ckec -kentucky science leadership network

CKEC -Kentucky Science CKEC -Kentucky Science Leadership Network Leadership Network

March 24, 2014March 24, 2014

Today’s materials can be accessed at: Today’s materials can be accessed at: http://www.terryrhodes1science.com/presentations.html

Welcome, Who is in the

room?

Dr Rebecca KrallDr Rebecca KrallDirector of Graduate StudiesAssociate Professor, Dept. of

STEM EducationUK

CKEC KSLN Facilitation TeamCKEC KSLN Facilitation Team

AGENDA

Fixed Mind-Set vs Growth Mind-Set

Criteria of Evaluating DeconstructionsTesting the process

Fishbowl ActivityModeling Crucial Conversations

Critiquing last month’s deconstructionsLooking for missing informationOrganizing targets

Lunch; Who’s Who? District Leadership Team Members

Making Connections between PGES and Practices

Target-Method MatchChoosing the right assessments

Continue work in grade-bands on deconstructions, while also looking at the assessment piece

KSLN Meeting: Stop and Reflect

What do I want to remember?

How will I use this information, and how will I share it with others in my school and/or district?

Yellow

She

et

Also don’t forget to

do the online

Evaluation. We Need

your FEEDBACK!

Norms• Be an ambassador of “lifelong learning.” Show your

enthusiasm for the work, support the learning of others, be willing to take risks, participate fully.

• Come to meetings prepared. Be on time, any preparations/ readings completed, with necessary materials.

• Be focused during meetings. Stick to network goals/ targets, use technology to enhance work at hand, limit sidebar conversations.

• Work collaboratively. All members’ contributions are valued and honored, seek first to understand, then be understood.

http://todaysmeet.com/KSLN-5

Throughout the day, please post comments or questions to the website below; it will be monitored throughout the day and responses posted to your questions and comments.

Documents from todays meeting can be found on my website under “Professional Learning/Presentations”

www.terryrhodes1science.com

Today’s TargetsParticipants will:Identify whether they have a Fixed Mind-Set or a Growth Mind-Set

Critique deconstructions based upon criteria

Observe model of crucial conversations

Identify connections between PGES and NGSS

Determine appropriate assessments for learning targets

Review and revise deconstructions

Pillars again

TPGES –Teacher Professional Growth and Effectiveness System

Debbie Waggoner, KDE/CKEC Instructional SpecialistEmail: debbie.waggoner@education.ky.gov

Website: www.debbiewaggoner.com

Fixed Mind-Set vs. Growth Mind-SetWhere are you?

PG 6

Determine implications for how mindsets affect motivation, teaching & learning, and identify strategies to create a learning culture that fosters Growth Mindsets.

11

Target-MINDSETS

Shirley Clarke

What’s your Mindset?

Mindset is ~"an established set of

attitudes held by someone."

~Oxford American Dictionary~

Fixed MindsetFixed Mindset If you have a fixed mindset, you believe that

your talents and abilities are set in stone–either you have them or you don’t. You must prove yourself over and over, trying to look smart and talented at all costs. This is the path of stagnation.

Mindset, Carol Dweck

What’s your What’s your Mindset? Mindset?

Do you know anyone with a Fixed Mindset?

What’s your What’s your Mindset? Mindset?

http://youtu.be/_jc2ESr43PY

Growth MindsetGrowth Mindset If you have a growth mindset, you know that

talents can be developed and that great abilities are built over time. This is the path of opportunity–and success.

Mindset, Carol Dweck

What’s your What’s your Mindset? Mindset?

What do these people have in common?

Mozart Thomas

Edison Charles

Darwin Elvis Presley

Lucille Ball Jackson

Pollack Ray Charles

They were considered failures They were considered failures in their chosen fields early in in their chosen fields early in

their careers.their careers.

Are we willing to fail?

http://www.youtube.com/watch?v=45mMioJ5szc

Bobby KnightHe has a fixed mindset about

himself and coaching. The team was not allowed to lose

games or make mistakes… “that would reflect on his

competence.”

Mindset, Carol Dweck

He came into the league as a slam-dunker and he left as the most complete player ever to grace the game. He exhibits a growth mindset.

Michael Jordan

What do your students believe?

Intelligence is something I can increase with my efforts.

I love to learn something new. I need easy successes to feel smart. I am excited by challenge. When faced by challenging work, I feel stupid. The faster I am able to complete a problem,

the smarter I am. Every failure provides insight on my path to

success.

What about you? How do you motivate your students?

What about you? When students experience difficulty in my class,

I make every effort to express my sympathy for their struggles.

In order to enhance student self-esteem, I provide lower achievers less demanding work so that they will experience success.

I often praise students for solving problems quickly.

I am honest with students about their academic deficiencies.

I expect low achievers to complete the same tasks, just with more support.

Shirley Clarke ~ Formative Assessment through Active Learning

Count off at your table 1-6, then read the section of the document that matches your assigned number.

1 How teachers and pupils view ability and their learning potential Article pages 18-21Packet pages 9-12

2 Strategies for developing a growth mindset – for teachers, parents and all involved in education

Article pages 21-24Packet pages 12-15

3 The importance of a growth mindset in raising achievement and aspirations

Article pages 24-26Packet pages 15-17

4 Becoming incremental learners Article pages 26-28Packet pages 17-19

5 What the ideal learning environment should consist of, and effective strategies to create and sustain it

Article pages 28-30Packet pages 19-21

6 Taking it further: learning how to learn Article pages 31-34Packet pages 22-25

Take 2 minutes each to share the following:What idea from the excerpt had the most impact on you as you read?Take notes as your colleagues share their sections. Which ideas will you use in your own classroom?

Pgs 7-25

Growth versus Fixed Mindset ~ Posters1. Intelligence is a fixed trait—I have a certain amount of it and that’s that. 2. I need easy successes to feel clever. 3. I don’t want to have my inadequacies and errors revealed.4. I feel clever when things are easy, where I put in little effort and I outperform my peers.5. If I can’t solve a problem or figure out how to do something then it means I’m not intelligent.6. Intelligence is something I can increase through my own efforts.7. There are differences between people in how much they know and how quickly they master things.8. I love to learn something new.9. I am excited by challenge. I throw myself into difficult tasks and stick to them.

Fixed

Fixed

Fixed

Fixed

Fixed

Growth

Growth

Growth

Growth

Mindsets and Success“I don’t divide the world into the weak and the strong,

or the successes and the failures…I divide the world into learners and nonlearners.”

Benjamin Barber, sociologist

“A few modern philosophers…assert that an individual’s intelligence is a fixed quantity, a quantity which cannot be increased. We must protest and react against this brutal pessimism…With practice, training, and above all, method, we manage to increase our attention, our memory, our judgment and literally to become more intelligent than we were before.”

Alfred Binet, inventor of the IQ test

Growth vs Fixed Mindset

Finally, Take 2 minutes to write an action statement using the sentence started below:

As a result of this learning,I plan to . . . . . . in order to improve the learning culture in my class/school.

Making connections between TPGES Domain 3C (engaging students in learning) and the NGSS Scientific and Engineering Practices

Visiting Some Science Classrooms

• Read through the four scenarios at your table.

• With your group, determine which, if any, science and engineering practices are occurring in each scenario.

• Determine an order of least to most rigorous for the scenarios. Be prepared to defend.

Pgs 32-37

What does engaging students look like?

Pgs 38-39

• Into which level would each of the scenarios fit?

• What evidence did you use to make your decision?

• Did you change your thinking about the rigor of the lessons? Why or why not?

Pg 40

Deconstruction: Take 2

Where we are:-WKEC is a month ahead of CKEC-Next month, you will look at WKEC

deconstructions -This month, we will revisit our deconstructions and make revisions-We will begin to look at assessment piece

This is an evolving process; and as we work across the state, we will keep fine-tuning it

until we get it right!

Deconstruction of a standard should occur to make the standard clearer

A product target will not always have an accompanying skill target. Product targets sometimes produce evidence of target attainment that do not require a ‘direct observation’ of performance

Don’t belittle the knowledge category-knowledge does not equal ‘easy or simple.’ Knowledge includes procedural knowledge-KNOWS HOW, as well as KNOWS THAT and KNOWS WHEN

Comprehension, just like understands, is a FUZZY term. If you use that word in a target, it needs to be more clearly defined

Categorizing targets helps us choose the most valid and efficient assessment method for gathering defensible evidence of student attainment

Criteria For Evaluating Deconstructions

•Align with and support attainment of the standard at the appropriate level

•Clear for the intended audience (teacher or student)

•Focused on what is to be learned (not an activity)

•The set of targets should scaffold learners toward attainment

•The targets address specific, individual concepts that can be measured independently

•The set of targets clearly address all 3 dimensions of the standard

•Other experts would agree that the “set of targets” collectively meet the intent of the standard

Pg 26

Pgs 27-29

In your district groups, using this model and the criteria, look at the two deconstruction examples.

List any specific positive or negative aspects on the T-Chart provided.

Combine into larger groups; review ideas and create summaries of pros and cons on chart paper.

Pg 30

Fishbowl Activity

Modeling those crucial conversations

Un-numbered page between 30-31

Move into grade bands, try to sit with group you worked with last month.

Each group take one of the deconstructions (NOT your own) for your grade band

Critique deconstruction for missing information and connections to:

DCIPracticesXCC

Use resources: criteria, model, appendices, Framework

Constructive Feedback

Fill in the Brainstorm Session sheet and attach it to the deconstruction chart when completed

Review/Revise

Pgs 44-45

As you sit with your district groups, please refer to the Who’s Who sheet

How many spaces can you fill?

What’s your plan?

Pg 31

Matching Assessment Methods to Learning Targets

The accuracy of ANY classroom assessment depends on selecting the APPROPRIATE assessment method that matches the achievement target to be assessed.

Mismatches occur when the assessment method is not capable of yielding accurate information about the learning target.

Classroom Assessment of KCAS-Science

Selected ResponseMultiple ChoiceTrue/FalseMatchingFill in-the-blank

Students scores on selected response assessments are usually figured as the number or proportion of questions answered correctly.

Classroom Assessment of KCAS-Science

Written ResponseShort Answer ItemsExtended written response items

Students construct an answer in response to a question or task. Short answer items call for a very brief response having one or a limited range of possible right answers. Extended written response require a response that is greater in length and generally have a greater number of acceptable or correct answers.

Classroom Assessment of KCAS-Science

Performance AssessmentPerformance taskPerformance criteria

Assessment is based on observation and judgment; used to judge both real-time performances (demonstrations) and products (or artifacts) that students create. It has two parts: the task and the criteria for judging the quality of the response (rubric).

Classroom Assessment of KCAS-Science Personal Communication

Questions during instructionInterviews and conferencesParticipationOral examsStudent journals and logs

Finding out what students have learned through structured and unstructured interactions with them. Usually formative, but can also be summative

For your scenario, decide whether each assessment is: Strong- works well for all learning targets of this type

Good- works for many learning targets of this typePartial-works in some instances for learning targets of

this typePoor-never works for learning targets of this type

To make your choices, ask yourself, which methods will provide the “most accurate information with the highest degree of efficiency?”

Pgs 41-43

Afternoon Deconstruction

Elementary-Side Hall with Debbie

Middle- Front hall with Becky

High- Main room with David

Terry will rotate through all three rooms

Assigned Tasks

1.Revisit and review work from last meeting; apply criteria from this morning

2.Revise, as needed; If learning targets were not written last month, that’s your main focus.

3.Begin thinking about assessment methods; add to fourth column if consensus is reached

Contact:

Marsha Buerger

502-727-6933

marsha.buerger@

jefferson.kyschools.u

s

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