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Curriculum and Instruction

Curriculum and Instruction

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Curriculum and Instruction

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  1. Department of Mathematics and Science Network: 8n8 Network Key: BeOurGuest!! Then open a browser and use your Credentials. • Yoly McCarthy • Instructional Supervisor • Dane Jaber • Science Curriculum Support Specialist Curriculum and Instruction

  2. Session Outcomes • Participants will be able to: • Incorporate M-DCPS instructional resources to support science teaching and learning • Identify how M-DCPS integrates Mathematics and Language Arts Common Core Standards for effective science teaching and learning • Plan for Differentiated Instruction in science Curriculum and Instruction

  3. AGENDA • AM • Welcome/ Inquiry Activity • Data and interim assessments • Common Core Standards in Science • Reading in Science • PM • MDCPS Leader Updates: Pacing Guides • Competitions • Resources • Differentiated Instruction in Science Curriculum and Instruction

  4. NORMS • Lift expectations • Everyone is a learner • Ask questions and actively participate • Reserve judgment • Network responsibly Curriculum and Instruction

  5. Inquiry in Science: What does effective science instruction look like? Curriculum and Instruction

  6. What does effective science instruction look like? • Engage • Question, discussion, activity, uncover ideas (Discovery, PBS Learning, NBC Learn) • Explore • Lab activities (Essential Lab/hands-on investigations, Gizmos) • Explain • Conclusion writing/lab report, C-E-R, discussion, Notebooks/Journals • Elaborate • Discussion, real-world connections , CIS • Evaluate: formative and summative by benchmark Curriculum and Instruction

  7. Successful Strategies to Use 09/26/13 • Notebooks • Graphic Organizers • Models & Visuals • Cooperative Learning • Think-Pair-Share • Jigsaw • Centers / Stations • Internet / Video • Differentiated Instruction strategies • The 5 E’s • HOT Questions (Web’s Depth of Knowledge) • Inquiry • Hands-On Activities/Labs • Demonstrations • Virtual Labs 7

  8. Inquiry Activity 09/26/13 • Observe a candle burning • Make ten observations • Come up with 3 questions about the burning of the candle • Decide on one testable question (Problem statement) • Identify the variables: • Test (independent) • Outcome (dependent) • Controlled • Constants • Make a hypothesis • Write step by step procedure 8

  9. What is Inquiry? • Inquiry is a multifaceted activity that involves: • making observations; • posing questions; • examining books and other sources of information to see what is already known; • planning investigations; • reviewing what is already known in light of experimental evidence; • using tools to gather, analyze, • and interpret data; proposing answers, explanations, and predictions; and communicating the results. • Inquiry requires identification of assumptions, use of critical and logical thinking, and consideration of alternative explanations. (NRC, 1996, p 23)

  10. Inquiry-based learning in practice: • …it is not a program of study, not a scheme of work, or a curriculum model. What learning through inquiry means in practice can vary from the month-long series of activities, which develop into a year-long engagement of students in studying a vernal pond, described by Rankin (1999), to short investigations that might fit into the span of one or two lessons. Different modes of implementation ‘are not only inevitable but also desirable because they will paint a rich picture of meaningful learning in diverse situations. (link to differentiated instruction) • Multiple modes of inquiry teaching and learning will invite teachers to engage in participating in inquiry in ways that match their own beliefs and teaching styles’. • (Keys and Bryan, 2001, 632)

  11. What inquiry looks like in a classroom: Handout

  12. Writing Rubric Curriculum and Instruction

  13. Claim • Evidence • Reasoning Curriculum and Instruction

  14. Data Driven Instruction 14

  15. Data Talk • In your groups look over the weakest and strongest performing benchmarks from the baseline. • Identify 2 from each. • Give possible reasons for each of the two benchmarks you chose for their ranking. i.e., Why was classification benchmark the lowest? Curriculum and Instruction 15

  16. Curriculum and Instruction

  17. Curriculum and Instruction

  18. Using the Performance Band Report • Overall average by class and group • Question group breakdown • Breaks down each question by benchmark • Individual question performance by class or group. • Highlights lowest scored questions • Can be used for question analysis. • Development of test taking skills.

  19. Custom Reports 1 2

  20. 3

  21. 4

  22. Report Builder 5 8 6 7

  23. Report Builder cont. 9 10 11 12

  24. 15 13 14 16

  25. 17

  26. Choose “Each Period” on pull down menu:

  27. Can then choose the specific benchmarks according to what was taught:

  28. Using the Data to differentiate..*

  29. New STEM Homepage ( Curriculum and Instruction

  30. Science Department Website Overview Curriculum and Instruction

  31. 35 Division of Mathematics and Science 2012

  32. STEM Competitions • STEM Expo 1/25/2014 Miami Dade North College • SECME Olympiad 1/25/2014 Miami Dade North College Curriculum and Instruction

  33. SECME Curriculum and Instruction

  34. Future City Curriculum and Instruction 38

  35. Other Updates • Congratulations to Guillermo Garcia on being a finalist for PAEMST in science! Curriculum and Instruction 39

  36. Progress Monitoring Tool

  37. Activities/Strategies that we can use for differentiation based on data: • Pull outs • Content reading • GIZMO activities on line • Discovery videos • RAFT activity based on weakest content • Peer tutoring by proficient students • Free form maps based on weak content • Use of Supplemental resources such as Coach book or other purchased materials

  38. Common Assessments?* • Reviews of accountability data from hundreds of schools reveal the schools with the greatest gains in achievement consistently employ common assessments, nonfiction writing, and collaborative scoring by faculty (Reeves, 2004). • Powerful, proven structures for improved results are at hand. “It starts when a group of teachers meet regularly as a team to identify essential and valued student learning, develop common formative assessments, analyze current levels of achievement, set achievement goals, and then share and create lessons and strategies to improve upon those levels.” (Schmoker, 2004b, p. 48). • “[Common formative assessments provide] regular and timely feedback regarding student attainment of the most critical standards . . . [and] also foster consistent expectations and priorities within a grade level, course, and department regarding standards, instruction, and assessment. . . . Most importantly, common formative assessment results enable educators to diagnose student learning needs accurately in time to make instructional modifications.” (Ainsworth, 2007, pp. 95–96) • The schools and districts that doubled student achievement added another layer of testing—common formative or benchmark assessments. These assessments were designed to provide detailed and concrete information on what students know and do not know with respect to specific learning targets (Odden & Archibald, 2009).

  39. Why Should We UseCommon Assessments? • Increases use of the item specifications • Ensures the importance of depth versus breadth of knowledge • Ensures cognitive complexity* within the content taught and assessed • Expectations: Honors should perform higher than regulars

  40. Common Core Standards 44

  41. “Why we Need Common Core” Video

  42. Full Implementation Grade K Begin Implementation of Literacy Standards in ALL Content Areas for Grades 6-12 Begin Implementation of Rich and Complex Text and Informational Text for Grades K-12 Full Implementation Grades K-1 Full Implementation of Literacy Standards in ALL Content Areas for Grades 6-12 Continue Implementation of Rich and Complex Text and Informational Text for Grades K-12 Full Implementation Grades K-2 Implementation of a Blended Curriculum (CCSS and Supplemental NGSSS Aligned to FCAT 2.0 and EOCs) for Grades 3-12 Continue Implementation of Rich and Complex Text and Informational Text for Grades K-12 Full Implementation Grades K-12 PARCC Assessments Aligned to CCSS Phase 4 (2014-2015) Phase 1 (2011-2012) Phase 2 (2012-2013) Phase 3 (2013-2014) Florida’s CCSS Implementation Plan 46

  43. Handout

  44. Common Core Benchmarks in the Science Curriculum Curriculum and Instruction

  45. Handout 49

  46. Curriculum and Instruction