The Times They Are A Changing

The Times They Are A Changing

Data Boot Camp

C. Schofield and E. Subers The Journey…

What we DidELA: Close and Critical Reading• Rubric Based

Assessment• Pre and post-tests given• DD Answer sheets used

and scanned• Results analyzed

Biology:Unit on Body Systems• Multiple Choice

Assessment• Pre and Post-tests given• DD Answer sheet used

and scanned• Results analyzed

Assessment• Assessment Questions– Close and Critical Reading

• What does the text say? (Briefly summarize “Letter 1” at the literal level.)

• How does it say it? In other words, how does the author develop the text to convey his/her purpose? (What are the genre, format, organization, features, etc.?)

• What does the text mean? (What

message/theme/concept is the author trying to get across?)

• So what? (What does the message/theme/concept

mean in your life and/or in the lives of others?

• Why is it worth sharing/telling? What significance does it have to your life and/or to the lives of others?)

What Students DID:

• Read and responded to Frankenstein Letter One for the Pre-test.

• Read and Responded to Frankenstein Letter Two for the post-test

See Letter One Here!

See Letter Two Here!

Pre-Test

Pre-test 1st Letter

Rubric First Two Questions

Rubric Second Two Questions

The good news? I can only go up!

Teaching Strategies

• Review Sample answer sheet• Romantic Poem assignment• Modeling • Practice• Scaffolding

View here!

View here!

Modeling:“In The Desert” – Stephen Crane

(1871-1900) In the desertI saw a creature, naked, bestial,Who, squatting upon the ground,Held his heart in his hands,And ate of it.I said, “Is it good, friend?”“It is bitter – bitter,” he answered,“But I like itBecause it is bitter,And because it is my heart.”

See Sample Analysis Here!

Graphic OrganizersSays Desert , creature, naked, bestial

HeartAte of itBitterLike it

Means Life is filled with tragedy and griefLost father at nineSuffered from tuberculosisFascinated by war, violenceWar journalistDebt, penniless artist

Suggest Embrace life even if bitter cause it makes up the essence of being, Marilyn Monroe, Michael J. Fox, Morrie, AL Disease,

Practice

Students selected a poem…. In pairs read closely and critically

Scaffold Students to Theme

Hallmark Card

More student samples here! And Here!

Post-Test Last Letter

Post-Test Last Letter

Learning Curve – Post TestResults When I Forgot to Note Evaluation Was

A Rubric

Close and Critical Reading Pre and Post Assessments

Pre-test Post-test

On the Biology Side…

• Pre-test was administered at the start of the unit on Body Systems.

• Pre and Post-tests used multiple choice questions, as this is a highly fact oriented unit.

• Post-test was administered the day before the Unit Test and was identical to the pre-test.

Pre-test Result Summary

Results Summary for Pre-test

Performance Level # Students % StudentsAdvanced 0 0Proficient 5 24Basic 8 38Below Basic 7 33Far Below Basic 1 5Total 21 100%

Pre-test Results by Standard# Points # Points # Points # Points # Points # Points # Points # Points # Points

1 2 1 12 4 2 2222 100% 1 2 1 12 4 2 22

14.00 64% 100% 50% 100% 50% 75% 100% 64%10.00 45% 100% 100% 0% 42% 50% 0% 45%9.00 41% 100% 50% 100% 42% 0% 50% 41%7.00 32% 100% 0% 0% 25% 75% 0% 32%8.00 36% 100% 50% 100% 25% 50% 0% 36%

14.00 64% 100% 50% 100% 50% 75% 100% 64%7.00 32% 0% 50% 100% 33% 25% 0% 32%

13.00 59% 100% 100% 100% 42% 75% 50% 59%12.00 55% 100% 100% 100% 42% 50% 50% 55%8.00 36% 0% 50% 0% 42% 25% 50% 36%6.00 27% 0% 100% 0% 25% 25% 0% 27%

13.00 59% 100% 50% 100% 42% 75% 100% 59%14.00 64% 100% 50% 100% 67% 75% 0% 64%12.00 55% 100% 50% 100% 42% 75% 50% 55%10.00 45% 0% 50% 0% 50% 50% 50% 45%12.00 55% 100% 50% 0% 58% 75% 0% 55%15.00 68% 100% 50% 100% 75% 50% 50% 68%14.00 64% 100% 50% 0% 58% 100% 50% 64%6.00 27% 0% 50% 0% 25% 50% 0% 27%8.00 36% 0% 0% 0% 33% 75% 50% 36%3.00 14% 0% 0% 100% 8% 0% 50% 14%

10.24 47% 67% 52% 57% 42% 55% 38% 47%

Teaching Strategy

• Intro to Body Systems– Interactive notes– Concept map

• Content Knowledge– Jigsaw groups:

• students meet in a group to learn one body system• Students meet in 2nd group to present their body system and to

learn the other systems– Frog Dissection

• Summary:– Report out to class– Review activities

Post-test Result Summary

Results Summary for Post-testPerformance Level # Students % StudentsAdvanced 0 0Proficient 12 57Basic 9 43Below Basic 0 0Far Below Basic 0 0Total 21 100%

Post-test Result by Standard# Points % Points

SCI.9-12.B2.3

SCI.9-12.B2.3B

SCI.9-12.B2.3C

SCI.9-12.B2.3d

SCI.9-12.B2.3f

SCI.9-12.B2.3x No section title

1 2 1 12 4 2 2222 100% 1 2 1 12 4 2 22

13.00 59% 100% 100% 100% 42% 75% 50% 59%11.00 50% 100% 50% 0% 50% 75% 0% 50%15.00 68% 100% 50% 100% 58% 75% 100% 68%10.00 45% 100% 0% 100% 42% 75% 0% 45%14.00 64% 100% 100% 100% 50% 75% 50% 64%15.00 68% 100% 100% 100% 58% 75% 50% 68%15.00 68% 100% 100% 100% 67% 50% 50% 68%12.00 55% 100% 50% 0% 42% 100% 50% 55%16.00 73% 100% 50% 100% 67% 75% 100% 73%14.00 64% 100% 100% 100% 50% 75% 50% 64%16.00 73% 100% 50% 100% 58% 100% 100% 73%17.00 77% 100% 50% 100% 75% 75% 100% 77%13.00 59% 100% 50% 100% 50% 75% 50% 59%12.00 55% 100% 100% 0% 50% 50% 50% 55%17.00 77% 100% 100% 100% 75% 75% 50% 77%15.00 68% 100% 50% 100% 67% 50% 100% 68%14.00 64% 100% 50% 0% 67% 100% 0% 64%12.00 55% 100% 50% 100% 33% 75% 100% 55%13.00 59% 100% 50% 100% 58% 50% 50% 59%14.00 64% 100% 50% 100% 58% 75% 50% 64%12.00 55% 100% 50% 0% 50% 100% 0% 55%13.81 63% 100% 64% 76% 56% 75% 55% 63%

Informal Summary

• The Good--all students showed growth in meeting these standards– 38% moved from below basic or far below basic to basic– 4% moved from less basic to more basic– 33% moved from basic to proficient– 25% moved from less proficient to more proficient

• The Bad—no students moved from proficient to advanced

• The Really Important—I wouldn’t have known any of this had I not done this training!

What I’ll Change Next Time

• Include a teacher summary of content so all students get core content even if their group did not run well

• More accountability in the group so that all members participate fully.

• Additional review diagrams and discussion.