1 / 23

cCRS Professional Learning

cCRS Professional Learning. Meeting #2. SCIENCE 2016-17. http://alex.state.al.us/ccrs/. Outcomes. Revisit the definition of Rigor - focus on support Recap 3-dimensional approach to science instruction that is explicit in the structure of the new 2015 course of study.

bairn
Télécharger la présentation

cCRS Professional Learning

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. cCRS Professional Learning Meeting#2 SCIENCE 2016-17 http://alex.state.al.us/ccrs/

  2. Outcomes • Revisit the definition of Rigor - focus on support • Recap 3-dimensional approach to science instruction that is explicit in the structure of the new 2015 course of study. • Dissect the 5E+IA Instruction Model to discover the support layers implicit within the model

  3. RIGOR made EASY Engages • Engagesall students • Accommodates all learners • Scaffolds learning • Yields results Accommodates Scaffolds

  4. What is RIGOR? Rigor is creating an environment in which • each student is expected to learn at high levels, • each student is supported so he or she can learn at high levels, and • each student demonstrates learning at high levels. (Blackburn, 2008)

  5. What is so different about the 2015 Science course of study? 3-Dimensional Learning: • Every standard requires the integrated instruction of the 3 Dimensions: • Scientific and Engineering Practices • Crosscutting Concepts • Disciplinary Core Ideas • Every standardin every grade and subject contains each of these dimensions. practices core ideas crosscutting concepts

  6. What is so different about the 2015 Science course of study? Inherent in the steps of the 5E+IA Instructional Model (ACOS: Science, p.6) is the ability to provide support and differentiation to each student based on his/her need.

  7. What is so different about the 2015 Science course of study? Take a deeper look – • Science instruction should take place within the cycle of the 5E+IA model. • Each E provides a checkpoint for formatively assessing what support, if any, is needed.

  8. 5E+IA Instructional Model • How would you assist your teachers in mastery? You be the Expert! • What does it look like in the classroom? • How does it demonstrate support for learning? • How would you, as an administrator, recognize it? http://tccl.rit.albany.edu/knilt/images/e/e7/

  9. ENGAGE

  10. EXPLORE

  11. EXPLAIN

  12. ELABORATE

  13. EVALUATE

  14. 5E+IA Instructional Model Analyze a lesson plan to identify the support structures in the plan.

  15. 5E+IA Instructional Model The addition of Intervention and Acceleration, which may occur at any time during instruction, points to the continuous opportunity for teachers to support instruction for ALL learners.

  16. 5E+IA Instructional Model

  17. Formative Assessment • Formative assessment is the key! • Intervention and Acceleration – scaffolding – can only happen if teachers are formatively assessing.

  18. Formative Assessment What itISand what it is NOT…

  19. Formative Assessment • A process • Planned • Using evidence to make instructional adjustments and/or verifying learning • Giving specific student feedback that is turned into student action

  20. Formative Assessment When the cook tastes the soup, that’s formative; when the guests taste the soup, that’s summative. - Robert Stake https://thumbs.dreamstime.com/t/junior-cook-tasting-copyspace-spoon-19661098.jpg

  21. Next steps • Where are you now? • What is going well? • What needs changing? • What needs addressing but is out of your hands? • What support do you need?

  22. http://alex.state.al.us/ccrs/ resources • Zuiker, S. J., & Whitaker, J. R. (accepted). Refining inquiry with multi-form assessment: Formative and summative assessment functions for flexible inquiry. International Journal of Science Education. pp. 3, 5. • 5Es Synoptic Overview • Adapted from 5E Model of Instruction (Barufaldi, J., Ph.D. (2002). 5E Model of Instruction. In Eisenhower Science Collaborative Conference. Austin, TX. Retrieved March 21, 2016, from http://www.wisd.org/users/0001/docs/GVC/5E Model.pdf) and Carin, A. A., Bass, J. E., & Carin, A. A. (2001). Teaching science as inquiry. Upper Saddle River, NJ: Merrill/Prentice-Hall. (Adapted from The BSCS 5E Instructional Model: Origins, Effectiveness, and Applications, July 2006, Bybee, et.al, pp. 33-34). • How teachers can develop formative assessments that fit a three-dimensional view of science learning • http://stemteachingtools.org/brief/18 • Teaching Tools for Science, Technology, Engineering and Math (STEM) Education

More Related