Transcript Day 2 Application is Engineering PPT

APPLICATION IS ENGINEERING
ON THE SCIENCE MSP
Wendy Whitmer
REGIONAL SCIENCE COORDINATOR
Kathy Johnson
SELKIRK S.D.
Application is Engineering Workshop Two: 
Using Student Data to Adjust Instruction
Supporting student success
on the MSP and beyond
Overview of the Series
 Application and Engineering
Design
 Adjusting Instruction Based on
Student Data
 Implications for Instruction
For the Series…Learning Intentions:
 Understand the technological design process as
described in the WA Standards and the NGSS
 Understand the student expectations for the
technological design process in Washington
State Standards
 Understand application item types as assessed
on the Measurement of Student Progress
Day 2: Learning Intentions
 Deepen understanding of student expectations for
the technological design process in Washington
State Standards
 Use student data to adjust instruction
 Apply understanding of the
applications/engineering in the classroom context
 Identify Academic Vocabulary unique to the
Science MSP and the strategies to support ELL
students
Review
 Last time:
1. Learned about the engineering design process in
NGSS and our WA State Application Standards
2. Experienced a design challenge
3. Saw how MSP items can relate to our classroom
instruction
Bridging from New Standards to Current
Instruction
1. Which practices or
pieces of the
engineering design
process have you
engaged students in
since we met?
2. What is your
evidence?
Bridging from New Standards to Current
Assessment
Where does our
Zipline
challenge and
Redesign Item
sit in NGSS
Design?
Bridging from New Standards to Current
Assessment
Where does
our Zipline
challenge a
Redesign Item
sit in Science
and
Engineering
Practices?
Your questions
 Day 1:
 Questions and answers
 Read the questions and responses with a partner
 What is one question that stands out to you?
 What is one question you still have or a new
question?
 Write on a sticky note
Looking at Student Work- LASW
Protocol
Teachers will work as a Professional Learning Community to:
 Recognize the structure and purpose of protocols
 Engage colleagues in a structured, collaborative
discussion focused on student learning
 Gain tools to use in collaborative professional
development
What are Protocols?
• Protocols consist of….
• Agreed upon structures and
guidelines for conversation
• Vehicles for building the skills and
culture necessary for collaborative
work
• LASW Protocols enable educators to
carefully and collaboratively examine
student and/or teacher work
Rationale for Using LASW Protocols
•
•
•
Deepens exploration of important ideas
in teaching and learning
Using a protocol will enhance the
probability that everyone will have
balanced opportunities to listen, present,
examine, question, and respond
It’s a good vehicle for surfacing
assumptions, values, and beliefs in
educational practice
Why Use H-M-L Protocols
 Developing shared expectations of
student work
 Developing a rubric
Honing in on Student Performance
 Read through the HML protocol
 Identify roles in the group
 Follow the protocol
Exploring the Rubric Together
Your Turn-Score Your Work
 Score three student assessments
from your class
 Write the student name and score
on a sticky- Do not show your
partner
 Trade with a partner for scoring
Peer Feedback
 Partner scores same 3 samples
 Discuss and agree
 If you can’t agree have a third
person
 Once you get your rhythm KEEP
SCORING
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What now?
 What tips will you give your students before they try
another redesign item?
 How will the information from the students “pre-
assessment” impact your instruction?
Effective Feedback
 Read the first page: Feedback as Part of
Formative Assessment from How to Give
Effective Feedback to Your Students
 by Susan M. Brookhart
 Note:
√
?
!
Ideas that reinforce your ideas.
Ideas you question
Ideas that surprise you.
http://www.ascd.org/publications/books/108019/chapters/Feedback@_An_Overview.aspx
Effective Feedback
 Effective Feedback Chart
 Look at three student responses from your
group of varying quality
 On a sticky note write what type of
feedback you might give that student that
would be effective and move their learning
 Share your feedback ideas with a partner
Marshmallow Challenge
Marshmallow Challenge
Marshmallow Support Structure
Design and build the Tallest Free-standing Structure that will
support a marshmallow
Criteria
Constraints
 The entire marshmallow
 Must use materials in the
must be on top
kit but need not use all
 Structure must be free Must remain standing at end
standing
of 18 minutes
 Collected measurement data  Structure height must be
 Building and testing
built and measured from the
completed in 18 minutes
table (can’t be suspended,
etc.)
Redesign Opportunity
Sense Making and Connections
What elements of the Design
Process did you see in the
Marshmallow Challenge ?
Given the learning from the
implementation of the Zip
Line Challenge and examining
data from the student
assessments, how can you
optimize student engagement
with the marshmallow
challenge?
Your Turn
 Take a few minutes to complete the
Marshmallow Redesign MSP Item
 Be conscientious
 Put yourself in the students’ shoes
 What is confusing
 What could foul someone up
Item Vocabulary Challenges
 Read the Marshmallow Redesign item
prompt
 Circle any words that might be “barrier
words” to your students’ understanding
 Why are these “barrier words?
Three tiers of words
Tier 3: Domainspecific words
Tier 2: General
academic words
Tier 1: Words of
everyday speech
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Three tiers of words
– Highly specialized, subject-specific; low occurrences
in texts; lacking generalization
◦
E.g., oligarchy, euphemism, hydraulic, neurotransmitters
–Abstract, general academic (across content areas);
encountered in written language; high utility across
instructional areas
◦
E.g., principle, relative, innovation, function, potential, style
– Basic, concrete, encountered in conversation/ oral
vocabulary; words most student will know at a particular
grade level
◦
E.g., injury, apologize, education, serious, nation
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Tier 3 words are often defined in the texts
 Plate tectonics (the study of the movement of the sections of
Earth’s crust) adds to Earth’s story….
 The top layers of solid rock are called the crust.
 Optical telescopes are designed to focus visible light. Non-
optical telescopes are designed to detect kinds of
electromagnetic radiation that are invisible to the human eye.
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0
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Criteria
 What are your criteria for vocabulary instruction?
 How do you select which words are important to
focus on?
 Create a list of criteria for your table
What are your vocabulary strategies?
Reflect:
 2 minutes: How do you help
kids with vocabulary?
Talk:
 Share your strategies with
someone you haven’t talked
to.
Lessons Learned
 Skim through the 2013 Lessons Learned from
Scoring Student Work document from OSPI
 Note the areas where students at your grade level
struggles with Application in particular
 Which areas of struggle could you intentionally
address with your students
 Discuss your thinking with your elbow partner
Next Steps
 Engage your students in the Marshmallow Challenge
Design Challenge BEFORE you administer the post
assessment
 Be intentional about using instructional moves such as:
 Effective feedback
 Addressing barrier words in the challenge
 Thinking about “Lessons Learned” for Application items
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Homework
 Do the Marshmallow Challenge with your students
 Administer the Marshmallow Redesign item
 Bring:
Marshmallow Redesign student work
2. Curriculum that you would like to work with
3. Engineering design challenges to share
1.
 April 29 8:30-3:30pm NEWESD 101
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3-2-1
 3 Key Ideas from Today
 2 Thing you would like to see next time
 1 Question you still have
Next time:
Look at Marshmallow items
Design Challenge Stations
Engineering Design planning time