Science Leader Dialogue Ramping-up Learning Goals Ava D. Rosales, Ph.D. - IS Kirk Nieveen, M.Ed. - CSS April 2013 Office of Academics and Transformation Department of Mathematics and Science

Agenda  Welcome and Introductions  Where are we now?  Ramp-up Teaching and Learning  Review of data  Learning Goals  Interim Assessment Data Analysis by Benchmarks (Progress Monitoring Tool)  Resources  Reflection on Current Status of Department January 2013 Department of Mathematics and Science

Session Outcomes Participants will be able to:  Ramp-up effective science teaching and learning  Analyze department trends in teaching and learning through data  Develop learning goals  Grade 8 - Completed Learning Goals Template  Grades 6 and 7 – Q3 and Q4 Completed Learning Goals Template Department of Mathematics and Science

Community Norms Learner centered Engage in all activities Act in common Deliver quality products

Welcome and Introductions Favorite “Learning Moment” at your school this year

Comparison Data: Baseline, Fall IA, and Winter IA ( )

M-DCPS Middle School Assessment Taking Trends – Number of Students Tested by Quarter and Grade Level (2012 – 2013) FCATFCAT

Tracking Deficient Benchmarks

FCAT Explorer/FOCUS Questions

Progress Monitoring Tool Sample Working Document

Review of the District’s Science Website

What does effective science instruction look like? Engage  Question, discussion, activity, uncover ideas (Discovery and PBS Learning) 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 Evaluate: formative and summative by benchmark

Extended Learning Modules (ELM) and ETO Resource Lessons Overview ELM 1 – 6 Presented December 13, 2012 West Miami Middle School Ava D. Rosales, Ph.D. Instructional Supervisor, Science Department of Mathematics and Science Office of Academics and Transformation

FCAT 2.0 Test Item Specifications

Learning Village

What is your Vision?

Instructional Design Questions Guidelines for Differentiating Instruction Responsive Learning Environment What will I do to establish or maintain classroom rules and procedures? What will I do to recognize and acknowledge adherence and lack of adherence to classroom rules and procedures? What will I do to engage students? What will I do to establish and maintain effective relationships with students? Clarity about the Learning Goal What will I do to establish and communicate learning goals, track student progress, and celebrate success? What will I do to communicate high expectations for all students? What will I do to develop effective lessons organized into a cohesive unit? Continuous Assessment and Adjustment What will I do to help students effectively interact with new knowledge? What will I do to help students practice and deepen their understanding of new knowledge? What will I do to help students generate and test hypotheses about new knowledge? 18 Is your learning environment optimized for student success? Are you clear about what students need to know, understand and be able to do? What data will you collect to assess student learning?

“The goal is no longer to teach a unit and then see who got it, but rather to understand student progressions toward learning goals throughout a unit and adjust teaching as necessary to guide each student to success. The Differentiated School, by Tomlinson, Brimijoin, & Narvaez 19

The starting place for all effective instruction is designing and communicating clear learning goals. 20 Marzano (2009) Without a precise description of where they are headed, too many students are "flying blind." Moss, Brookhart, Long (2011). Knowing Your Learning Target. Educational Leadership. 68 (6). pp

Course Requirements and Standards Using the Common Core State Standards document and/or the course description the participants will identify the critical areas of focus or big ideas for the course “Chunks” or Big Ideas Instructional Design in Layers 21 Major Learning Goals Statements of what learners will know and/or be able to do. In teaching situations, effective teachers state learning goals in a rubric (or scale) format where ascending levels of proficiency of the goal are specified.

Learning Goals, Scales, and Learning Activities Text Coding Activity (Intro through Learning Goals section) – D = I already DO this (be prepared – N = This is NEW to me – ? = I would like to know about this For more information: – – Florida Dept. of EducationBureau of Curriculum & Instruction22

True or False? (Gut-check!) Learning goals are NOT the same as topics. Learning goals are NOT the same as standards. Learning goals are NOT the same as activities. There is a reason many teachers are activity-based rather than goal-based: you can survive the day without a goal, but you cannot survive the day without an activity. Mike Rutherford Practice 23

You Be the Judge-Learning Goal or Not? Declarative Knowledge or Procedural Knowledge? The student… 1.Understands that the sun is the largest body in the solar system. 2.Describes how materials change when they are heated or cooled. 3.Flips a coin one hundred times to determine probability of heads. 4.Creates a model of the moon and earth rotating on their axis. 5.Summarizes what was read or learned and write a short statement of the main points or the big ideas. 6.Correctly administers subcutaneous injections. 7.Practices solving several equations in cooperative groups. 24 Adapted from Kentucky Department of Education, Module 1 and 2: Learning Targets With a shoulder partner, determine if the following statements are a learning goal or activity. Identify the learning goals as declarative or procedural.

Reflection Activity Let’s take a moment to individually reflect on current practices on the following questions: How clear are you about the distinction between a learning goal and a learning activity/assignment? How do you communicate the difference to students? To what extent do you communicate learning goals in a way that makes explicit to students how they can improve? To what extent do you have students restate rubrics in their own words? To what extent do you have students design their own learning goals for units of instruction? If you do not, how might you do so? 25 Marzano. R.J. (2007). The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction. ASCD, Alexandria, VA. Please share some of your reflections and/or questions with your group.

Summarizing: Learning Goals Determine learning goals or targets needed to master standard/benchmark. – Remember that several learning goals or targets may be needed to master the standard/benchmark – Levels of mastery are indicated by defined criteria and set the stage for student success. Sources for Learning Goals – Next Generation Sunshine State Standards (NGSSS) Big Ideas Benchmarks – Common Core Standards Domains Standards 26

LET’S TAKE LEARNING GOALS ONE STEP FURTHER… DEVELOP THEM! 27

How do we begin?

Learning Goals Start with the Pacing Guide

Learning Goals are created with Achievement Level Descriptions

Goal Today for 8 th Grade

Learning Village

Formative Assessment Probes Purchased for All K-8 Centers and Middle Schools 35 Department of Mathematics and Science

CPALMS

Khan Academy resources. Please view what is available at

The Power of Science  Science isn’t just memorizing facts.  The new standards will help students understand how science works.  The scientific skills and attitudes students learn will provide them with powerful problem-solving skills.  Every student deserves to benefit from scientific thinking. Department of Mathematics and Science

Session Goals Are you now able to: Are you now able to: Ramp-up effective science teaching and learning Ramp-up effective science teaching and learning Analyze department trends in teaching and learning through data Analyze department trends in teaching and learning through data Develop learning goals Develop learning goals Grade 8 - Completed Goals Template Grade 8 - Completed Goals Template Grades 6 and 7 – Q3 and Q4 Completed Goals Template Grades 6 and 7 – Q3 and Q4 Completed Goals Template Department of Mathematics and Science

Exit Slip Day 3 3 Things I Learned ___________________________ ___________________________ ________________________ ___________________________ ___________________________ ________________________ 2 Things that I will not forget ___________________________ _________________________ ___________________________ _________________________ 1 Thing that makes me go…WOW! __________________________ __________________________ Department of Mathematics and Science

Follow-up Action Plan Posted in Edmodo.com Join Group Code: bswx80

Science Department Mr. Cristian Carranza, Executive Director ElementaryMiddle SchoolHigh School Dr. Millard Lightburn Instructional Supervisor Dr. Ava Rosales Instructional Supervisor Mr. Sebastian Oddone Instructional Supervisor Ms. Mary Tweedy Curriculum Support Specialist Mr. Kirk Nieveen Curriculum Support Specialist Ms. Yoly McCarthy Curriculum Support Specialist Ms. Keisha Kidd Curriculum Support Specialist Ms. Mildred Farber District Administrative Assistant Phone: