Questions and Defining Problems • Developing and Using Models • Planning and Carrying Out Investigations • Analyzing and Interpreting Data • Using Mathematical and Computational Thinking • Constructing Explanations and Designing Solutions • Engaging in Argument from Evidence • Obtaining, Evaluating and Communicating Information Page 1 – white packet
    • 10. ON TARGET Illinois Implementation Timeline 2013-2014 School Year: • Development of transition plan • Assessment planning 2014-2015: • Begin implementation of NGSS-aligned curriculum 2015-2016: • Continue implementation with increased professional development 2016-2017: • Full school / district alignment to NGSS-aligned curriculum
    • 11. ON TARGET Applying Strategy 1 to NGSS I will create a clear and understandable NGSS learning target for my students. (Strategy 1) Choose one of the 8 science & engineering practices that can be applied to your next unit. Write a student friendly learning target that reflects this practice. Seven Strategies of Assessment for Learning, Pearson Assessment Training Institute
    • 12. ON TARGET Example NGSS Practice: Analyzing and Interpreting Data NGSS wording: Consider limitations of data analysis (e.g. measurement error, sample selection) when analyzing and interpreting data. Student friendly target: Chemistry I can determine the effect of a given error on my calculated ratio of chlorine to calcium.
    • 13. ON TARGET Apply Strategy 1 Choose one of the 8 science & engineering practices that can be applied to your next unit. Write a student friendly learning target that reflects this practice. Please write your target on the “Apply Strategy 1” side of the blue handout.
    • 14. ON TARGET Applying Strategy 5 to NGSS I will be able to design a lesson to focus on one learning target or aspect of quality related to NGSS. (Strategy 5) Seven Strategies of Assessment for Learning, Pearson Assessment Training Institute
    • 15. ON TARGET Implementing Strategy 5 • Identify typical misconceptions, reasoning errors, and learning gaps for focused instruction • Create short practice assignments to scaffold the learning and make it more manageable • Give students opportunities to practice and act on feedback before the summative event
    • 16. ON TARGET Astronomy Example: Plan an Investigation Involving the Sun’s Changing Position in Our Sky • Pose a question related to the Sun’s changing position in our sky. • Plan how data might be collected. • Carry out the investigation in such a way as the data might later be analyzed and interpreted. • Explain why you organized your data the way you did. The complete lesson is on pages 3-4 of the yellow participant packet.
    • 17. ON TARGET Apply Strategy 5 in a small curricular group Think about an upcoming unit. Identify a typical misconception, reasoning error or learning gap that relates to one of the 8 NGSS practices. Design a short practice assignment or lesson which addresses the identified typical misconception, reasoning error or learning gap. Please complete the “Apply Strategy 2” side of the blue handout.
    • 18. ON TARGET Example: Biology: NGSS Practice 2 Developing and Using Models Learning target: I can determine the pattern of inheritance in a pedigree. Predicted misconception: All shaded shapes show recessive characteristics. Lesson: Practice problems requiring students to identify inheritance patterns. The pedigree examples will include the four main types of inheritance. (autosomal dominant, autosomal recessive, sex-linked dominant, sex-linked recessive)
    • 19. ON TARGET Apply Strategy 5 in a small curricular group Think about an upcoming unit. Identify a typical misconception, reasoning error or learning gap that relates to one of the 8 NGSS practices. Design a short practice assignment or lesson which addresses the identified typical misconception, reasoning error or learning gap. Please complete the “Apply Strategy 2” side of the blue handout.
    • 20. ON TARGET Strategy 5 Group Sharing • Please state your learning target. (Strategy 1) • Identify your predicted misconceptions. (Strategy 5) • Briefly explain the lesson you designed to scaffold understanding. (Strategy 5)

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