DESERT Project

Summer Leadership Institute Goals: The opportunity to create a collective vision of effective science education through first hand experiences, observations of best practices, dialogue and reflection An opportunity to create an action plan for implementation of effective science at their sites: Leadership Support and Enabling Structures Professional Development Curriculum and Materials Assessment   Day 1: Setting the Vision Ballroom: Introduction Welcome. School Board Member DESERT Overview Orientation Institute Overview Break Homerooms: (5 groups) Purpose: to help participants understand why there is a need for science education reform Why Education Reform (Bulbs & Batteries) (1 hr.) How to implement Education Reform Standards Activity (30 minutes) Creating $5.5 Million Grant (45 min) How to create lasting change The five components of LSC Designing a graphic for the site Lunch Group Jig-saw: TUSD Curriculum: Spiraling Concepts throughout Foss and Science Plus Use notebooks: Question, prediction, data, etc. Fabric Kit Water Kit Mixtures & Solutions Kit Landforms Kit Middle Kit Steel video and conceptual storylines Break Homeroom: Reflect on Spiraling Concepts Day 2: The Components Supporting Science Educational Reform Homerooms: Review the site Profile (identify strengths & weaknesses) Organizing for the Group Jig-Saw Break Group Jig-Saw: Strands of Local Systemic Change that Support Moving Toward Inquiry A. Professional Development (2 Sessions) Begin with brainstorm of Various ways to do Professional Development Learning Forums Science Enrichment Classes Collaborative Planning (Problem solving Protocol/ Kit Clubs) How to Do Study Groups B. Enabling Structures & Support 1. Family Science 2. Special Presenters & Private Eye C. Assessment 1. Using Student Work as a Professional Self-Assessment (Student Work Protocol) 2. Using Student Notebooks D. Leadership Leadership: How to Build Learning Community At Your School (repeat twice: Gail and Rosana?) E. Curriculum 1. CORE Curriculum Changes in Foss (K-5) Middle School:(repeat twice) Bag Lunch in Homeroom Share and add to Map Components Discuss and eat Group Jig-Saw: Strands of Local Systemic Change Professional Development Enabling Structure Assessment Leadership Curriculum Homeroom Map Components Reflection of the Day Wednesday's Jigsaw Day 3 Ballroom Comment Cards Questions and Feedback Speaker (Sam Ward?) Break Homeroom: Changes: Adding Inquiry to Cookbook Science Inquiry in the Classroom Video: (Perry Montoya -6, Kathy Brown-7, Jean-3) Lunch in Homeroom Share and add to Map Components Discuss and eat Group Jigsaw: Half-day PD Opportunities Middle School Piece: Three Kinds of Inquiry Teacher & Student Questions: Probing for Understanding Aligning Science Concepts and Standards Integrating Science with Language Arts Homeroom Map Components Reflection of the Day Afternoon Happy Hour Day 4 Ballroom: Questions and Feedback Speaker (Kathy Short?) Group Jigsaw: Cohort 1 Share-Out Professional Development Basic Classes - Enrichment/Gems Class Study Groups-Drachman (Integration) Vesey (Private Eye) Action Research? - Peer Observation support- Learning Forums - Whitmore Leadership Leadership Team - Dunham Science Facilitators - SAMEC Conference - ASTA Conference - Assessment Student Work Protocol Study Group- Dunham/Mission View/Steele Summer Assessment Institute - Student Notebooks- Kellond/Gale Support and Enabling Structures Family Science Night- (Dunham, Lynn Uriquides, Carrillo) Elementary-Jr. High Articulation - Safford School Newletter - Holladay Community Garden - Whitmore Science Fieldtrips - Carrillo Community Partnership - Curriculum Library support - Sabrina Cruz Using FOSS Literature Books ESL with the Kits - Cragin (Denise Celi) Middle School Scope & Sequence - )Nahler, Vail, Safford, Carson, Gridley) The Web Site as Curricular Support Homeroom: Action Plan (Share Nuts and bolts) Sit down Lunch in the Ballroom Homeroom: Pre-Service Planning Day Ballroom

 

Inquiry Institute DESERT Project Tuesday Aug 1- Friday Aug 4 Mansfield Middle School 7:30-4:00 Daily Stream Tables Adult immersion in inquiry Questioning Role of ? in inquiry Inquiry Continuum from teacher directed to student directed Content a purpose of inquiry learning Subtle Shifts shifting CORE curriculum toward more inquiry   Fred Stein Larry Lowery DESERT staff DESERT staff DESERT staff Tuesday AM X X X X   Tuesday PM X X X X Wednesday AM X X X   X Wednesday PM X X   X Thursday AM X X X X X Thursday PM X   X X Friday AM     X X X Friday AM           Please note on Wednesday Aug 2 Larry Lowery and Fred Stein will present Window on Inquiry for administrators The evening includes a buffet supper & will feature: Dr. Larry Lowery, UC Berkeley, Lawrence Hall of Science "Asking Effective Questions" and Glimpses of The D.E.S.E.R.T. Inquiry Institute concurrently on location at Mansfeld, Aug 1-4 Presented by Fred Stein, Institute for Inquiry Exploratorium, San Francisco

 

How Do We Know What Our Students Are Learning? Assessment Institute May 30 - June 2, 2000   Day 1            May 30            Setting the Vision   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) 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       Day 2            May 31            Concepts, Processes, Attitudes   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       Day 3            June 1            Content and Assessment   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       Day 4            June 2            Putting It All Together   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