Presentation on theme: "Unwrapping Florida’s Next Generation Science Standards"— Presentation transcript:
1 Unwrapping Florida’s Next Generation Science Standards Welcome to the MiddleSchool Science Initiative’sSecond Institute!Institute #2 Theme:Unwrapping Florida’s Next Generation Science Standards
2 Florida Department of Education and Sponsored by:Florida Department of EducationandFlorida and the Islands Comprehensive Center at ETS (FLICC)In Partnership with:The International Center for Leadership in Education
12 America’s ClassroomsDoes this connect with and engage today’s youth?
13 Successful Curriculum Reform WhyDo we needto changeschools?WhatNeeds tobe done?HowDo we do it?
14 Curriculum should focus on what students need to KnowBe Able to DoBe Like (Behaviors)for success in life and in a career
15 21st Century Skills for Success Strong AcademicsReading, Writing, Math, ScienceCareer SkillsWorkplace Attitudes & EthicsTechnology SkillsCharacter VirtuesHonesty, Responsibility, Integrity
16 Questions students should be able to answer knowledgeapplicationCAREERDEVELOPMENTSelf-knowledgeWho am I?Career explorationWhere am I going?Career PlanHow do I get there?INTEGRATEDLEARNINGWhat am I learning?Why am I learning it?How can I use it?UNIVERSALFOUNDATION SKILLS(SCANS)What do I need to know?What skills areimportant for me”Questionsstudentsshould be ableto answerThe dynamics of career development process aligns with the CDOS standardsCDOS 1- knowledgeCDOS 2 - ApplicationCDOS 3(a) - universl foundation skilsskills
17 The primary aim of education is not to enable students to do well in school, but to help them do well in the lives they lead outside of school.
18 Successful Curriculum Reform WhyDo we needto changeschools?WhatNeeds tobe done?HowDo we do it?
19 ICLE PhilosophyRigorRelevanceRelationshipsAll Students
20 ICLE PhilosophyRelationshipsRelevanceRigorAll Students
26 WEBB’S DEPTH OF KNOWLEDGE KNOWLEDGE TAXONOMYWEBB’S DEPTH OF KNOWLEDGEKNOWLEDGE“The recall of specifics and universals,involving little more than bringing to mind the appropriate material”Recall – Recall of a fact, information, or procedure (e.g., What are 3 critical skill cues for the overhand throw?)COMPREHENSION“Ability to process knowledge on alow level such that the knowledgecan be reproduced or communicatedwithout a verbatim repetition.”APPLICATION“The use of abstractions inconcrete situations.”Basic Application of Skill/Concept – Use of information, conceptual knowledge, procedures, two or more steps, etc. (e.g., Explain why each skill cue is important to the overhand throw. “By stepping forward you are able to throw the ball further.”)ANALYSIS“The breakdown of a situation intoits component parts.”Strategic Thinking – Requires reasoning, developing a plan or sequence of steps; has some complexity; more than one possible answer; generally takes less than 10 minutes to do (e.g., Design 2 different plays in basketball and explain what different skills are needed and when the plays should be carried out.)SYNTHESIS AND EVALUATION“Putting together elements & partsto form a whole, then making valuejudgments about the method.”Extended Thinking – Requires an investigation; time to think and process multiple conditions of the problem or task; and more than 10 minutes to do non-routine manipulations (e.g., Analyze 3 different tennis, racquetball, and badminton strokes for similarities, differences, and purposes. Then, discuss the relationship between the mechanics of the stroke and the strategy for using the stroke during game play.)
27 Relevance of learning to life and work Action ContinuumAcquisitionof knowledgeApplicationof knowledgeRelevance of learning to life and work
28 Application Model 5 Application to real-world unpredictable situations 4 Application to real-world predictable situations3 Application across disciplines2 Application within discipline1 Knowledge of one discipline course
31 Rigor/Relevance Framework DTeacher gives students a real-world question to answer or problem to solveRIGORHighABLowLowHighRELEVANCE
32 Students seek information to answer question or solve problem Rigor/Relevance FrameworkCDRIGORHighABStudents seek information to answer question or solve problemLowLowHighRELEVANCE
33 Rigor/Relevance Framework DRIGORHighABStudents test the relevancy of the information as it relates to the question or problemLowLowHighRELEVANCE
34 Rigor/Relevance Framework DStudents reflect on the potential use of the new information as a solutionRIGORHighABLowLowHighRELEVANCE
35 Rigor/Relevance Framework DStudents apply the information learned to answer the question or to solve the problemRIGORHighABLowLowHighRELEVANCE
36 C D A B Rigor/Relevance Framework RIGOR High Low Low High RELEVANCE Motivation Creativity – Innovation - Problem SolvingRigor - Critical ThinkingRIGORHighABRelevancy - ValidationAcquisition of knowledge / skillsLowLowHighRELEVANCE
37 Ways to Increase Rigor and Relevance Interdisciplinary InstructionReading in the Content AreaUse of TechnologyNew Teaching Ideas / StrategiesChallenging AssessmentsProfessional DevelopmentPeer Teaching Observations / Reviews
43 Verbs by Quadrant B apply sequence demonstrate interview construct A name label define select identify list recite locate record memorizeBapplysequencedemonstrateinterviewconstructsolvecalculatedramatizeinterpretillustrateCanalyzecompareexaminecontrastdifferentiateexplaindissectcategorizeclassifydiagramdiscriminateDevaluateformulatejustifyraterecommendinferprioritizerevisepredictargueconclude43
45 Product by Quadrant A C D definition worksheet list quiz test workbook true-falsereproductionrecitationBscrapbooksummaryinterpretationcollectionannotationexplanationsolutiondemonstrationoutlineCessayabstractblueprintinventoryreportplanchartinvestigationquestionnaireclassificationDevaluationnewspaperestimationtrialeditorialplaycollagemachineadaptationpoemdebatenew gameinvention45
46 Unwrapping Florida Sunshine State Science Standards
48 Reading in the Content Area Reading InstructionReading in the Content AreaLearn to ReadRead to LearnK
49 Reading Research College vs. Workplace Entry-level vs. Management-levelHigh-stakes State TestsNCLB LegislationAdequate Yearly Progress (AYP)Academic RigorReading Comprehension StrategiesStrategic Reading Skills
50 Lexile Framework for Reading Process for managing reading comprehension and reader progressMeasures text readability and student reading ability; can match text with student reading levelDetermines difficulty of reading by word frequency and sentence lengthMost widely used reading measure
51 Lexile Framework for Reading Lexile measure reported in increments from 200L to 2000LCan be used in any curriculum contentTens of thousands of books, tens of millions of articles, hundreds of publishers, and all major standardized tests have Lexile measures
52 READING COMPREHENSION CAN BE INCREASED BY Teaching Reading Comprehension StrategiesMatching Text to Students Reading LevelAssessing Critical Thinking Skills (Rigor)Using Collaborative ActivitiesUsing TechnologyWriting Before and After Reading
53 Lexile Literature 1500 - On Ancient Medicine 1400 - The Scarlet Letter Brown vs. Board of Ed.War and PeacePride and PrejudiceBlack Beauty900 - Tom Swift in the Land of Wonders800 - The Adventures of Pinocchio
54 Lexile Texts 1500 - The Making of Memory: From Molecules to Mind Philosophical Essays; Hackett PublishingPsychology: An Introduction; Prentice HallBusiness; Prentice HallAmerica: Pathways to Present; Prentice HallWriting and Grammar Gold Level; Prentice Hall900 - World Cultures: A Global Mosaic; Prentice Hall800 - Word 2000; Glencoe/McGraw-Hill
55 Personal Reading Aetna Health Care Discount Form 1360L Medical Insurance Benefit Package LApplication for Student Loan LFederal Tax Form W LInstalling Your Child Safety Seat LMicrosoft Windows User Manual LG.M. Protection Plan LCD DVD Player Instructions L
56 Newspapers NY Times 1380L Washington Post 1350L Wall Street Journal 1320LChicago Tribune LAssociated Press LUSA Today L
69 Lexile Framework® for Reading Study Summary of Text Lexile Measures Interquartile Ranges Shown (25% - 75%)160014001200Text Lexile Measure (L)1000800600HighSchoolLiteratureCollegeLiteratureHighSchoolTextbooksCollegeTextbooksMilitaryPersonalUseEntry-LevelOccupationsSAT 1,ACT,AP** Source of National Test Data: MetaMetrics
70 Reading Comprehension Strategies increase student’s comprehension and retention of informationactivate student’s prior knowledge to connect with new informationteach / reinforce skills that all good readers normally use
71 Teaching key reading comprehension strategies for only 15 minutes a week can significantly increase student achievement.
72 Increase Reading Comprehension by Instruction in and support for strategiesEngaging discussion of reading contentSet rigorous level for text, conversation, questions, and vocabularyUse practices to increase motivation and engagement with readingUse specific instructional strategies for learning and retention of content
73 Reading Comprehension Strategies AffinityAnticipation GuideClozeConcept Definition MapCornell Graphic OrganizerDR/TAFishboneK-W-L-SLearning LogsMinute PaperPairs-ReadParaphrasingQARRAFTReciprocal TeachingRock Around the ClockSQ3RStructured Note-takingSummarizingVenn DiagramVocabulary in Context
74 Essential ELA Skills Preview text to anticipate content Identify, collect, select pertinent information while readingDiscriminate important ideas from unimportant ideas while readingApply, extend, and expand on information while reading
75 Tips for Reading Specific Text BrochuresClassified AdvertisementsEditorialsElectronic MailEmployee HandbooksForms and ApplicationsGraphs and ChartsInstructionsNew StoriesOperational ManualsIllustrations and CaptionsPrimary SourcesReference BooksResearch ReportsSecondary SourcesTablesTextbooksTimelinesWeb Sites
79 Direct Reading Thinking Activity Reading Comprehension Strategy
80 DIRECTED READING / THINKING ACTIVITY (DR/TA) What I know I know:FOCUSFACTSSURE ABOUTWhat I think I know:FACTS AND ASSUMPTIONS I THINK I KNOWREVEALS MISINFORMATION UNCLEAR THINKINGWhat I think I’ll learn:PREDICTFORECASTAROUSES INTERESTWhat I know I learned:FACTS LEARNED FROM:READINGDISCUSSION
81 Reading Comprehension Strategy Rock Around The ClockReading Comprehension Strategy
85 L- What We Learned from Text K-W-L-S ChartK - What We Already KnowW- What We Want to LearnL- What We Learned from TextS- Still Want to KnowExtra Credit
86 Three Aspects of DTQ Literacy 1. Previewing theDocumentor Source2. UnderstandingTheTaskDocument,Technological,andQuantitativeLiteracy Sills3. Completing theProcessAdapted from: Mosenthal, Kirsch, Guthrie, deGeus, Reitman, and Kuzmich
87 What do you know already? K-W-L for ProseWhat do you know already?What do you want to know?What did you learn?
88 K-W-L for Documents = P-A-R (Purpose, Action, Results) What is the purpose of this document?What do you want to accomplish or what actions do you need to take?What were the results of your actions?
89 K-W-L for Quantitative Documents= P-A-R (Purpose, Action, Results) Why did the creators of this document set it up in this format or array?What do you know about the format and how can this help you accomplish your task or calculation?What are the pros and cons of your solution or conclusion?
90 Why Content Reading?Expose students to content rich vocabulary that is directly taught prior to reading to build comprehension.Use direct instruction for introducing new vocabulary terms.Enhance vocabulary instruction through interdisciplinary integration and real-world application
91 750 – 1500 words vs. 350 words per year Why Content Reading?Wide reading opportunities each day in different subject areas exposes students to many more words than basal reader or direct vocabulary list instruction750 – 1500 words vs. 350 words per yearMarzano, 2004
103 The UPC, the most common version of the so-called bar code, wasn't as warmly embraced or as breathtaking as some emerging technologies, but its impact on retailing has been enormous. It saves $17 billion a year in inventory costs, by one estimate, not to mention carpal tunnel syndrome for countless cashiers.Other technologies, such as radio-frequency identification tags, may one day replace it, but the lowly UPC improved efficiency and supply-chain control almost invisibly. One of the few times it gained media notice at all was in 1992 when President George H.W. Bush marveled at it during a campaign visit to a grocers' convention in Florida. His reaction added to a perception that he was out of touch with the public, because many people were by then well acquainted with the technology.The rectangle of stripes and numbers has even fused its way into pop culture: In the former Fox television series "Dark Angel," Jessica Alba starred as a genetically altered fighting machine with a bar code branded on the back of her neck.Human bar-coding is thus far the stuff of science fiction, but the U.S. government uses the symbol in homeland security efforts, and airlines keep track of luggage with it. The Food and Drug Administration several months ago required a version of the bar code to be put on medications to cut errors.
114 Vocabulary Strategies Pair/Share: How do you teach vocabulary?
115 Vocabulary is the Gateway to Inferential Thinking Most of us learned to teach vocabulary by having students:Write the word several timesFind the definitionWrite it in a sentenceMeta-research from William Nagy, Teaching Vocabulary to Improve Comprehension, ERIC, 2000 reports that…
116 Verbal Rehearsal Connect with prior learning Association method Think-Pair-Share
117 Visual Clueing Post key words Color code or place with pictures, clip art
118 Larry Bell’s 12 Powerful Words 1. Trace List in steps2. Analyze Break apart3. Infer Read between the lines4. Evaluate Judge5. Formulate Create6. Describe Tell all about7. Support Back up with details8. Explain Tell how9. Summarize Give me the short version10. Compare All the ways they are alike11. Contrast All the ways they are different12. Predict What will happen next
119 Graphic Organizers Brain friendly Creates patterns for the brain Supports concept developmentMulti-purposeCross content application with little modification (101 Uses)Motivating to reluctant writers – small spaces
120 Frayer Method Examples Non-examples Non-linguistic Representation Use orApplication – put in contextNow write your own definition:Concept
125 When Students Write They are obliged to organize concepts, to place concepts in their own language,and to connect concepts with their own analogies.Writing often, several times a week, provides constant reinforcement of the content.
126 Writing to Learn1 to 3 minutes at the beginning, during, or at the end of classSeveral times a week - DailyWriting to Learn becomes a habit in the classroom.
127 Writing in response to course content helps students Think independentlyDevelop insightExplore thoughts and feelingsDevelop intellectual courage
128 Examples of Quick Writes Learning LogsEntry and Exit Slips
129 Prompts for Exit / Entry Slips What one idea from today’s lesson most interested you? Why?What was the clearest point? The foggiest point?What are the main points we made today in class?If you had to restate the concept in your own terms, how would you do that?How does today’s discussion build on yesterday’s?
130 Advantages of Exit / Entry Slips Check for Student UnderstandingJudge if Lesson Needs Re-teachingStudents Gain ConfidenceChance to “Listen” to StudentsDevelop a Dialogue with Students
132 May Your Moments be Many! “Educators are addicted to the moment when a student’s eyes light up, when the teaching becomes learning. May your days be filled with such moments.”Philip Patrick Horenstein
133 Instructional Strategies for Quadrant D Lessons
135 Selecting Strategies on Rigor/Relevance Best Strategies for Quadrant A - AcquisitionGuided PracticeLectureMemorization
136 Selecting Strategies on Rigor/Relevance Best Strategies for Quadrant B - ApplicationCooperative LearningDemonstrationInstructional TechnologyProblem-based LearningProject DesignSimulation/Role PlayingWork-based Learning
137 Selecting Strategies on Rigor/Relevance Best Strategies for Quadrant C - AssimilationBrainstormingInquiryInstructional TechnologyResearchSocratic SeminarTeacher Questions
138 Selecting Strategies on Rigor/Relevance Best Strategies for Quadrant D - AdaptationBrainstormingCooperative LearningInquiryInstructional TechnologyPresentations/ ExhibitionsProblem-based LearningProject DesignResearchSimulation/Role-playingSocratic SeminarTeacher QuestionsWork-based Learning
139 Selection of Strategies Based on Rigor/Relevance Framework