1. October 5, 2013 IMSS Professional Development

2. Welcome and Introductions

3. Outcomes for today o Acknowledge the leadership of our Teacher Leaders in their District level work o Deepen content knowledge o Overview of Constructed Response and application to instruction o Understand how to begin incorporating NGSS into content o Increase capacity of TLs to support district Science PD (Collaborative Time, Lesson Study, District based PD)

4. Today’s Agenda 9:00 - 9:15Overview 9:15 - 10:00 Constructed Response 10:00 -10:10Break 10:10 -12:20 Content Groups 12:20 -1:00 Lunch 1:00 – 1:30 NGSS Update 1:30- 1:40Break 1:40- 3:40Facilitation Strand or PD Strand 3:40 - 4:00 Exit Survey

5. Teacher leaders assume a wide range of roles to support school and student success. The variety of roles ensures that teachers can find ways to lead that fit their talents and interests. Regardless of the roles they assume, teacher leaders shape the culture of their schools, improve student learning, and influence practice among their peers. THEY BUILD THE ENTIRE SCHOOL'S CAPACITY TO IMPROVE.

7. http://www.sciencepartnership.org/

8. Type in imssteacher in the box

9. Resources for our Teacher Leaders

10. Major goals of IMSS research activities To contribute to the body of knowledge about: 1. What middle school science teachers value in professional development 2.How middle school science teachers are implementing science practices in their classrooms 3.How science practices are linked to students’ learning of science

11. Participants Teacher Leaders and/or teachers participating in lesson study will be asked to share teacher and student data including concept inventories and surveys Concept Inventories are aligned to: Content that teachers are receiving from IMSS PD and/or Content/grade level of Lesson Study team

12. Informed Consent and Data Collection  Informed Consent forms Teacher Informed consent Student Informed consent form packet Student informed consent forms (English and/or Spanish) Classroom rosters Blue schedule sheet Mail packet to CSUEB  Data Collection Video and/or audio-recordings of LS meetings Concept Inventories (content tests co-developed by IMSS faculty and science education researchers) PD survey (adapted from nation-wide Eisenhower PD Project) Surveys on science practices Interviews

13. Constructed Response Marie Bacher and Carl Erickson Presentation prepared by Laurie Stapleton Santa Clara Unified School District

14. Outcomes  To understand the Smarter Balanced Assessment, “Constructed Response”  To consider instructional strategies for teaching students how to write a Constructed Response (CR)

15. Smarter Balanced Measurement Instruments using Multiple Stimuli 1.Selected Response 2.Technology Enhanced 3.Constructed Response 4.Performance Task Title of Presentation

16. Guiding Questions What’s a “Constructed Response”? How do we teach students the art and science of crafting a “Constructed Response”? 16

17. CR Prompt – 9 th Grade Explain what ideas about electric vehicles are common to the videos and the article. Use details from the texts to support your answer. 17

18. CR Prompt – 7 th grade Write a paragraph explaining why people who live in moist climates work harder to prevent mold than people that live in dry climates. Include details from the passage about how they prevent mold. 18

19. A student’s concise, evidence-based “Constructed Response” The passage says, “The best way to reduce and prevent mold growth is to control moisture,” and, “It is important to reduce excess moisture that mold needs to grow.” Since mold needs moisture to grow, it grows more easily in areas that are moist. It cannot grow as well in dry areas. To keep humidity low, people in moist areas have to fix anything that leaks water and keep rooms ventilated. They have to get rid of any mold so it does not continue growing. People should also stay away from moist areas outside. 19

20. CR Prompt – 7 th grade Read/discuss student responses scored at Levels 3, 2, 1. What do you notice? 20

21. Constructed Response Characteristics Concise response to a prompt Includes evidence from text Includes explanation/elaboration of evidence Sound familiar? 21

22. Constructed Response Characteristics Concise response to a prompt Includes evidence from text Includes explanation/elaboration of evidence Claim-Evidence-Reasoning In fact, one type of CR is like a brief argumentative / informational paragraph. 22

23. Constructed Response Characteristics Concise response to a prompt Includes evidence from text Includes explanation/elaboration of evidence Claim-Evidence-Reasoning In fact, one type of CR is like a brief argumentative / informational paragraph. (Another type is an “extended response”.) 23

24. How do we teach students the art and science of crafting a short, text-based response? 24

25. Teaching students: short text-based response Use a model—preferably a student exemplar Demonstrate how to write a CR Use academic vocabulary: – Claim – Evidence – Reasoning / Elaboration – Connections (text-text, text-self, text-world) – Constructed Response – Close reading 25

26. Claim Evidence Reasoning 26 How did changing your variable affect your data? Give 2 pieces of evidence from your data that supports this. According to ____________ Why did this happen? your text your notes the video

27. 27 The Hot Blocks Lab

28. 28 The Hot Blocks Lab Setup

29. 29 Data Table Graph

30. Claim Evidence Reasoning 30

31. Video 31

32. Constructed Response: Before the invention of clay or metal pots, people would boil water with rock (like the video). Imagine yourself in the time before the invention of clay or metal pots. What kind of things can you do in order to make the water boil faster? Site evidence from the article, the video, and your data. 32

33. Results: Lot of ideas, no evidence: “We could put multiple pots or just go to a volcano or mountain with hot springs where the water naturally boils. In all the bowls you could put less water to boil it faster.” 33

34. Results: Attached to the idea of the fact that the bowl will burn in the fire…no evidence: “One way to boil the water faster is to coat the outside of the bowl with a thick layer of mud. This will prevent the flames from getting to the wooden bowl, then you can put the bowl over direct heat. Plus once the mud heats up it becomes clay, then you can use the same bowl.” 34

35. Results: Confused about what evidence is: “You can add more heated rocks because the other rocks run out of energy, so you need new rocks. Evidence is the conduction paper.” 35

36. Results: What I would say is at or exceeding standard: “There are some things you can do to make the water boil faster. One thing is to have more hot rocks. In the video, the water boiling speed increased as more rocks were put into the water. In the reading it states that the more mass there is the more heat an object will hold, therefore, the more heat transferred to other objects. So it basically says, the more mass you have of the heated item, the more heat it will give off. Also, in the heat lab we changed the size of the cube we put into the water (made it bigger). With that change the water had a temperature increased. So that is one way to heat up the water faster.” 36

37. Results: Some evidence…at standard?: “You could use a lid to cover the rocks because on the sheet it says that heat flows from warmer to cooler objects until they are the same temperature. But if you put a lid on top, you are blocking that flow of energy from the bowl to the outside” 37

38. Results: Definitely learned something…But what? Also, did not cite the article. “To make water boil faster, I would boil bigger rocks so I can boil more water in the same amount of time. This will happen because the hot molecules will move from the rocks to the water at the collision of the molecules this is called conduction” 38

39. Results: A summary of the video: “I would start a fire and collect some rocks. I would put the rocks on the fire so they become hot and than pick them up and put them in one bowl of water to clean the rocks and then put them in another bowl of water to boil.” 39

40. Steps to Writing a Constructed Response Deconstruct/understand the prompt Closely read the text: – 1 st Read: Get sense of key theme/ideas – 2 nd Read: Use a reading strategy to read with a purpose related to the prompt; highlight evidence. Write/edit my constructed response – Use my notes – Use evidence – Make connections – Elaborate in my own words Ensure I addressed the prompt 40

41. CRs are stand-alones – and used to guide students through performance tasks. 41 Constructed Responses – real life, real world application

42. Structure of a Performance Task Use up to three stimuli for Grades 6-8. Emphasis on stimuli related to science, history, a nd social studies.

43. CRs in a Performance Task Electric Cars (9 th grade) Plan and deliver a presentation on the future of electric cars in the United States. Support your analysis with details from what you have read and viewed. 43

44. CRs in a Performance Task 1. Explain what ideas about electric vehicles are common to the videos and the article. Use details from the texts to support your answer. 2. Analyze how the information in the charts supports and enhances the ideas in the article and videos. Use specific details from sources to support your answer. 3. Analyze how the tone of “Revenge of the Electric Car” differs from the tone of “Electric Cars Face Issues in the US.” Use details from both videos to support your answer. 44

45. CRs in a Performance Task 1. Explain what ideas about electric vehicles are common to the videos and the article. Use details from the texts to support your answer. 2. Analyze how the information in the charts supports and enhances the ideas in the article and videos. Use specific details from sources to support your answer. 3. Analyze how the tone of “Revenge of the Electric Car” differs from the tone of “Electric Cars Face Issues in the US.” Use details from both videos to support your answer. 45

46. CRs in a Performance Task Animals and Tool Use (7 th grade) Your assignment is to write an informational essay about animals and tool use. In the essay, you should explain why tool use in animals is significant, and present examples of three different types of animals tht use tools, including specific details from the sources you read and viewed. 46

47. CRs in a Performance Task 1.What is one specific reason, mentioned in both the video and the article, for animals to use tools? Explain why this use of tools would be helpful or beneficial to animals. Support your answer using details from the video and article. 2.Explain one way in which the article supports or confirms the information you learned from the video. Support your answer using details from both sources. 47

48. CRs in a Performance Task 3.“Some animals would not survive if they were not able to use tools.” What three pieces of evidence from the video and text would you use to support the above statement? 48

49. CRs in a Performance Task Robot Pets (8 th grade) Write an argumentative essay to make a claim for or against robot pets. […] Support your claim with details from what you have read, viewed, and discussed with some of your classmates. 49

50. CRs in a Performance Task 1.Explain what the author’s attitude is toward robot pets in the article “The Rise of the Robot Pet.” Use details from the article you read to support your answer. 2.The author of “The Rise of the Robot Pet” uses different types of evidence to support her claims about robot pets. Identify two different types of evidence she uses and give an example of each. 50

51. CRs in a Performance Task 3.What can people learn about robotic pets from the videos “Fugitsu’s cute teddy-bear robot shows what it can do” and “Pleo: Robot, pet, or both?” that they would not learn from “The Rise of the Robot Pet”? Support your answer with details from the videos and the article. 51

52. Activity 1.With a partner, examine the CR prompts in a Smarter Balanced performance task. 2.Do the prompts assess students’ understanding of vocabulary themes/central ideas syntax and structure? 3.How do the CRs prepare students to succeed on the performance task? 52

53. Application In pairs or small groups, discuss how you might teach your students the art and craft of Constructed Response. What are your next steps? 53

54. Outcomes  To understand the Smarter Balanced Assessment, “Constructed Response”  To consider instructional strategies for teaching students how to write a Constructed Response (CR)  To craft a CR prompt for a video, lab, or text

55. Closure Thank you! Marie Bacher mbacher@scusd.net Laurie Stapleton, M.F.A., Ph.D.

56. 10:00 -10:10Break 10:10 -12:20 Content Groups S411 – Physical Science N346 – Earth Science N347 – Life Science

58. © 2012 IMSS. All Rights Reserved.