Welcome to the Roll Out of the High School Science Priority Expectations An ISD/RESA/RESD Collaborative Document “Preparing for the next generation of science standards” Presented by
HS Science Priority Expectations Today’s Connector Stand up and gather with others who teach the same science course as you. (If there are groups larger than 5, split into smaller groups of at least 3). Introduce yourselves to one another. Ensuring that everyone expresses a view, discuss this question: “What is the most important learning outcome of your course?” Be prepared to summarize your conclusions to the whole group.
We are being pulled in three directions It seems that accountability is clashing with best practice. The HS SCIENCE PRIORITY EXPECTATIONS Document is the remedy for our dilemma!
HS Science Priority Expectations Workshop Objectives To promote the awareness and appropriate use of the new “HIGH SCHOOL SCIENCE PRIORITY EXPECTATIONS” document. To ensure that participants understand the vision and “state of the art”/ “best practice” recommendations that guided the design of the template. To develop the ability to analyze and evaluate lessons in light of the vision that guided the design of the document.
HS Science Priority Expectations Session Agenda • Opening: objectives • Teaching science well • Recommended “state of the art” or “best practice” in science teaching • Priority Expectations design • Sample lesson • Michigan Merit Exam • High School Graduation • Evaluating lessons • Conclusions
The Importance of Science Education Is our work really that important? Does every science teacher really have to be great? • Read the essay “The Importance of Teaching Science Well,” choose and underline a sentence or short passage with which you strongly agree . This is your “Golden Line.” • After others in your group have finished reading, share your Golden Lines with one another and discuss your thoughts, especially in regard to specific students you know. ACTIVITY: Find THE GOLDEN LINE
What is ‘state of the art’ science teaching for our times?
The Impact on Standards, Curriculum, Instruction and Assessment “Many existing standards and assessments, as well as the typical curricula in use, contain too many disconnected topics given equal priority. ….the next generation of standards and curricula should be structured to identify a few core ideas in a discipline …” From Taking Science to School, NRC, 2008
The Impact on Standards, Curriculum, Instruction and Assessment A common mantra: “Fewer, Clearer, Higher”
The Impact on Standards, Curriculum, Instruction and Assessment “The committee made this choice (of fewer concepts) to avoid shallow coverage of a large number of topics and to allow more time for teachers and students to explore each idea in greater depth.” (continued on next slide) On Vision, from Conceptual Framework for Science Education, DRAFT 2010
The Impact on Standards, Curriculum, Instruction and Assessment “Reduction of the sheer sum of details to be mastered gives time for students to engage in scientific investigations and argumentation and to achieve depth of understanding of the material that is included.” On Vision, from Conceptual Framework for Science Education, DRAFT 2010
What Do Scientists Really Do? How different is the real world of science from science education in a classroom? • Sort a stack of cards into 2 columns based on your sense of whether their statements represent ‘what scientists do’ versus ‘what students do in a typical science classroom.’ • Use the blank cards to annotate your sort, as another group will visit your table in a Gallery Walk. ACTIVITY: (for pairs) During the Gallery Walk, leave a comment for the group(s) you visit.
Results of State of the Art Practice • Students should LOVE science! • Central (big) ideas in science are emphasized and taught in depth. • Students construct their understanding of concepts through explorations, discussions and writing (e.g., 5-E inquiry). • Students develop competencies ‘doing’ science, especially providing explanations based on evidence and reasoning, but also testing ideas using models and data.
We have been looking at ‘State of the Art Practice’ in Science Education Now lookat how these principles guided the design of the High School Science Priority Expectations Document
High School Science Priority Expectations Document How it came to be The design of the unit template
High School Science Priority Expectations Document Development - An ISD/RESA/RESD Collaborative An effort to prevent many different sets of ‘Power Standards’ from developing all over the state The group developed the unit template and agreed to align to the MDE Companion Documents Field testing asked how a teacher may be reoriented after reading the document Statewide rollout conducted by the Michigan Mathematics Science Center Network Future collaboration will connect more detailed instructional resources to the documents
Unit Title From MDE Companion Documents.
Big Picture Graphic Depicts unit content as a concept map with reference to the disciplinary processes and patterns of reasoning used in science.
Big Idea and Core Concept: Describes central, big ideas and core concepts of the unit. They should be learned in depth as the focus of instruction and assessment.
Inquiry, Reflection and Social Implications Identifies HSCE’s from Standard 1 within the content of the unit, including instructional suggestions to engage students in the practices of science as they relate to the unit content. The inquiry HSCE’s are part of the instructional design in all units.
Content Expectations All of the MDE Companion Document expectations are listed in this area. “Priority Expectations” are identified in the shaded text. These should be the focus of instruction and assessment, as depicted by the “Big Ideas” and “Core Concepts.”
What are the characteristics of a Priority Expectation? (shaded expectations) Point to the central ideas of the discipline (big ideas and core concepts) Lend themselves to rich student investigations Readily connect to critical societal concerns
What about those not identified as a Priority Expectation? (unshaded expectations) Redundant with others; there are better worded HSCE’s Arbitrarily or overly specific tasks (i.e., reads like a NAEP expectation) Not strongly connected to core concepts Esoteric, as though part of a bachelor of science program in a science major
Let’s look at a lesson for this instructional suggestion …. “Students can explore the changing model of the atom to gain a better understanding of the development of the current model and the dynamic nature of science.” … through a “State of the Art Practice” lens
“Four Strands of Science Learning” Strand 1 Reflecting on Scientific Knowledge A Lens for Evaluating Lessons Understanding Scientific Explanations Generating Scientific Evidence Participating Productively in Science Strand 2 Strand 3 Strand 4 From Ready, Set, Science National Academies Press, 2008
“Four Strands of Science Learning” A Lens for Evaluating Lessons • Review Unit 1 of the Chemistry section of the Priority Expectations document • Review a lesson for Unit 1 that will support an instructional suggestion in the template • Evaluate the lesson using the Four Strands Checkbric. Describe the evidence that supports your conclusions. Suggest modifications. • Read the Four Strands excerpt
Lesson: The Size of a Nucleus: How Big is Small? borrowed from Active Physics to support Chemistry Priority Expectation Unit 1, Atomic Theory
Your conclusions? Record your group’s answers on the large poster paper If you rated a strand less than “fully meets intent of strand”, be prepared to suggest modifications that would enhance the lesson design When finished, post your work on the wall in order of strands
Accountability and State of the Art Practice Our two main accountability systems (MME, HS Graduation Requirements) don’t need to thwart research-based and recommended instructional practice
Required for graduation 108 HSCE 122 HSCE 124 HSCE 131 HSCE Required for State Test (MME)
ACT Science Test 40 questions / 35 minutes (20 questions count on MME) Research Summaries (45%) descriptions of one or more related experiments questions focus on the design of experiments and the interpretation of experimental results Percentages represent percent of 40 total science items on the ACT
ACT Science Test 40 questions / 35 minutes (20 questions count on MME) Data Representation (38%) graphic and tabular material similar to that found in science journals and texts questions associated with this format measure skills such as graph reading, interpretation of scatter plots, and interpretation of information presented in tables, diagrams, and figures Percentages represent percent of 40 total science items on the ACT
ACT Science Test 40 questions / 35 minutes (20 questions count on MME) Conflicting Viewpoints (17%) expressions of several hypotheses or views that, being based on differing premises or on incomplete data, are inconsistent with one another questions focus on the understanding, analysis, and comparison of alternative viewpoints or hypotheses Percentages represent percent of 40 total science items on the ACT
ACT and College Readiness Standards
In addressing the “College Readiness Standards” (largest portion of the MME): • teachers can utilize ‘state of the art’ instructional practices • and emphasize the practices central to the scientific enterprise. • emphasizing core concepts in each discipline • better serves students • rewards schools with Improved MME scores. The MME does NOT have to thwart state of the art practice. In fact, it should encourage it.
Mike Flanagan, State Superintendent MEMO (excerpts): The content expectations should serve as a guide to local districts … They should not be viewed as a list of items that must be checked off one by one. With only so many instructional hours available each year, we know that there is no way for schools to cover in depth every HSCE, nor should districts make that attempt. (Summer, 2009)
Mike Flanagan, State Superintendent Several ISDs and school districts have already begun the work of developing "power," "target," "essential skills" or "focus" standards by combining similar HSCEs, grouping, or clustering the more "grain-sized" content expectations within the broader HSCEs. This approach also allows for shaping interdisciplinary learning. These power or target standards could help districts make decisions on how to award credit in that subject area. (Summer, 2009)
Deborah Clemmons, Senior Policy Advisor to the Chief Academic Officer (MDE) “This is good and appropriate work and does not require MDE endorsement. Our position is that local and intermediate agencies need to have the flexibility and options to develop, select and or adopt any research or evidenced based strategies and/or emerging and best practices that they feel will help schools to be more effective. As you move forward in support of the priority expectations, we expect and anticipate that achievement in science will increase significantly across the state for all students.” (May 2010)
School districts • Retain prerogative to make choices on what central ideas in our standards are emphasized. • Remain in control of how proficiency is defined and what proficiencies warrant the granting of credit. High school graduation requirements do NOT have to thwart ‘state of the art’ instructional practice in science.
Additional Evaluation of Lessons • Physics: The Buggy Motion Lab • Chemistry: pHooey! • Biology: What Goes Around Comes Around • Earth Science: Discovering Plate Boundaries Determining Earth’s Internal Structure
Why should we use the new High School Science Priority Expectations Document? (from Overview Section) • To assure quality, ‘state-of-the-art’ science curriculum and instruction. • To define course graduation credit in a deliberate and informed way. • To improve the reliability and validity of assessments. • To better prepare students for the MME.