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ED 109.02

April 18, 2012

http://flic.kr/p/4BzHLB

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Peer Teaching

Case Study

Reflections

Lesson PlanReflections

AssessmentReview

Objectives andAssessments

Activity

Plant Journals

ONE LESSON FOR FINAL UNIT DUE APRIL 11

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Standards versus Students

Creativity versus Curriculum

Patience, Young Grasshoppers OR These things taketime, experience, and practice

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Forgotten details: time and sources(make sure theres variation!)

Vocabulary versus Concepts

Using science-appropriate verbs and settingscience-appropriate instructional objectives

Standards and Assessments

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Verb (Not know, understand, learn) + content

Students will define that a chemical reaction is Students will analyze data to determine if a chemical reaction

occurred by

Examples of science verbs Define, Identify, Describe Predict, Design an experiment, Make observations, Collect Data,

Analyze data

Create a model, Write a explanation

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Exam-TypeAssessment

Multiple choice

Short answer

Matching

True-False

Essays

Performance TaskAssessment

Labs

Projects

Reports

Presentations

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Creating

Assessment Tasks

Select aContentStandard

Unpack theContent

Considerthe Practice

Write theAssessment

Task

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Select a standard to focus on either from AAASBenchmarks, NRC Standards or Mass FrameworksExample:Recognize that light travels in a straight line until it strikes an

object or travels from one medium to another, and that lightcan be reflected, refracted, and absorbed. (Mass Frameworks.Grade 3-5)

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Key science learning goalWhat is the key science learning goal or big idea?Example (Reflection and Sight):We see objects by light reflecting off an object and entering into our

eye.

Light travels in a straight line from the source of light (e.g. sun) andthen reflects or bounces off the object and travels in a straight lineinto our eyes.

MisconceptionsWhat misconceptions do you think your students might

have? How can you include these in the assessment?Example: Light can curve around corners. All objects

give off light. Our eyes give off light or something comesout of our eyes allowing us to see objects. Students maymix up reflect, refract and absorb.

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What is it that you want students to be able to do

with the content?

Pick a verb that describe what you want students to be able todo. For example: Lower level cognitive tasks: Identify, Define or Describe

Middle level cognitive tasks: Predict or Analyze data

High level cognitive tasks: Write an explanation using evidence, Design

an investigation, or Build a model.

There may be multiple practices (verbs) that you want

students to be able to do around a science concept.

Example: #1 Identify and #2 Draw and explain

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Multiple ChoiceThe stem (question) - focus on one idea, minimize reading

demands, avoid negative words

The choices - should all be the same length, use

misconceptions as distractors, avoid fillers

Fill in the blank

Only omit key words. Avoid using too many blanks.

MatchingGive clear directions

Keep the statements similar in length and type

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Open-Ended Items

Focus on key concepts and use precise language

Write a sample student response and develop a draft of a

rubric before.

Performance Assessment

What would you want students to do that would count as

success?

Create a checklist or quick rubric you can use while the

student is talking or doing the activity

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The picture below shows a duck swimming in a lake.

There is a mirror image of the duck in the water of

the lake. What process allows us to see the mirrorimage?

A. Refraction of lightB. Diffusion of lightC. Reflection of light

D. Absorption of light

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Draw a picture that shows how you see anapple.

Explain your picture. What happens to

allow you to see the apple?

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Read over your cases in groups of 2-4

Develop 1-3 Instructional Objectives

Develop 2 Assessment Items and a Brief Discriptionof How to Evaluate the Item

One test item

One performance item

Share and discuss with the rest of your table

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