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Day 1 May 30 Setting the Vision |
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Purpose: To understand the need for science assessment (formative and summative)
Participants will use notebooks throughout the Institute |
8:15-8:45 Whole Group |
Welcome -D.E.S.E.R.T. staff shares purposes, goals; who we are and why we're here El Centro Report (overview) - Gail |
8:45-9:15 Whole Group |
Business Park overview - Business Contact Jim Kolbe - Welcome Speech |
9:15-9:30 |
Break |
9:30-10:00 Homeroom |
What do participants think, know and do about science assessment? Write in your notebook everything you do in your classroom to assess science? Group share - chart Reflect in notebook - what kinds of knowledge do those assessments tap into? Group share - chart |
10:00-11:30 Homeroom |
Investigation Stations - groups of 3-5, 6 investigations/room - Toni, Marie, Joel How can you use writing, drawing and discussing to know what students know? Investigation emphases - a. discussion, b. writing, c. writing and drawing Overhead and discuss explanation/rationale/purpose of a notebook Rotate through 3 stations and investigate - follow directions of each Return to group and share experience, concepts to understand |
11:30-12:00 Whole Group? |
Scientist(s) testimonial of the use of a notebook - Gail |
12:00-1:00 |
Lunch - Tour Option sign up |
1:00-2:45 Homeroom |
Introduce elements of notebooks and the kinds of data/information that can be gathered in notebooks. (handouts) - Joan Notebook Faire (purpose - participants learn about effective use of notebook data collection) Participants experience Notebook Faire (handouts)- Simultaneous Session - Notebook Review
- Each homeroom group will rotate through a 30 minute science notebook session which includes time with the visiting scientist and a review and discussion of student notebooks displayed in the whole group room (see attached schedule)
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2:45-3:00 |
Break |
3:00-3:45 Homeroom |
Reflection and discussion of implications for classroom use of Notebook Faire- "How do we use the possible collections of data and what conceptual understanding will be evident in those use collections" Share formative/summative assessment overview/definition - how would what you did today be formative assessment? Article jigsaw and visual |
3:45-4:00 Homeroom |
Closing remarks, overview of next 3 days - Gail Tour Option - remind/sign up for Day 2, Collect comment cards |
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Day 2 May 31 Concepts, Processes, Attitudes |
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Purpose: Identify what to assess - concepts/content, processes, attitudes & beliefs Understand the importance of student self assessment |
8:00-9:00 Homeroom |
Concept Map - reflect on Day 1 in personal notebooks, then use colored post-its to indicate previous day's learning/elements on concept map with school team - Margaret |
9:00-10:15 Homeroom |
Camouflage Activity - what are the skills/habits of mind when we do science AND when we teach - talking about learning and how the use of process skills is related to the development of understanding concepts - Marleen |
10:15-10:30 |
Break |
10:30-12:00 Homeroom |
Video 1- what skills are being used by the students? (Task B) - focus on the students(handouts) - Marleen
Video 2- focus on what the teacher does to build the skills (Task C) - focus on the teacher - what is the teacher's role? (handouts) |
12:00-1:00 |
Lunch |
1:00-2:00 Homeroom |
Observation and Analysis using Resource D - Developmental Indicators for Assessing Process Skills, Attitudes and Concepts - through investigation - formative assessment of process skills - Marleen |
2:00-2:15 |
Break |
2:15-3:30 Homeroom |
Paul Black article - need/research for student self assessment (handout) - MarleenHighlight process and content - sets the stage for content next day |
3:30-4:30 |
Collect comment cards Tour - Optional
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Day 3 June 1 Content and Assessment |
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Purpose: to understand the purposes of formative/summative assessment in the content areas |
8:00-8:45 Breakouts |
Concept Map input - school teams |
9:00-9:30 Whole Group |
Kathy Long's Story - formative/summative assessment |
9:30-10:15 Grade Level |
Assessing Using Rubrics - Sister Act II video - apply to grade level expectations - Marleen, Joel |
10:15-10:30 |
Break |
10:30-12:30 Grade Level |
FOSS/Science Plus Investigations - Toni Do investigation and assessment piece Discuss assessment for that investigation and review student work Overview of all assessment components (handouts) Overview of manual revisions (handouts)
Grades 1-2 will meet with Kathy Long for upcoming FOSS assessment in primary grades |
12:30-1:30 |
Lunch |
1:30-4:00 |
Principal Breakout with Gail |
1:30-400 Grade Level |
Curriculum Analysis - Marleen Content investigations with analysis - collect the "now whats", next steps Create Chart Collect comment cards |
2:45-3:00 |
Break
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Day 4 June 2 Putting It All Together |
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Purpose: learn a collaborative process for assessing student work, apply Institute sessions to prepare preservice presentation for school sites |
8:00-9:30 Breakout |
Choice of Breakout - Looking at Student Work - video and Critical Friends process - Joan, Margaret, Joel Teacher Panel - sharing of student notebooks |
9:30-9:45 |
Break |
9:45-12:15 Homeroom |
What? So What? Now What? - Participant reflection in notebook Complete Concept Map - begin site action plan proposal for preservice day - Committee, Margaret Sites may plan for a 4 or 6 hour day, use template to make a proposal to staff and then make modifications at the site for their needs |
12:15-1:15 |
Lunch |
1:15-2:45 Homeroom |
Complete Action Plan Proposal for preservice day |
2:45-3:00 |
Break |
3:00-3:30 Homeroom |
Sharing of Action Plans - 15 minutes each team (2) 5 minutes - share plane 5 minutes - clarifying questions/comments from other team 5 minutes - response to questions |
3:30-4:00 Whole Group |
Institute Evaluation - Marleen Inside/Outside Circle - Parting Thoughts |