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Supporting and Evaluating Effective Science Instruction

Google folder link: goo.gl/xFZ602

Kevin Anderson

DPI Science

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Establishing a Vision �for Science Education

“[By] the end of 12th grade, all students have some appreciation of the beauty and wonder of science; possess sufficient knowledge of science and engineering to engage in public discussions on related issues; are careful consumers of scientific and technological information related to their everyday lives; are able to continue to learn about science outside school; and have the skills to enter careers of their choice, including (but not limited to) careers in science, engineering, and technology.”

Q: What is your vision for your students in science for this year? Where do you want them to be at the end of the year? Share at your table or with elbow partner.

Overall – shouldn’t be focused on that next college class. HS science teachers sometimes say, I need to lecture because that’s what they’ll get in college.

Say you have a son or daughter going into the military. That’s like telling them that you need to feed them terrible food now, because that’s all they’ll get in the military. No, I don’t suspect any of you would do that. You don’t need to help them learn to deal with it. The purpose of the science class is not to toughen them up, it’s helping them become scientifically literate. It’s often not scientists setting current environmental policy in Wisconsin. It’s politicians who had lecture-based science in HS!

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Once you have a vision, what do you do with it?

Basis for…

Evaluating curriculum materials
Setting up course sequences and requirements
Determining priorities
Making pedagogical decisions (PPGs)
Creating learning targets and assessments (SLOs)
Coaching teachers, framing PLC time
Hiring and evaluating teachers

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Goals for today

Build understanding of what science instruction looks like with WSS/NGSS
Connect specific WSS/NGSS support and Danielson rubrics
Practice and review Ed Effectiveness work with WSS/NGSS

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Moving Forward

Changing science standards or assessments is not necessarily a magic bullet.

Regardless of standards and assessments used, a focus on supporting effective science instruction is the key.

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Coaching Conversations

With a partner or two:

What are your goals for improving your science program and/or better supporting science teachers?
How are you making progress toward those goals?
What support do you need in making those goals?

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Effective science instruction?

What would you observe if sitting in an effective science classroom?

Write down a few ideas – we’ll come back to it.

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Explore – What is sound?

What do you observe? Wonder?
When does it not work?

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When did it work and not work, why?

Create a model showing why sound traveled in one case but not another.

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How is scientific modeling done?

This is not modeling…

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Is there one right answer to modeling?

Natl Hurricane Center

predictions

actual

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Building toward explaining interesting phenomena

Key idea - Is it a “model of” or a “model for”? What is the phenomenon?

Examples - Create a model of the rock cycle, of the phases of the moon, of an animal cell, of mitosis, of a water molecule...

vs. Create a model to explain how organic matter changes into coal, to predict what will happen with a different surface, to compare life cycles of single-cellular and multicellular organisms...

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Scientists develop models to explain phenomena.

Models – a way to tell a story. In science, you work toward a more an more accurate story.

Pictures, props can help a story.
We often get hints of what can’t be seen.
A story shows relationships, connections. In this case, it also evolves over time.
The story might be words, thoughts – mental, or it might be extremely technical with data and equations (e.g. a child’s conception of where the sun goes or a meteorologist’s prediction tools).
With a detailed story, you can use it to make predictions as to what would happen next.

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PQM -> conceptual understanding

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Explain: claims, evidence, and reasoning

Example:

https://www.youtube.com/watch?v=WQTsue0lKBk

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Explain (ES)

Claim, evidence (and reasoning).

Claim: Sound is _________. When things ________ they make sound.

Evidence: When we held the _______, it could not _______. We could not hear the ________. When we _______ our larnyx, we observed that it _________ and hear the __________ from our mouth.

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How does sound travel? (MS)

Claim:
Sound is a wave made up of ___________, where energy is transmitted when ____________.
Evidence:

With no string, there was no sound heard.
Evidence: When someone held the string, we heard no sound.
Evidence: When the string was wet, the sound was quieter.
Evidence: When we used a bowl instead of a cup, the sound was quieter.

Reasoning: Because we heard no sound when someone held the string or when there was no string, we can see that sound needs a material that can vibrate to travel through. This supports the idea that sound is made when moving particles bump into other particles, transferring their kinetic energy. So, the bowl and wet string take more kinetic energy to vibrate, also explaining why the sound was quieter in these materials.

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Select a science practice we used.

Asking questions and defining problems

Developing and using models

Planning and carrying out investigations

Analyzing and interpreting data

Using mathematics and computational thinking

Constructing explanations and designing solutions

Engaging in argument from evidence

Obtaining, evaluating, and communicating information

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How did you see use of that practice in relation to its rubric progression?

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Using Practices, not just “hands-on”

Hands-on doesn’t always = quality instruction

Can students answer why they’re doing what they’re doing? What concepts and skills are involved?
Are students investigating their own or group questions? Is there a forgone conclusion?
How does it reflect real-world science practice and thinking like a scientist?

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Eliciting Student Ideas

To help students make sense of the world, teachers have to elicit student thinking and build on their initial conceptions. (10:40)

https://ambitiousscienceteaching.org/orientation-ambitious-science-teaching/#1479167320021-624bafb7-88f9

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Eliciting Student Ideas

What makes this instruction effective?

What would a conversation about this type of instruction look like with a teacher or group of teachers?

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Explore & Explain Investigation Cycles

Q for students - why are you modeling, analyzing data, evaluating that information…?

Shouldn’t be – because it’s on the worksheet.

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Coaching Conversations

With a partner or two:

What if you have a teacher who says, “I already do all of that. I’m aligned to the new standards.”
What are some strategies for supporting this teacher?
How would you respond?

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Status of Science Standards

NGSS being “used” by 80%+ of schools (steadily more)

Final steps with Wisconsin Standards for Science

Sept 18^th – Standards Council meeting
Now undergoing final review and approval
Expecting “official” in Oct/Nov

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How are the NGSS and WSS Different/Same? (tentative)

Draft doc: bit.ly/2ydyzbD

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Status of Science Standards

Differences between NGSS and WSS: bit.ly/2yCPgy7

Different template, w/ progressions emphasized (still have grades K-5)
PEs after -- “examples”
Some minor wording changes
Appendices – WI and engineering connections to start
ETS 3 – Nature of Science and Engineering

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Seeing Science in the Danielson Rubrics

In which of Danielson’s domain(s) will you see evidence of the use of science and engineering practices?

(individual, then whole group share)

Extended rubric: goo.gl/LBccLZ

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Seeing Science in the Danielson Rubrics

Break into groups by domains

Goal: Brainstorm what is unique to science instruction within this domain.

Share briefly as a whole group, then go through in depth

Rubric - goo.gl/LBccLZ

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Seeing Science in the Danielson Rubrics

Domain 1 Key Questions

1a. What are effective science pedagogies?

1a. How do teachers best address misconceptions in science?

Working with “misconceptions” – book by Konicek-Moran and Keeley and resources from AAAS http://assessment.aaas.org/topics

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Seeing Science in the Danielson Rubrics

Domain 1 Key Questions

1d. Use of resources – what makes a good NGSS resource?

Peruse the science instructional materials review tool - goo.gl/H1UmFr (also in folder - goo.gl/xFZ602)
What areas are priorities in your work?

What are some strategies for coaching teachers through the work of selecting instructional materials?

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Seeing Science in the Danielson Rubrics

Domain 1 Key Questions

1e. How is sequential coherence unique in the NGSS/WSS?

Resource – appendices - goo.gl/2dEyws

And, the WSS!

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Seeing Science in the Danielson Rubrics

Domain 1 (& 3) Key Questions

1f/3d. What does NGSS-based assessment look like?

A: Students doing science rather than answering questions about science.

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Coaching

A teacher has completed a unit on sound and shares this sound assessment with you for feedback.

How would you structure the conversation?
What questions would you ask?
Would you provide any specific advice for improvement? What?

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How do I create quality assessments?

Assessment example for sound:

Want use of the practices linked to this content.
Want an authentic task.

Your friend claims sound works like light. Design an investigation that could help her better understand the difference between sound and light.
Create a final model of sound, showing how it transfers energy and why it would not as effectively transfer energy on the moon.

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Creating Assessments

Key: Does the assessment provide evidence of progress toward your vision?

How many grams of sodium hydroxide are needed to make 250 mL of a 0.200 M solution?

Why? What’s the context? What am I trying to explain? What am I going to do with this number?

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Seeing Science in the Danielson Rubrics

Domain 2 Key Points

2b. What would a culture of scientific learning look like in a classroom?

Example resource to support PD in your schools - TERC Inquiry Project https://inquiryproject.terc.edu

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Seeing Science in the Danielson Rubrics

Domain 2 Key Questions – Safety, Efficiency, Access

2c. What are some strategies for managing an inquiry project or lab investigation?

2c. What size should science groups be?

2c. How do you know whether the lab set-up is safe?

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Seeing Science in the Danielson Rubrics

Domain 3 Key Questions – Practices really show here!

3a. What should the instructional purpose look like with NGSS?

3a. How can teachers support use of proper vocabulary and language?

Literacy/science elementary level video clip w/ EiE http://eie.org/eie-curriculum/curriculum-units/slick-solution-cleaning-oil-spill *7:22 to 8:32 (if time)

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Seeing Science in the Danielson Rubrics

Domain 3 Key Questions – Practices really show here!

3b. What does effective questioning look like in a science classroom?

Generate an example

3c. Engagement in science can be easy. How can you tell when engagement = effective learning?

https://www.youtube.com/watch?v=xy54jxC_Z6A (30 sec)

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Seeing Science in the Danielson Rubrics

Domain 3 Key Questions – Practices really show here!

3d. What does effective formative assessment look like with NGSS?

3d. How does feedback to students look within NGSS?

Resource: wisdpiscience.blogspot.com

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Seeing Science in the Danielson Rubrics

Domain 4 Key Points

4a. Are there any special considerations for what should be communicated to families about effective science instruction and the NGSS?

4d/e. What opportunities should teachers be taking advantage of in the larger science community – both to serve and for professional development?

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Practice – Danielson and NGSS

Middle School Case Study – 9 minutes…

http://www.sciencepracticesleadership.com/video---middle.html

Make observations (evidence)
How would you rank the practice of constructing explanations? Evidence?
Pick one row of the Danielson rubric on which to evaluate this instruction. Rating/evidence?
Review the provided SPL tools, do you agree with their review and ideas? Why or why not?

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Monitoring progress

Practices	Unit 1				Unit 2
Practices	Expl.	Investigation	Perf Task	Project	Expl.	Investigation	Project	Perf Task
Ask Q's
Modeling
Investigate
Data, Comp
Explain/Argue
Obt/eval/co

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Monitoring progress

Practices	Unit 1				Unit 2
Practices	Expl.	Investigation	Perf Task	Project	Expl.	Investigation	Project	Perf Task
Ask Q's
Modeling
Investigate
Data, Comp
Explain, Argue
Obt/eval/co

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Monitoring progress

Practices	Unit 1				Unit 2
Practices	Exp.	Investigate	Perf Task	Proj	Expl.	Investigate	Proj	Perf Task	End-point
Ask Q's	2					3			3
Modeling			2	2		2.5			2.5
Investigate		1			2				2
Data, Math	2			3				3.5	3.5
Explain, Argue		2					3		3
Obt/eval/co			2					4	4

Then students receive grades on those practices for those assignments. Just those practices.

And, then what do you have? Not necessarily rhetorical, what do you have?

1) You have the beginnings of standards-based grading. Noting here that I’m not taking an average on these skills. I want to know where they’re at at the end. What did they learn by the end, not did they responsibly get in every assignment.

2) You have your SLO datasheet. Through our experience, students appear to struggle with data analysis. We know have 5 data points through the year on their ability to analyze and intepret data. Bam!

Too much work? Not every assignment. Not every practice. Teachers would likely have 3 or 4 major assignments in a unit that they’d give feedback to students on. With this, they’d need some good rubrics to determine that feedback.

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State Testing

How do ideas of quality assessment relate to the ACT and Forward Exam?

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Example 2 – Danielson and NGSS

Middle School Example – 15 minutes…

https://ambitiousscienceteaching.org/

https://vimeo.com/97967537

Make observations (evidence)

How would you rank the practice of constructing explanations? Evidence?
Pick one row of the Danielson rubric on which to evaluate this instruction. Rating/evidence?
With a partner, go through a sample coaching conversation.

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Example 3 – Danielson and NGSS

One more practice? NSTA video…

https://www.youtube.com/watch?v=BANW37RM6JM

Make observations (evidence).
Choose one practice to rank – provide evidence.
Pick one row of the Danielson rubric on which to evaluate this instruction – Rating/evidence?

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State Testing – Aspire Results

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State Testing – Aspire Results

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State Testing…

Better - Think systems of assessment

dpi.wi.gov/strategic-assessment

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Connections to Logistics of EE

How could a peer coach use these Practices Leadership tools?

How could a teacher use these tools to explain to a peer coach or principal what effective science instruction looks like?

How could the practices rubrics help generate artifacts for EE?

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Reflection

First, reflect on your image of what effective science instruction looks like. Has that changed today?

Reflecting on today’s goals:

Build understanding of what science instruction looks like with WSS/NGSS
Connect specific WSS/NGSS support and Danielson rubrics
Practice and review Ed Effectiveness work with WSS/NGSS

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Next steps

Next steps –

How will you use these tools and ideas in your work:

This week?
This month?
This year?

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Final Questions/Comments?

kevin.anderson@dpi.wi.gov

dpi.wi.gov/science

wisdpiscience.blogspot.com

@wisdpiscience

Google folder link: goo.gl/xFZ602