Science in NHPS

Science Teacher Day MS

• 8:00-9:00– Important announcements/ideas/dates– Overview of last year, student learning results– Discussion on science learning

• 9:10-10:15 Two discussion rooms?- Teacher goals for the year: to share

- 10:15-11:15 discussion rooms- Student learning goals for units, ideas- Relevance/Engagment ideas

11: 15 Back as whole group

NHPS Science Mission

• The mission of the New Haven Public Schools Science Department is to ensure that all students at all levels achieve science literacy, concepts and skills, for science is the key to their future.

NHPS District STEM TIER II GOALNHPS students will have quality coordinated STEM

education and programs, giving them the needed interest and skills for the opportunity to succeed in higher education and have access to STEM careers. Adults will integrate and coordinate of STEM activities, programs, and curriculum and align to 21st Century skills, district goals and procedures. This will result in more students succeeding in STEM courses in middle, high school and college, and more students selecting STEM majors and careers

Announcements

• See CIA Calendar• Science Fair dates: May 14-16• Lab Safety Contract• See Assessment Calendar• Share, share, share... Check email, use

wikispace.newhavenscience.org• Other

Other late breaking announcements

CMT Science Graph

CMT Science Graph

CMT Science Graph

CMT Science Graph

CMT Science Graph

CMT Science Graph

CMT Science Graph

CMT Science Graph

CMT Science Graph

CMT Science Graph

CMT Science Graph

CMT Science Graph

District Assessments

District Assessments

District Assessments

District Assessments

District Assessments

District Assessments

District Assessments

District Assessments

DATA Analysis

• Steady improvement on CMT scores, every strand, most schools.

• Still fairly strong correlation (.6-.8) between district assessments and CMT, especially in inquiry strands.

• Focus on standards, strands in CMT... INQUIRY!!

DATA QUESTIONS?

• Talk with group at table... What have you noticed?

• What other data do you need?

T VAL

• Guidelines given to principals• Focus on the learning• Use of schoolnet and item analysis (inquiry

scores in district assessments?).

GUIDELINES FOR THE TEACHER GOAL SETTING PROCESS

• 1. BEGIN WITH STUDENT LEARNING. Before deciding on a goal ,or even an assessment, clearly define what it is that students are intended to learn (the student learning objectives), taking into account appropriate and meaningful standards.

• 2. ORIENT ON GROWTH. Goals should measure how much progress students make towards the defined student learning objectives. Focus on the difference between the learning level where students start and the level they where they will be at the end of the year.

• 3. BE AMBITIOUS YET REASONABLE. In general, goals should reflect at least a year’s worth of learning, and potentially more. Set goals that reinforce high expectations for student learning.

• 4. USE VALIDATED MEASURES. Whenever possible, student learning should be validated, whether through valid external assessments, teacher scoring groups, spot checking, or some other mechanism.

• 5. USE MULTIPLE MEASURES. Getting a complete picture of student learning requires multiple data points. Each teacher should set at least two goals using at least two measures (assessments).

• 6. INCLUDE EVERY STUDENT. While an individual goal may focus on a subgroup of students, all students taught by a teacher should be included in at least one goal set by that teacher.

• ...And - above all - use your professional judgment. There will inevitably be exceptions to any guideline, use your judgment to set goals that are fair, reasonable, and ambitious given the situation at hand

Examples:

• One class, one teacher• Given this pre/post data, what would make

sense for goals and/or outcomes?

Discussion Groups

• What is your big goal for the year? (as a teacher?)

• How are you thinking this will lead to a TVAL goal?

Learning

• What does it mean for students to LEARN?

• See: Hohenstein, J., Manning, A. (2010), Thinking about learning: Learning in science. Chap 4. in Osborne, J., & Dillon, J. Good practice in science teaching: What research has to say (2nd ed.): Open University Press.

Learning

• -is NOT the same as WORK.• -is a SHARED responsibility between student’s

mind and teacher’s lesson.• -depends on experience, both prior and new.• -requires: engagement, relevance, culture.• -works best when there is social component.

Learning Strategies

• Analogies, models, metaphors.• Guiding questions.• Engage, Explore, Explain, Elaborate, Evaluate.• Peer Questioning• Concept Maps

Motivation

• Extrinsic:– Grades, praise, rewards . Only work up to a point.

Are more effective when they reward the new learning (not task completion) and understanding.

Intrinsic: Motivation, pride in learning something new, making own connections. Reachable challenge (zone of proximal development)

Discussion GroupsThink of the major units•6th, 7th , 8th• • •What are the two most important science concepts for kids to LEARN?• • • •What are the two most important science skills for kids to LEARN?• • • •What is the big idea that will connect it to relevance/society?

Example• Example: Physics• • Unit One: (One Dimensional Motion)• Change in Distance/Time = Velocity, Change in Velocity =

Acceleration are measurable properties of moving objects.• All motion is relative• • Making, Calculating Derived Measurements (like Velocity,

Acceleration)• Graphing Motion• • Big Idea: Combination of Accelerating, Moving Object and

Application in Real Life: Should I speed up or slow down at a yellow light?

SO:

• Discussion groups:• Go around room: who are you, what do YOU

want to accomplish this year as an educator?• Ideas on TVAL goals (1 hr)• -THEN• What are the big student LEARNING ideas for

your main units? Share.... (1 hr)