Graffiti Wall Using one post-it for each issue, write 3 compelling issues concerning grading and reporting practices. Post your issues on the “graffiti

Graffiti Wall• Using one post-it for each

issue, write 3 compelling issues concerning grading and reporting practices.

• Post your issues on the “graffiti wall”.

Science Leadership Support Network

April 17, 2009

Supported by PIMSER and Kentucky Department of Education

Welcome!

2008-09 Goals of SLSN

• Deepen understanding of a balanced assessment system and its role in motivating students to higher levels of achievement.

• Understand and incorporate skills and strategies for transforming planning and practice in order to ensure that all students understand key concepts from the Earth and the Universe big idea.

• Develop and act on a personal vision of leadership for sustainable improvement in their school or district.

Group Norms

• Stay on schedule; be on time

• Put cell phones on silent

• Be respectful of all comments

• Participate actively

• Exercise the rule of “two feet”

• Come prepared for the meeting

• It’s OK to have FUN!

March Review

ConceptualChange

Gradingand

Reporting

DeconstructionReview

Round TableDiscussions

CompetingPriorities

Roadmap for Today

Measurement Topics

Learning Progressions K-12

CompetingPriorities

Deconstruction: Final Revision

Summer Topic Survey

End of Year Survey

Grading and Reporting

• Learning Targets:– I can translate our

standards into measurement topics.

– I can sort elements of measurement topics from simple to complex.

Goals for Students’ Learning

Assessment ofStudents’ Learning

Instructional Activities

STA

ND

AR

DS

STANDARDS

STANDARDS

Issues Concerning Grading and Reporting Practices

GradeFog

DifferentWts for Different

Components

Variation inGradingPractices Zeroes

LateWork Homework

AveragesHodgepodgeOf Factors

AbsencesAssessment

Quality

TeacherJudgment

MeaningOf

GradeFairness Punishment

StudentMotivation

Advantages/Disadvantagesto Developing Measurement

TopicsAdvantages• Consistency• Focuses C, I, A• Accurate representation of what

students know• Less subjectivity• Ability to track student progress• Better assessments• Help w/ differentiation• Better dialogue among colleagues• Equity for students• Student accountability• Grades are diagnostic• Separate achievement from life skills

Disadvantages• Time, time, time• Expertise of teachers?• Need guidance from “expert”• No high school examples• Buy-in?• College/tech school grading and

reporting• Overwhelming• Difficult and confusing• Parent confusion• Re-inventing the wheel, again?• Different philosophies among

colleagues• Individuality

Some Generalizations from the Research on Learning

• Students learn in different ways.

• Students learn in different timeframes.

• Mistakes are inherent in the learning process.

• Success breeds success and influences esteem, attitude, and motivation.

Like most things in education, classroom assessment enhances student achievement under certain conditions only (Marzano)

# 1. Feedback from classroom assessments should provide students

with a clear picture of: - their progress on learning goals, and

- how they might improve

# 2. Feedback from classroom assessment should encourage

students to improve.# 3. Classroom assessment should be formative in nature.

# 4. Formative classroom assessments should be quite frequent.

The Conditions (hmm – criteria):

Feedback from classroom assessments should

provide students with a clear picture of:

- their progress on learning goals, and

- how they might improve

Condition # 1

# of studies Characteristic of Feedback from Classroom Assessment

Percentile Gain/Loss

89 Displaying results graphically

26

49 Evaluation by rule

[uniform way of interpreting results of classroom

assessments using a tight logic)

3249 Evaluation

by Rule32

Fuchs & Fuchs 1988

Uniform way of interpreting results of classroom assessments using a tight logic

Which Assessment/Feedback works Best?

Failure avoidant

Feels controlled by external

forces

Success oriented

Believes success results from

effort.

Feedback from classroom assessments should encourage students to improve.

Condition # 2

FormativeFrequent

Condition # 3 Condition # 4

TOPIC TOPIC

CONTENT STANDARD

TOPIC

BIG IDEA

S POS/CCA

UNITS

SPACE WEATHER & CLIMATE

PROCESSES THAT SHAPE THE EARTH

8 elements

7 elements

6 elements

5 elements

4 elements

3 elements

2 elements

1 elements

K elements

Complex elements

Simple elements DECONSTRUCTED STANDARDS

KNOWLEDGE REASONING SKILLS

TOPIC

8 essential elements








K essential elements

CONTENT STANDARD S

Scale for Scoring Assessments

4.0

3.0

2.0

1.0

0.0

• complex element

• complex element

• complex element

• complex element

• simple element

• simple element

• simple element

• simple element

Scale for Scoring Assessments

4.0 In addition to Score 3.0 performance, in-depth inferences and applications that go beyond what was taught.

3.0 No major errors or omissions regarding any of the information and/or processes (simple or complex) that were explicitly taught.

2.0 No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes.

1.0 With help, a partial understanding of some of the simpler details and processes but not the more complex ideas and processes.

0.0 Even with help, no understanding or skill demonstrated.

Standards Based Gradebook with Non-Achievement Factors

Summary

• Topics should not be too specific or too general.

• There should not be more than 15-20 topics per content area.

• Topics should support the articulation of a guaranteed and viable curriculum.

• Topics typically span several grade levels or courses.

• Topics are defined by “elements” which create a scope and sequence for the topic showing what should be taught from one grade level or course to another.

• Topics should have no more than four elements for the simple level and no more than four elements for the complex level of the rubric. Elements should co-vary.

• Topics may be addressed several times throughout the year.

• Topics with elements can be translated into a rubric for scoring and reporting student achievement. The elements are reflected in the level 2 and level 3 or the rubric.

• Topics should provide a framework for developing and reporting out students’ progress using formative assessments.

Summary

Developing Essential Elements for Processes That Shaped the Earth’s Surface

• Working with your grade band/level group, use your deconstruction of the targeted standards to determine score 3.0 elements and score 2.0 elements.

• Use the sample on pages 184-187 in Making Standards Useful as a model.

• Draft a scoring scale for your grade band/level for the measurement topic processes that shaped the Earth’s surface.

Three Types of Items

• Level 2 items: Simpler details and processes that have been explicitly taught.

• Level 3 items: Complex ideas and processes that have been explicitly taught.

• Level 4 items: Inferences and applications that go beyond what was taught

ExampleTopic Grade 8: Atmospheric Processes & Water Cycle

3

An understanding of:

•How water-cycle processes affect climatic patterns (temperature, wind, clouds)

•The effects of temperature and pressure in different layers of the earth’s atmosphere

2

•Recognize and recall basic terms such as:

Climatic patterns, atmospheric layers

•Recognize or recall isolated details such as:

precipitation can cause temperature change

the troposphere is the lowest portion of the

earth’s atmosphere

Level 2.0 Items for Science Test on Atmospheric Processes & Water Cycle

• Briefly define the following terms: climatic pattern, atmospheric layers, stratosphere

• Identify which of the following statements are true:– The atmosphere is between the troposphere and the

stratosphere.– The Earth’s atmosphere helps protect life on Earth

by absorbing ultraviolet radiation.– The temperature of the Earth’s atmosphere varies

with altitude.


• Explain how evaporation affects the climatic pattern in areas around large bodies of water, like the shoreline communities of Lake Michigan.

• Assume that a weather balloon traveled up into the stratosphere. Explain what would happen as it progresses through various layers of the atmosphere.

ExampleTopic Grade 8: Atmospheric Processes & Water Cycle

4

Infer relationships regarding atmospheric processes and the water cycle

3

An understanding of:

•How water-cycle processes affect climatic patterns (temperature, wind, clouds)

•The effects of temperature and pressure in different layers of the earth’s atmosphere

2

•Recognize and recall basic terms such as:

Climatic patterns, atmospheric layers

•Recognize or recall isolated details such as:

precipitation can cause temperature change

the troposphere is the lowest portion of the

earth’s atmosphere


• Complete the following analogy and explain why it is accurate:

• Condensation is to evaporation as

______________ is to ______________ .

Measurement Topic: Processes That Shape The Earth

• Working with a partner in your grade band group, sort the sample test items as simple or complex.

• Justify your sort.• Share with another pair;

discuss similarities and differences.

Topics Processes That

Shape the Earth

Weather &

Climate

Space

Science

Formative Assessments

(2.0)

1

(3.0)

2

(3.0)

3

(4.0)

4

Students

Ben .5 1.5 3.0 3.5

Marion .5 2.0 3.0 3.5

Jamal 2.0 3.0 3.0 4.0

Sean 2.0 2.5 3.0 4.0

Ashli 1.5 2.0 2.5 3.0

Jessica .5 2.0 3.0 3.5

Rory 1.5 2.5 3.0 3.5

Calene 1.0 2.0 3.0 3.5

Brandi 1.0 1.5 2.0 3.0

How can using measurement topics help us…

• Develop learning targets?• Clarify expectations for students?• Select instructional strategies and learning

activities?• Design better quality assessments?• Differentiate instruction?• Track student progress?• More accurately report student achievement

against the standards?


Goal• Complete revision of grade level

deconstruction for Earth processes.Learning Targets• I can deconstruct standards into k,

r, s, and p that are congruent, clear, and decontextualized.

• I can develop effective learning targets from deconstructed standards that are clear to students and provide success criteria when needed.

Active Learning Through FA

• Take 2 minutes to review your reading and reading guide notes

• Ch. 7– Open and closed learning

objectives– Separating learning

objectives from context

• Ch. 8– Success criteria

Carousel Brainstorming

• Each table group will use a different colored marker to record ideas.

• Each table group will be given piece of chart paper with a question or a prompt on it and given time during which your group will generate and record responses to the question/prompt.

• When the time ends, a question/prompt from another group will be rotated to your group. Pass the marker to a new recorder at this time.

• Read the new question, read the previous responses, and either develop new ideas or expand on existing ideas as quickly as possible.

• When you get your original chart, summarize the responses.

Don’t Confuse These Two “C” Words

• Congruent– An exact match

• Correlated– Has some

relationship

Congruent or Correlated?

• SC-4-EU-S-4: Students will describe and compare the processes, factors involved and consequences of slow changes to earth’s surface (e.g., erosion and weathering)

• SC-4-EU-S-5: Students will describe and compare contributing factors and consequences of fast changes to earth’s surface (e.g., landslides, earthquakes, floods)

A. I can observe changes to the earth’s surface over time and use evidence/data to infer the cause of the change.

B. I can create a model of a volcano to show a fast change to earth’s surface.

C. I can name 3 places on earth where a fast change has occurred.


• SC-7-EU-S-6: Students will investigate the forces and processes that change Earth’s surface or atmosphere and analyze data to generate predictions of their effects .

A. I can identify cloud types from an illustration.

B. I can find examples of erosion in my community.

C. I can list processes that change the earth’s atmosphere.


• SC-H-EU-S-2: Students will research the historical rise in acceptance of the theory of Plate Tectonics and the geological/biological consequences of plate movement

A. I can create a model of magnetic sea floor striping.

B. I can explain the difference between a theory and a fact.

C. I can identify weaknesses in Wegner’s original continental drift idea.

• “When you begin with well-defined learning targets, you are able to plan an assessment that reflects exactly what you will teach and what you expect students to learn. You will also be able to use assessments to further learning, by disaggregating the information on any assessment, learning target by learning target or standard by standard, to show areas of growth and areas needing further work.”– Rick Stiggins, Classroom Assessment for Student

Learning, pg. 56

Review and Revise

• Examine the deconstruction from last month’s meeting.

• Consider the following:– Are the statements congruent?– Are the statements clear?– Are the statements decontextualized?

• Make any needed changes on a “master” copy to turn in.

Time to Reflect!

Summer Topics to Consider

While on your lunch break please look over

and discuss the list of possible topics for our

work together this summer.

After lunch you will be completing an interest

survey regarding these topics.

Thank You for Your Input!

Learning ProgressionsK-12

The Art and Science of Teaching

Instruction Classroom Management

2 3 4 5 6 7 8 9 10

Developing Effective Units

Student Engagement

High Expectations

1

Learning Goals Feedback

The Art & Science of Teaching involves 10 “design questions” teachers can ask themselves as they plan a unit of instruction.

What Will I Do to Establish and Communicate Learning Goals, Track Student Progress, and

Celebrate Success?

What Will I Do To Help Students Effectively Interact with New Knowledge?

What Will I Do to Help Students Practice and Deepen Their Understanding of New Knowledge?

What Will I Do to Help Students Generate and Test Hypotheses about New Knowledge?

What Will I Do to Help Students Generate and Test Hypotheses about New Knowledge?

• Teach students about effective support.

• Engage students in experimental inquiry tasks that require them to generate and test hypotheses.

• Engage students in problem solving tasks that require them to generate and test hypotheses.

• Engage students in decision-making tasks that require them to generate and test hypotheses.

• Engage students in investigation tasks that require them to generate and test hypotheses.

• Have students design their own tasks.

• Consider the extent to which cooperative learning structures will be learned.

Action Step 1: Teach students about effective support.

1. Identify whether you are stating facts or opinions.

2. If you are stating an opinion, determine whether the situation warrants support.

3. When the situation warrants it, construct a supportive argument through the use of a variety of devices, such as facts, evidence, examples, or appeals.

Constructing Support

Students need to understand the difference between a fact and an opinion and that there can be “false” facts.

Appeal Through

Personality

Appeal Through

Tradition or Accepted

Beliefs

Appeal Through Rhetoric

Appeal Through Reason

Opinion:

- Experimental Inquiry

- Problem Solving

- Decision Making

- Investigation

Action Step: Engage students in tasks that require them to generate

and test hypotheses.

Action Step 2: Engage students in experimental inquiry tasks that require them to generate and test hypotheses.

Action Step 3: Engage students in problem-solving tasks that require them to generate and test hypotheses.

Action Step 6: Have students design their own tasks.

Action Step 7: Consider the extent to which co-operative learning structures will be used.

Action Steps That Cut Across All Three Instructional Questions

Effectively Interact

Practice and Deepen

Generate/ Test Hypotheses

Co-operative Groups

Purposeful Homework

Reflect on Learning

Academic Notebooks

Goals for Earth Process Activities

• Experience a learning progression for a particular topic P-12.

• Experience various ways of testing and generating hypotheses.

• Consider instructional design implications.

January’s Learning Progression• Primary

– Identify local changes to the earth and tell what might have caused them.

• Intermediate– Compare and contrast quick change versus slow change.

• Middle– Determine the impact of destructive and constructive

forces on the Earth’s surface.• High

– Predict the consequences of constructive and destructive forces to the Earth’s surface.

March’s Learning Progression• Elementary

– Compare slow versus fast changes/events and sequence the changes/events in order to establish an understanding of relative time.

• Middle– Identify the forces responsible for the creation of a variety

of landforms in order to distinguish between constructive and destructive forces.

• High– Predict the consequences of constructive and destructive

forces to the Earth’s surface.

Today’s Learning Progression

• Elementary• Middle• High

– I can use predictions concerning the consequences of constructive and destructive forces on humans and other living things to make informed decisions about mitigation efforts along the Mississippi River Delta.

Station Work

• With your partner, begin at your assigned starting station.

• Once there, follow the directions for that station and complete the task in the time allotted.

• When time ends, rotate to the next grade level. • Be prepared to discuss all the stations when

complete.

Station Debrief

D

Mr. Snow 8th Grade

Social Studies

• Read a text

• Listen to a lecture

• Watch a video

• Watch a demonstration

• Engage in a simulation

• Watch video from BBC broadcasting on Bombing of Nagasaki and Hiroshima

• Lecture on the major events leading to and people involved in World War II

• Read current newspaper articles on issues related to the use of nuclear bombs or weapons of mass destruction

World War ll

What effect did the use

of the atomic

bomb have on the war?

What events

started the war?

Advance Graphic Organizer for Atomic Bombs

Who was involved

in the war?

What events

ended the war?

Critical Input: BBC Video

At the end of watching the video segments, each student was asked to respond to the following question:

What were you right about in terms of your initial understanding of the events' at Hiroshima and Nagasaki?

Their answers were recorded in their academic notebooks. Then students were asked to share what they had written with at least three other members of the class.

Step 1 Provide a description, explanation, or examples of the new term.

Step 2 Ask students to restate the description, explanation or example in their own words.

Step 3 Ask students to construct a pictures, symbol, or graphic representation of the term.

Step 4 Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks.

Step 5 Periodically ask students to discuss the terms with one another.

Step 6Involve students periodically in games that allow them to play with terms.

Term Or Phrase disarmamentWhat I already know What I am Learning My Picture/Image

Examples Non-Examples

My Definition

Extending My Learning

as: :

as: :

as: :

disarmament

disarmament

disarmament

Mr. Snow decides it is time to provide students with a lecture on the causes of and incidents leading to World War II so they can better understand why the decision was made to drop the bombs.

Critical Input: Lecture

Teacher Notes My NotesWorld War II (1939-1945)

Major Events• Hitler violates Treaty of Versailles (March, 1935)

• Hitler invades Poland (Sept, 1939)

• Britain, France, Australia, and New Zealand declare war on Germany (Aug, 1939)

• Germany bombs Britain (Sept-Dec, 1940)

• Germany attacks Soviet Union (June, 1941)

• Japanese bomb Pearl Harbor (Dec, 1941)

• USA and Britain declare war on Japan (Dec, 1941)

• USA drops atomic bombs on Japan (Aug, 1945)

• Japanese unconditional surrender (Sept, 1945)

• United Nations is born (Oct, 1945)

Reasons for WWII• Germany (Hitler), Italy (Mussolini), and Japan (Tajo) were

aggressively invading other countries.

• Initially the democratic powers were passive: USA (Franklin D. Roosevelt), France (Charles de Gaulle), Britain (Winston Churchill).

• The League of Nations failed to keep peace and bring about disarmament

- not all countries joined

- unable to act quickly

- had no power or army

• All of the above countries were hostile to Communism (Stalin)

Summary:

Sig

nifi

can

t Even

ts/I

nd

ivid

uals

Topics Significant Events/Individuals

Personal Economics World Economics


(2.0)

1 2 3 4

Students

Ben .5

Marion .5

Jamal 2.0

Sean 2.0

Ashli 1.5

Jessica .5

Rory 1.5

Calene 1.0

Brandi 1.0

CREATING METAPHORS

1. Identify the important or basic elements of the information or situation with which you are working.

2. Write that basic information as a more general pattern by

- replacing words for specific things with words for more general things;

- summarizing information whenever possible.

3. Find new information or a situation to which the general pattern applies.

Is A

What are the steps in creating a metaphor?

Metaphor TaskBombing Japan General Pattern New Information

Japan felt like the US was taking over the pacific.

Japan wanted to maintain control of the Pacific islands.

Japan decides to align with the Axis powers.

Japan attacks Pearl Harbor.

U.S. Declares War.

U.S. drops bombs on Japan.

Someone in power was concerned about others taking what was theirs.

They wanted to maintain control and gain more control.

They aligned with other groups to get control.

They attacked someone else.

They, in turn, were attacked.

Critical Input: Read Newspaper Articles

You have been given a series of articles to read that identify countries in the world today that have conflicting opinions about their right to develop and/or use atomic weapons to defend themselves.

Using your reciprocal teaching groups, decide who will be the teacher and complete all of the steps in the reciprocal teaching process to help you process the information you are reading.

81

Working with a partner, complete a comparison matrix that will help you identify how the countries in the articles are similar and different in their beliefs about the use of the atomic bomb in today’s world. Identify the countries you have selected, the characteristics that you are examining, and the similarities and differences for each characteristic. Be prepared to share your comparisons with the class.

Comparison Task

Topics Significant Events/Individuals Personal Economics World Economics


(2.0)

1

(3.0)

2

(3.0)

3

(4.0)

4

Students

Ben .5 1.5 3.0

Marion .5 2.0 3.0

Jamal 2.0 3.0 3.0

Sean 2.0 2.5 3.0

Ashli 1.5 2.0 2.5

Jessica .5 2.0 3.0

Rory 1.5 2.5 3.0

Calene 1.0 2.0 3.0

Brandi 1.0 1.5 2.0

83

The use of the atomic bomb on Hiroshima and Nagaskai was ultimately a value-laden decision made by a relatively small group of individuals. What do you think were the beliefs and values that drove this decision?

What do you think would have been the outcome of the war if the current president of the United States would have been the person making the decision? What do you think would be his beliefs and values regarding the use of atomic weapons and how would these effect his decision as to whether or not to drop the bomb?

Generating and Testing Hypotheses Task

Topics Significant Events/Individuals

Personal Economics World Economics


(2.0)

1

(3.0)

2

(3.0)

3

(4.0)

4

Students

Ben .5 1.5 3.0 3.5

Marion .5 2.0 3.0 3.5

Jamal 2.0 3.0 3.0 4.0

Sean 2.0 2.5 3.0 4.0

Ashli 1.5 2.0 2.5 3.0

Jessica .5 2.0 3.0 3.5

Rory 1.5 2.5 3.0 3.5

Calene 1.0 2.0 3.0 3.5

Brandi 1.0 1.5 2.0 3.0

1. Communicate Learning Goals, Track Progress,

Celebrate Success2. Effectively Interact With New Knowledge 3. Practice and Deepen

Understanding4. Generate and Test

Hypotheses

Action Steps Critical-Input Experiences

Action Steps Action Steps Action Steps

Make a distinction between learning goals versus learning activities or assignments

Write a rubric or scale for each learning goal

Have students identify their own learning goals

Assess students using a formative approach

Have students chart their progress on each learning goal

Recognize and celebrate growth

Identify critical-input experiences

-Verbal

-Visual

-Dramatic

Preview the content prior to a critical-input experience

Organize students into groups to enhance the active processing of information

Present new information in small chunks and ask for descriptions, discussions, and predictions

Ask questions that require students to elaborate on information

Have students write out their conclusions or represent their learning non-linguistically

Have students reflect on their learning

Provide students with tasks that require them to examine similarities and differences (comparison, classification, analogies, metaphors)

Help students identify errors in thinking

Provide opportunities for students to practice skills, strategies, and processes

Determine the extent to which cooperative groups will be used

Assign purposeful homework that involves appropriate participation from the home

Have students systematically revise and make corrections in their academic notebooks

Teach students about effective support

Engage students in tasks that require them to generate and test hypotheses (problem solving, experimental inquiry, decision making, investigation)

Have students design their own tasks

Consider the extent to which cooperative learning structures will be learned

Active Learning Through FAChapter 10

“ How can we enable a process of constant review and improvement?”

• Take a minute to review your reading guide.

• You might want to bring your reading guide with you for the next activity.

Musical Mingling• When the music starts stand up and walk

around.

• Keep moving until the music stops.

• When the music stops, you stop and pair up with the person closest to you.

• When the music starts again walk around with your partner.

• When the music stops join the closest pair and form a group of four.

Placemat Consensus

Read the directions on the handout and then respond to the following…

Make a list of what teachers should nowknow about integrating feedback in lessons.

Connecting Elephants

Time to Reflect!

Leadership: Competing Priorities

Next Steps-Homework/Reflection

1.Read the “Big Assumptions” handout.2.Think about the Big Assumption that you uncovered through your homework. 3.Plan a way to ‘test your assumption’ (use the steps outlined in the article)4.Record your findings/evidence/reflections.

Revealing a big assumption doesn’t necessarily mean it will be exposed as false. But even if a big assumption does contain an element of truth, an individual can often find more effective

ways to operate once he or she has had a chance to challenge the assumption and its hold on his or her behavior.

Case Study: Paula Winslow, Science Specialist

Time to Reflect!

Wrap-up and

End of Year Survey

Processes that Shape the Classroom

High quality teaching and learning fosters conceptual change and increases motivation.

CTS

Wildly Successful Students

STANDARDS

Deconstruction & Measurement

Topics

Learning Targets

Instructional Plan Intro New Knowledge

Deepen Understanding

Application

Balanced Assessment

Competing Priorities & Big Assumptions

Analysis & Feedback Analysis & Feedback Grading &

Reporting

Roadmap for Today

Measurement Topics

Learning Progressions K-12

CompetingPriorities


Summer Topic Survey

End of Year Survey

For the Summer

• Our summer meeting will be June 18-19 in Lexington at the Four Points Sheraton

– Breakfast at 8:30

– Session will begin at 9:00

Documents

Graffiti Wall Using one post-it for each issue, write 3 compelling issues concerning grading and reporting practices. Post your issues on the “graffiti