CCRS PROFESSIONAL LEARNING MEETING #2 SCIENCE 2016-17 http://alex.state.al.us/ 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 E Engages
ngages all students A Accommodates ccommodates all learners S Scaffolds caffolds learning Yields results
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
WHAT IS SO DIFFERENT ABOUT THE 2015 SCIENCE COURSE OF STUDY? 3-Dimensional Learning: es c i t
Every standard requires the integrated prac as e d i e instruction of the 3 Dimensions: cor 1. Scientific and Engineering Practices crosscu tting
2. Crosscutting Concepts concep ts 3. Disciplinary Core Ideas Every standard in every grade and subject contains each of these dimensions. 5
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.
6 WHAT IS SO DIFFERENT ABOUT THE 2015 SCIENCE COURSE OF STUDY? 7 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 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? How would you assist your teachers in mastery? http://tccl.rit.albany.edu/knilt/images/e/e7/ 9
ENGAGE 10 EXPLORE 11 EXPLAIN 12
ELABORATE 13 EVALUATE 5E+IA INSTRUCTIONAL MODEL 14
Analyze a lesson plan to identify the support structures in the plan. 5E+IA INSTRUCTIONAL MODEL 15 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 18 Formative assessment is the key! Intervention and Acceleration scaffolding can only happen if teachers are formatively assessing.
FORMATIVE ASSESSMENT 19 What it IS and what it is NOT FORMATIVE ASSESSMENT 20
A process Planned Using evidence to make instructional adjustments and/or verifying learning Giving specific student feedback that is turned into student action FORMATIVE ASSESSMENT
21 When the cook tastes the soup, thats formative; when the guests taste the soup, thats summative. - Robert Stake https://thumbs.dreamstime.com/t/junior-cook-tasting-copyspace-spoon-19661098.jpg 22
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? http://alex.state.al.us/ ccrs/
23 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
