Next Generation Science Cadre

Facilitators:Jennifer Spencer

Katrina Slone

Goals and Objectives

• Develop a shared understanding of rigorous, congruent, and quality resources, strategies, and practices for teaching biology.

• Create a network of biology teachers across our region to develop and share quality, rigorous teaching resources.

• Develop rigorous units of study for each topic in Quality Core Biology Course Outline; to include clear targets, formative assessments, effective teaching strategies, and high level questions.

Understanding Rigor and Relevance

• Write your definition of rigor in your own words.

• Around the table, each person share their definition.

• As each person shares, add ideas to your definition.

• Develop a group definition and write on the large paper and place in center of table.

Using the Rigor and Relevance Template

• Read through the four scenarios at your table.• Discuss differences and similarities.• Using the Template to Examine Assignments

for Rigor and Relevance to determine the rigor of each scenario.

• Order them from least to most rigorous and be prepared to defend your order using the language of the template.

Formative Assessment Strategies and Uses

““Students can hit any target Students can hit any target they can see that holds still they can see that holds still for them.”for them.”

Rick Stiggins Rick Stiggins

Unit 2 Demystifying the Nature of Science 7 DAYS

Primary Course Standards – those that represent the central focus of the unit Explain why scientific explanations must meet certain criteria (e.g., be consistent with experimental/observational evidence about nature, be open to critique and modification, be subject to peer review, use ethical reporting methods and procedures). (A.3.d)Compare the goals and procedures followed in basic science with the goals and procedures of applied science and technology; discuss the important contributions of each and how citizens need to understand the ramifications of funding both endeavors. (A.3.g)Explain how the contributions of basic science drive the potential of applied science (e.g., advantages found in nature can be emulated for our own benefit/product development, such as observations of gecko feet suggesting new adhesives; understanding of basic cell biology leading to cancer treatments). (A.3.h)

STANDARDSTANDARD

LEARNING TARGETSLEARNING TARGETS FOR TEACHERSFOR TEACHERSASSESSMENTSPLAN INSTRUCTIONASSESSMENTSPLAN INSTRUCTION

STUDENT FRIENDLY TARGETSSTUDENT FRIENDLY TARGETS FOR STUDENTSFOR STUDENTS

I CAN …I AM LEARNING TO...

I CAN …I AM LEARNING TO...

SUCCESS CRITERIASUCCESS CRITERIA

SELF-ASSESSSELF-ASSESS

Targets should allow educators & students to answer……

• Where am I going?• Where am I now?• How can I close the gap?• How will I know I’m getting

there?

(specific and measurable)

What’s the point of clear targets?

Clear targets help us to:• Develop formative assessments that adequately cover and

sample what we taught. • Correctly identify what students know/don’t know, and their

level of achievement. • Give meaningful descriptive feedback to students. • Plan the next steps in instruction.• Help students self-assess or set goals likely to help them learn

more. • Keep track of student learning target by target or standard by

standard.• Complete a standards-based report card.

Types of Learning Targets

• Knowledge• Reasoning• Performance/Skills• Products• Dispositions

Knowledge TargetsMastery of substantive subject content where mastery includes both knowing and understanding it.Identifies, knows, describes

Reasoning TargetsThe ability to use knowledge and understanding to figure things out and to solve problems.

Apply, compare, analyze

Skill TargetsThe development of proficiency in doing something where the process is most important.

Perform, demonstrate

Product TargetsThe ability to create tangible products that meet certain standards of quality and present concrete evidence of academic proficiency. Create, make, model

ProductsProducts

SkillsSkills

ReasoningReasoning

KnowledgeKnowledge

What’s the overall intent of the standard? Compare the goals and procedures followed in basic science with the goals and procedures of applied science and technology; discuss the important contributions of each and how citizens need to understand the ramifications of funding both endeavors. (A.3.g)

• What knowledge targets will the student need in order to do the things the standard calls for?

• What reasoning targets will they need in order to reach the intent of the standard?De-

Standard: Compare the goals and procedures followed in basic science with the goals and procedures of applied science and technology; discuss the important contributions of each and how citizens need to understand the ramifications of funding both endeavors. (A.3.g)

Type: Knowledge X Reasoning Skill Product

Knowledge Reasoning Skill Product

Compare basic and applied science by:•Goals•Procedures•Contributions•Funding

Analyze the ramifications of funding for both basic and applied science.

Identify goals of basic and applied science.

Identify procedures of basic and applied science.

Identify contributions of basic and applied science.

Describe funding sources of basic and applied science.

Define “basic” science.

Define “applied” science.

Identify goals of basic and applied science.

Identify procedures of basic and applied science.

Identify contributions of basic and applied science.

Describe funding sources of basic and applied science.Compare basic and applied science by:•Goals•Procedures•Contributions•FundingAnalyze the ramifications of funding for both basic and applied science.

Analyze the ramifications of funding for both basic and applied science.• I can describe what might happen if funding to

either basic or applied science is generated or cut.• I can describe ramifications (what might happen) if

funding to either basic or applied science is generated or cut.

• I can analyze the ramifications of funding for both basic and applied science. This means I can describe what might happen if funding to either basic or applied science is generated or cut.

Directions and Design for Developing Units

1. Copy and paste standards2. Write learning targets3. Order learning targets4. Write SA/FA for each learning target (at least

one per target) Be specific with FA-not “thumbs up/thumbs down” but the specific question you would ask.

Unit Title:

Standards:

Learning Targets:

Day 1

Learning Target(s):

Activity Resources

Questions:

Formative Assessment:

Homework:

Summative questions on separate page identified by LT #

Number LTs to identify on assessment

Lunch

Unit Development

Time

De-• Questions/comments about process?• Questions/comments about product?• What other topics, processes, products would

you like to see addressed?• Evaluations and feedback

Next Generation Science Cadre

Next MeetingMarch 26, 9:00-4:00Purpose and Topics: • Finish up unit plans

• Looking at rigor/relevance of activities you bring

• Selecting activities, resources, readings

•Writing/Reading in Science•Differentiation•Higher Level Questioning

HomeworkCollect•Activities•Resources•Readings