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  1. 1. H igh S chool - M athematics a nd S cience S uccess – 2 HS-MASS 2 <ul><li>Session 1 – High School Companion Documents for Science and Mathematics </li></ul><ul><li>Session 2 – Identifying Targets (CE deconstruction) and Lesson Construction </li></ul><ul><li>Session 3 and 4 – Balanced Assessment </li></ul>
  2. 2. Session 1 Goals: <ul><li>Gain familiarity with Science and Mathematics Companion/Clarification Documents and Content Expectations </li></ul><ul><li>Determine the BIG IDEAs of High School Science and Mathematics </li></ul><ul><li>Identify the Content Expectations and support leading to the BIG IDEAs. </li></ul>
  3. 3. Session 2 Goals: <ul><li>Deconstruct Content Expectations into clear, student friendly targets </li></ul><ul><li>Identify and use specific strategies to teach the language of mathematics and science </li></ul><ul><li>Use the targets and evidence-based instructional strategies to move toward understanding of the BIG IDEAs </li></ul><ul><li>Develop student understanding of the progress toward the BIG IDEA </li></ul>
  4. 4. The world of information…. requires a map
  5. 5. The map has structures that represent GREAT BIG IDEAS
  6. 6. The GREAT BIG IDEAS are broken down into BIG IDEAs
  7. 7. The BIG IDEAs contain all the bits of information that lead to understanding
  8. 8. Science HS Companion / Clarification Document <ul><li>4 Disciplines – </li></ul><ul><li>biology, chemistry, earth science, physics </li></ul><ul><li>MSLA work group </li></ul><ul><li>Teacher leaders and writers </li></ul><ul><li>Units developed by state organizations </li></ul><ul><li>MDE – MSTA – MSLA collaboration </li></ul>
  9. 9. HS Science Companion Doc <ul><li>Content Expectation listing – all essential, core and recommended </li></ul><ul><ul><ul><li>Remind teachers how to read expectations </li></ul></ul></ul><ul><li>12 Units – 3 weeks each teach time </li></ul><ul><ul><ul><li>Guidelines – not the rule </li></ul></ul></ul><ul><li>BIG IDEAS </li></ul><ul><li>Supporting Content Expectations (E+C) </li></ul><ul><li>Clarifications </li></ul><ul><li>EXCLUSIONS </li></ul>
  10. 10. HS Science Companion Doc <ul><li>All CEs and Clarifications are assessable </li></ul><ul><li>Vocabulary – including vocab found within CE, standards and statements – (from NAEP & Marzano) assessable </li></ul><ul><li>Context – not assessable - background info and context for assessment </li></ul><ul><li>Instruments, Measurements and Representations – assessable </li></ul>
  11. 11. HS Science Companion Doc <ul><li>Instructional Examples – 5 types </li></ul><ul><ul><ul><li>Not Assessable </li></ul></ul></ul><ul><ul><li>Inquiry </li></ul></ul><ul><ul><li>Reflection </li></ul></ul><ul><ul><li>General </li></ul></ul><ul><ul><li>Intervention </li></ul></ul><ul><ul><li>Enrichment </li></ul></ul><ul><li>HS-MASS 2 will develop MORE! </li></ul>
  12. 12. Target Ready Moving from the BIG IDEAS to content expectations to learning targets to lesson development (Chapter 3 – Stiggins)
  13. 13. Effective Teaching <ul><li>“ teaching needn’t be exceptional to have a profound effect…” Schmoker </li></ul><ul><li>“ teaching had 6-10 times as much impact on achievement as all other factors combined.” Mortimore and Sammons </li></ul><ul><li>“ just 3 years of effective teaching accounts on average for an improvement of 35 to 50 percentile points.” Sanders </li></ul>
  14. 14. Effective Teaching <ul><li>Effective Instruction </li></ul><ul><ul><ul><li>Goal-Directed Teaching and Learning </li></ul></ul></ul><ul><ul><ul><li>Clear, student-friendly targets </li></ul></ul></ul><ul><ul><ul><li>Evidence-Based Strategies </li></ul></ul></ul><ul><li>Effective Classroom Management </li></ul><ul><li>Effective Curriculum Design </li></ul><ul><ul><ul><li>Standards-Based Instruction & Assessment </li></ul></ul></ul><ul><li>= Effective Pedagogy </li></ul>
  15. 15. Summative Assessment Reteaching & Enrichment Classroom Formative Assessment Learning Activities Formative Pre Assessment Learning Targets
  16. 16. Targets <ul><li>Foundation of Instruction, Learning and </li></ul><ul><li>Assessment…… </li></ul><ul><li>What is it we expect students to learn? </li></ul><ul><li>What is it that students expect to learn? </li></ul><ul><li>Do we have individual goals leading to comprehension of a BIG IDEA? </li></ul><ul><li>Do students understand the progress toward the BIG IDEA? </li></ul>
  17. 17. Students can’t hit a target they can’t see…..
  18. 18. Curricular Priorities Worth being familiar with Important to know and do Enduring Understanding Endurance Leverage Readiness
  19. 19. ESSENTIAL TARGETS <ul><li>3 criteria for each target: </li></ul><ul><ul><li>Endurance – are students expected to retain the skills/knowledge long after the test is completed? </li></ul></ul><ul><ul><li>Leverage – is this skill/knowledge applicable to many academic disciplines? </li></ul></ul><ul><ul><li>Readiness for the Next Level of Learning – is this skill/knowledge preparing the student for success in the next grade/course? </li></ul></ul>
  20. 20. TARGETS <ul><li>What do targets look like? </li></ul><ul><li>Knowledge </li></ul><ul><li>Reasoning </li></ul><ul><li>Performance </li></ul><ul><li>Product </li></ul>
  21. 21. Levels of Thinking (handouts) <ul><li>Recall </li></ul><ul><ul><li>Do students know the information? </li></ul></ul><ul><li>Relate </li></ul><ul><ul><li>Can students personalize the information? </li></ul></ul><ul><li>Connect </li></ul><ul><ul><li>Can students connect the information to something else? </li></ul></ul><ul><li>Create </li></ul><ul><ul><li>Can students do something new and different with the information? </li></ul></ul>
  22. 22. Match the verb to its Level of Thinking <ul><li>You be the student: (handout) </li></ul><ul><li>Teachers assign a level of thinking to each of the content expectations. </li></ul><ul><li>Groups come to consensus regarding the levels of thinking required for understanding. </li></ul>
  23. 23. Goal-Directed Education <ul><li>What is a learning goal? </li></ul><ul><ul><li>Content Expectations </li></ul></ul><ul><ul><li>Text and Materials </li></ul></ul><ul><li>What is the difference between a learning goal and an activity? </li></ul><ul><ul><li>Students will know or be able to do…… </li></ul></ul>
  24. 24. TARGETS <ul><li>Science / Math </li></ul><ul><ul><li>Identify your big idea for deconstruction </li></ul></ul><ul><ul><li>Identify the content expectations that support that big idea </li></ul></ul><ul><ul><li>Develop specific learning targets leading to understanding of the content expectations </li></ul></ul><ul><ul><li>Organize the learning goals into a sequence leading to the understanding of a big idea </li></ul></ul><ul><ul><li>Put the goals into student friendly language </li></ul></ul>
  25. 25. Find your BIG IDEA (handout – targets and lesson building strategy) <ul><li>You be the student: </li></ul><ul><ul><ul><li>Fill in the outline for your lesson (1-5) </li></ul></ul></ul><ul><li>Choose a BIG IDEA from the discipline in which you are MOST interested. </li></ul><ul><li>Find where that BIG IDEA is placed in the companion document. </li></ul><ul><li>Find the content expectations that support the ENTIRE BIG IDEA. </li></ul>
  26. 26. Identify the Learning Targets <ul><li>You be the student: </li></ul><ul><li>List the specific learning targets imbedded in the content expectations.(8) </li></ul><ul><li>Put the learning targets into a sequence leading to understanding of the BIG IDEA.(9) </li></ul><ul><li>Identify the vocabulary necessary for understanding the BIG IDEA. (6) </li></ul><ul><li>Identify the Instruments, Measurements and Representations(7) </li></ul>
  27. 27. Use your Question Quadrant (handout) <ul><li>You be the student: </li></ul><ul><li>Assign target verbs to a LOT quadrant (#10) </li></ul><ul><li>Ask a question related to that level of thinking </li></ul><ul><ul><li>Use Instruments, Measurements, and Graphic Representations </li></ul></ul><ul><ul><li>Examples: (see handouts) </li></ul></ul><ul><ul><ul><li>Data in a graph </li></ul></ul></ul><ul><ul><ul><li>Interpreting tables </li></ul></ul></ul><ul><ul><ul><li>Trigonometric graphs </li></ul></ul></ul><ul><li>Develop questions for each of the targets at the level of thinking indicated. (#11) </li></ul>
  28. 28. Teach the BIG IDEA <ul><li>You be the student: </li></ul><ul><li>Assign student-friendly language to the learning goals and place into a checklist for student record-keeping. (12 & 13) </li></ul>
  29. 29. CLEAR TARGETS – Ask Yourself: <ul><ul><li>Are the student learning targets stated and easy to find? </li></ul></ul><ul><ul><li>Are the student learning targets focused – are there too many? </li></ul></ul><ul><ul><li>Are they clear? </li></ul></ul><ul><ul><li>Do the stated learning targets reflect a bigger plan to cover all important learning targets leading to a big idea over time? </li></ul></ul><ul><ul><li>Do the students have a check list showing their personal progress? </li></ul></ul>
  30. 30. Teach the BIG IDEA <ul><li>You be the student: </li></ul><ul><li>Give an example of instructional strategies you might use for each target. (14) </li></ul><ul><li>Use specific vocabulary strategies to insure student understanding of essential terminology (15) </li></ul>
  31. 31. Align by Design (handout) <ul><li>Intentionally designing lessons, instructional strategies, metacognitive strategies and assessments around important learning targets such that targets, strategies and assessments are aligned by the cognitive demand they require. (Walstrom) </li></ul>
  32. 32. Teach the BIG IDEA <ul><li>Begin and end labs and classroom activities with reflection exercises to extend understanding (jigsaw articles) </li></ul><ul><li>Incorporate games into your instruction </li></ul><ul><li>Follow your instructional sequence with information on progress toward a big idea. </li></ul><ul><li>Culminating Activity – Visual SUCCESS! </li></ul>
  33. 33. Lesson - Example <ul><li>Target and Lesson Building Strategy </li></ul><ul><ul><li>Completed worksheet </li></ul></ul><ul><li>Standard B3 </li></ul><ul><li>Curricular Materials </li></ul><ul><li>Instructional Strategies </li></ul><ul><ul><li>Question Quadrant – for essential information </li></ul></ul><ul><ul><li>Visual Representation – Vocabulary </li></ul></ul><ul><ul><li>Visual Representation – Antarctic Organisms </li></ul></ul><ul><ul><li>Visual Representation – Antarctic Food Chains and Antarctic Food Chain Game + Food Web activity </li></ul></ul><ul><ul><li>Success Sequence – Flow of Energy </li></ul></ul><ul><ul><li>Success Sequence – Antarctic food web </li></ul></ul>
  34. 34. Success Sequence <ul><li>Flow of Energy Diagram </li></ul><ul><li>Study for 2 minutes – write down 3 insights. </li></ul><ul><li>Pairs develop lists. </li></ul><ul><li>Teacher asks questions based on the diagram : </li></ul><ul><ul><ul><ul><li>Which trophic level stores the greatest amount of energy? </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Where does the energy stored by the producers come from? </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Are abiotic components of the ecosystem represented in this diagram? </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Where does the lost energy go? </li></ul></ul></ul></ul><ul><ul><ul><ul><li>At what trophic level do most people belong? </li></ul></ul></ul></ul><ul><ul><ul><ul><li>How does this pyramid relate to a simple food chain? </li></ul></ul></ul></ul><ul><ul><ul><ul><li>If you were counseling the governmental head of agricultural decisions in an overpopulated county, what types of recommendations would you make regarding the foods they should produce? </li></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Would you suggest more grains and vegetables? </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Would you suggest more beef and poultry? </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>What trophic level is capable of supporting the most people? </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>What evidence would you need to make the best argument for your position? </li></ul></ul></ul></ul></ul>
  35. 35. Lesson - Example <ul><li>Student Activities </li></ul><ul><ul><li>Reading </li></ul></ul><ul><ul><li>Success Sequences </li></ul></ul><ul><ul><li>Visual Representations </li></ul></ul><ul><ul><ul><li>Vocabulary </li></ul></ul></ul><ul><ul><ul><li>Antarctic Organisms </li></ul></ul></ul><ul><ul><ul><li>Antarctic Food Chains and Antarctic Food Web </li></ul></ul></ul><ul><ul><li>Culminating Activity - Icosahedron </li></ul></ul>
  36. 36. Adding visuals to targets Teachers Domain   Biological Invaders QuickTime Video Antarctic Food Web Game - Flash Interactive National Geographic Video: Antarctica Diving Opens Up World of Strange Creatures US Antarctic – South Pole Station Web Cam
  37. 37. Balanced Assessment <ul><li>Assessment plays an essential role informing the instructor and the student of what remains to be taught and learned. </li></ul>