Pgptp session 3

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  • Session To Do’s:Make Role CardsPicture of a key for key messagesPicture of a clock for Session 2 (time keeper)Picture of a judgePicture of a town crierEquity cards, sticks, Example feedback folder, Shout Out WallPlace Role Cards under PT”s desksSet up the 5 centers at 5 different lab stations, complete with writing materials, candy, fiddle diddles to keep engagement high, Photocopy scientific root quiz from my filesMention to PT’s that this activity will allow them to receive feedback on the pre-test they developed for homework before they administer it to their students before next session.
  • 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 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 expectationsStandards alignment to cognitive expectationsAlignment to state or textbook test or released itemsTagged questions based on standardsEXPLAIN: Mention to PT”s that Peer Reviews are a powerful way to expose students to multiple examples of a given work product. Point out that this is the DIAGNOSE step of the Inquiry Process. TELL: PT’s they should finalize their pretest, administer it and record students’ scores on the data tracker before next session. This data will be analyzed in Session 4.TRANSITION:
  • 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.
  • Tell PT’s the goal of this section is to examine the importance of teaching reading comprehension with extensive vocabulary.Also note that the context for reading comprehension will be set for a number of reasons:To impart the importance of reading comprehension in a science class where the text is expositoryTo understand the difficulties students may encounter while reading in science classTo identify I.S. students may ultimately use to make meaning of the text
  • The ability of students to learn deeply and not merely memorize the meaning of new vocabulary decreases significantly when the text surrounding the unfamiliar word is difficult for the student.It follows that for secondary science students who have large gaps in their science content knowledge, most high school textbooks are extremely difficult, so learning new vocabulary from reading is unlikely without support.
  • EXPLAIN: to PT’s that this example shows that students also may have trouble comprehending test questions, so they must be aware that paper-and-pencil tests may prevent students who have weak reading skills from demonstrating their scientific understanding.IT is part of PT’s unstated role as secondary science teachers to help students access scientific text and communicate their ideas in writing.Comprehension in the broader sense is about making meaning of information, whether it is in text form, a diagram, or a graph.In Session 4, PT’s will study how to help students read and interpret graphs, diagrams, and other features of science text.Later in the course, PT’s will also explore strategies for teaching students to create graphs and representations of data and to use oral and written language to communicate their scientific thinking.In the next part, PT’s will deepen their understanding of reading in science by describing the actions of proficient readers.
  • Tell PT’s that they will begin this part by clarifying what good readers do to derive meaning from expository text. Also, ask PT”s what grouping/calling strategies they employ during their classes? Have PT’s implemented any of the strategies we have Already experienced?Also, ask PT’s if they have accessed their students’ reading levels and if so, how have they used that dataTRANSITION: Call attention to the Key Message poster. Ask Key Keeper to connect to the Instruction Key Message.
  • Have PT’s read the Objectives next to their names…
  • Have PT’s read the section activities. Tell PT’s the goal of this section is to convey the importance of building student science content knowledge.
  • Announce the name of each center and briefly explain the activity associated with each.EXPLAIN: To PT’s that Centers are an efficient way to present different materials and promote cooperative learning. Also useful in secondary science for differentiating instruction. Tell PT’s that objectives, procedure, activity(ies) and reflection are provided in their manual.
  • Announce the name of each center and briefly explain the activity associated with each.EXPLAIN: To PT’s that Centers are an efficient way to present different materials and promote cooperative learning. Also useful in secondary science for differentiating instruction. Tell PT’s that objectives, procedure, activity(ies) and reflection are provided in their manual.
  • EXPLAIN:To PT’s that they will now explore the use of science notebooks and what can be gleaned from them about student thinking processes. In this next activity, you will observe and interpret fossil footprint evidence. You will reconstruct an event from the geological past by analyzing fossilized tracks. Certain portions of a picture will be uncovered and it will be your task to write your observations/explanations as to what is happening with the evidence provided. You will then be asked to make predictions about what the next position will show. You are free to change any prior explanations based on new evidence. Record your ideas on Handout 3.12.
  • EXPLAIN:.Now, you will be reconstructing an event from the geological past by analyzing fossilized tracks. Portions of a picture will be uncovered and it will be your task to record observations, explanations of what is taking place. You wil record your ideas on the chart Handout 3.12
  • EXPLAIN:.Now, you will be reconstructing an event from the geological past by analyzing fossilized tracks. Portions of a picture will be uncovered and it will be your task to record observations, explanations of what is taking place. You wil record your ideas on the chart Handout 3.12
  • 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
  • EXPLAIN:Tell PT’s the next part of the strategy routine is to use the Strategy Implementation Planning Sheet to plan a lesson teaching one of the concepts.Each time a new strategy is introduced, we will refer to this routineBe thoughtful and intentional about which strategy to implementBe sure selection of strategies is aligned to your unit goalsAlso consider your diagnostic and formative data in helping to identify students who can be grouped for strategy instructionThese strategy implementation sheets provide one way of assessing PT’s formatively as it allows me to see how you are selecting strategies based on students’ academic needs.
  • EXPLAIN:The expectation is that you select 1 strategyThey will have to begin the strategy planning in some sessions, but will be done as homework prior to the next session.
  • 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…
  • Pgptp session 3

    1. 1. Welcome to the PGPTP Secondary Science Session <br />Dawn Berkeley, Seminar Leader <br />DO NOW: Please take out Peer Review and exchange with a partner. (Handout 3.1).<br />
    2. 2. Professional Values<br />Focus on our primary mission of closing the achievement gap by setting high expectations for our students, our colleagues and ourselves.<br />Maximize our experience – working with a sense of urgency, seeking out and welcoming experiences, resources, and feedback in order to grow.<br />Be flexible.<br />Respect one another.<br />Model a Culture of Achievement.<br />
    3. 3. Group Norms<br />Be respectful of one another<br />No side conversations<br />Be on time<br />Focus on things within your control<br />No war stories…limit dwelling (whining or complaining)<br />No blame or excuses<br />No interrupting<br />Take ownership of the session by actively participating<br />
    4. 4. So, what’s different?<br />2nd Year Completion Requirements:<br />Requirement #1 – Assessment Projects (5)<br />Professional Development Plan<br />Aligning Strategies to Content Requirements & Student Needs<br />Analyzing Content, Standards, and Resources<br />Diagnosing Student Readiness, Setting Achievement Goals and Monitoring Progress – Part 1<br />Diagnosing Student Readiness, Setting Achievement Goals and Monitoring Progress – Part 1<br />Requirement #2 – Updated PES Component 4 – “Setting Goals for Student Achievement and Professional Development”<br />Requirement #3 – Improving Practice Analysis and Reflection (5 – 7 pg. reflection)<br />
    5. 5.
    6. 6. Session Objectives<br /><ul><li>ARTICULATE how science incorporates discrete knowledge as well as academic skills. (J.M.)
    7. 7. EVALUATE the literacy skills necessary to comprehend science and science texts and define role in assisting students with accessing text. (D.S.)
    8. 8. APPLY strategies for comprehending science. (K.N.)
    9. 9. EVALUATE, select, and plan to implement comprehension strategies. (A.P.)</li></li></ul><li>PT Roles<br />Key Keeper: A person who has a key at their seat will be asked to make connections to Course Goals, Competencies and Key Messages.<br />Time Keepers: A person with a clock at their seat will keep time for a section of our session. The section will be noted by the number on the clock. A “2” corresponds to Section 2.<br />Judges: A person with a judge will explain 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, assessment projects and PES requirements.<br />Town Criers: A person with a Town Crier will provide shout outs to the group. These shouts outs, (acknowledgements/encouragements, etc.) are aligned to the norms determined during the orientation session.<br />. <br />
    10. 10. CONTENT<br />Each of the core subjects you teach has a unique organizational structure, vocabulary, and requirements. Understanding these elements will help you make connections for your students between skills and knowledge, as well as within and between content areas. Most important, you will be able to help your students generalize and apply knowledge to new and complex academic tasks.<br />It is your responsibility to understand deeply the content you teach in order to make learning meaningful to all students.<br />
    11. 11. ASSESSMENT<br />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 achieve measurable progress in student performance. You need to understand how to select effective assessments so that you can continuously document student progress toward meeting or exceeding grade-level standards by the end of the school year. <br />You will invest students in their academic 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.<br />Assessment is a key<br />component to closing<br />the achievement gap.<br />Teachers need to use<br />ongoing assessments<br />to be highly effective<br />in the classroom.<br />
    12. 12. INSTRUCTION<br />Your instructional choices should support student mastery of standards, be informed by student achievement data, and be differentiated to meet student needs. This will help ensure that your efforts in the classroom will lead toward the academic achievement for every student. Your 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.<br />Teachers must choose<br />instructional strategies<br />carefully to maximize<br />their impact on student<br />achievement.<br />
    13. 13. OpeningPeer Review of Pretest<br />Please refer to and use Handout 3.1, to peer review each other’s pretest.<br />12 min.<br />
    14. 14. OpeningPeer Review of Pretest<br />Please give general feedback as well as specific feedback on the following: <br />Standards alignment to content expectations<br />Standards alignment to cognitive expectations<br />Alignment to state or textbook test or released items<br />Tagged questions based on standards<br />+Peer-Review Strategy<br />12 min.<br />
    15. 15. Session Objectives(Feedback Folders)<br /><ul><li>ARTICULATE how science incorporates discrete knowledge as well as academic skills. (J.M.)
    16. 16. EVALUATE the literacy skills necessary to comprehend science and science texts and define role in assisting students with accessing text. (D.S.)
    17. 17. APPLY strategies for comprehending science. (K.N.)
    18. 18. EVALUATE, select, and plan to implement comprehension strategies. (A.P.)</li></li></ul><li>Section 1Defining the Role of Literacy in Secondary Science<br />The Importance of Teaching Reading Comprehension<br />Characteristics of Proficient Readers<br />
    19. 19. The Importance of Teaching Reading Comprehension<br />DO NOW:<br />Read the excerpt from a high school biology textbook found on Handout 3.2. As you read, be sure to underline any vocabulary words or concepts that be unclear to students. <br />
    20. 20. The Importance of Teaching Reading Comprehension<br />For discussion:<br /><ul><li>How many vocabulary terms did you underline?
    21. 21. What are some of the terms a biology student may have difficulty with? Why?
    22. 22. Beyond vocabulary, with what else may students have difficulty?</li></li></ul><li>The Importance of Teaching Reading Comprehension<br />DO NOW:<br />Please turn to Handout 3.2 and refer to the sample test item and underline terms students may not know.<br />
    23. 23. The Importance of Teaching Reading Comprehension<br />For discussion:<br /><ul><li>What are some vocabulary terms a biology students may have difficulty with? Why?
    24. 24. How many vocabulary terms did you underline?
    25. 25. Beyond vocabulary, with what else might students have difficulty?
    26. 26. How could you use this form of analysis with their own texts and test questions? </li></li></ul><li>Characteristics of Proficient Readers<br />DO NOW:<br />Please turn to Handout 3.3 where you will now work towards describing proficient readers.<br />DEBRIEF:<br />Equity Cards/Sticks – Session Scribe<br />
    27. 27. Session Objectives(Feedback Folders)<br /><ul><li>ARTICULATE how science incorporates discrete knowledge as well as academic skills. (J.M.)
    28. 28. EVALUATE the literacy skills necessary to comprehend science and science texts and define role in assisting students with accessing text. (D.S.)
    29. 29. APPLY strategies for comprehending science. (K.N.)
    30. 30. EVALUATE, select, and plan to implement comprehension strategies. (A.P.)</li></li></ul><li>Section 2Literacy Strategies in Science<br />Experiencing the Centers<br />Debriefing the Centers<br />Writing in the Science Notebook<br />
    31. 31. Experiencing the Centers <br />Center 1: Questioning – Handout 3.5a-d<br />Center 2: Clarifying with affixes – Handout 3.6a-d<br />Center 3: Clarifying the text – Handout 3.7a-d<br />Center 4: Predicting – Handout 3.8a-d<br />Center 5: Summarizing – Handout 3.9a-e<br />I.S. Learning Centers<br />12 min.<br />
    32. 32. Debriefing the Centers <br />Center 1: Questioning – Handout 3.5a-d<br />Center 2: Clarifying with affixes – Handout 3.6a-d<br />Center 3: Clarifying the text – Handout 3.7a-d<br />Center 4: Predicting – Handout 3.8a-d<br />Center 5: Summarizing – Handout 3.9a-e<br />10 min.<br />
    33. 33. Writing in the Science Notebook<br />DO NOW:<br />Locate Handout 3.10 and 3.11 (homework) about the writing process as it relates to thinking and communicating.<br />Work in pairs to answer the questions<br /> provided.<br />3 min.<br />
    34. 34. Writing in the Science Notebook<br />DO NOW:<br />Locate Handout 3.12. This is where you will record your ideas from the chart. “Writing in the Science Notebook: Footprints”. Please share your observations with a partner and the group.<br />3 min.<br />
    35. 35. Writing in the Science <br />Notebook Debrief<br />Question Cards<br />3 min.<br />
    36. 36. Session Objectives(Feedback Folders)<br /><ul><li>ARTICULATE how science incorporates discrete knowledge as well as academic skills. (J.M.)
    37. 37. EVALUATE the literacy skills necessary to comprehend science and science texts and define role in assisting students with accessing text. (D.S.)
    38. 38. APPLY strategies for comprehending science. (K.N.)
    39. 39. EVALUATE, select, and plan to implement comprehension strategies. (A.P.)</li></li></ul><li>10 min.<br />
    40. 40. Section 3Implementing Effective Strategies for Comprehension<br />Introduction to the Strategies<br />Strategy Implementation Planning<br />
    41. 41. Introduction of the Strategies<br />DO NOW:<br />Locate Handout 3.13. Take 5 minutes to read the strategies found there. You will select one strategy to implement before next session. <br />How do any of the strategies relate to what you are already doing in the classroom?<br />5 min.<br />
    42. 42. Strategy Implementation Planning<br />DO NOW:<br />Locate Handout 3.14, 3.15 and 3.16 <br />Please use these samples as a reference for your own strategy implementation planning and reflection work.<br />5 min.<br />
    43. 43. Strategy Implementation<br />PlanningDebrief<br /><ul><li>What specific criteria from this planning sheet demonstrate that this participant is choosing instructional strategies to maximize their impact? What criteria show that she deeply understands her students’ needs?
    44. 44. Read the Assessment Key Message. How can participants use the strategy implementation plan to invest their students in the role that they can play in their own academic achievement over time?</li></li></ul><li>Strategy Implementation Planning<br />DO NOW:<br />Take 10 minutes to select strategies for implementation from Handout 3.13 and begin to complete Handout 3.17.<br />Please use these samples as a reference for your own strategy implementation planning and reflection work.<br />5 min.<br />
    45. 45. ClosingReflection<br />Address how the objectives were met. <br />Share any new challenges or solutions to teaching and learning secondary science that surfaced during this session. <br />Instructional Strategies Log – Handout 1.8<br />
    46. 46. Session Objectives(Feedback Folders)<br /><ul><li>ARTICULATE how science incorporates discrete knowledge as well as academic skills. (J.M.)
    47. 47. EVALUATE the literacy skills necessary to comprehend science and science texts and define role in assisting students with accessing text. (D.S.)
    48. 48. APPLY strategies for comprehending science. (K.N.)
    49. 49. EVALUATE, select, and plan to implement comprehension strategies. (A.P.)</li></li></ul><li>Homework<br />Please complete the following:<br />Revise and administer the pretest for the upcoming unit<br />Review Handouts 4.13a and Handout 4.14a<br />Document student results from pretest using the data tracker and bring data to Session . Bring a printout or electronic coy of Handouts 4.13b and Handout 4.14b.<br />Complete Handout 3.17.<br />Complete Handout 3.18.<br />Bring in evidence of the lesson and come prepared to discuss at the beginning of Session 4.<br />Complete Handout 3.19.<br />
    50. 50. Instructional & Grouping Strategies<br />Equity Sticks/Cards<br />Quote Party<br />Think-pair-share<br />Numbered Heads Together<br />Interest cards <br />to call students<br />Sentence Strip Activity<br />Random name picker<br />Three Views<br />Fist-to-five<br />Clock Partners/Baseball Teammates/Map Parnters<br />Peer Review<br />Circle-Triangle-Square<br />Learning Centers<br />3-2-1 Closure<br />Objectives Experts<br />Text Scavenger Hunt<br />

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