Post on 01-Apr-2015
Welcome to the MiddleSchool Science Initiative’s
Second Institute!
Institute #2 Theme:
Unwrapping Florida’s Next Generation Science Standards
Sponsored by:
Florida Department of Education
and
Florida and the Islands Comprehensive Center at ETS (FLICC)
In Partnership with:
The International Center for Leadership in Education
AGENDA Changing Workplace Rigor/Relevance Framework Sharing Vetted Lessons Unwrapping FL Science Standards Reading Strategies Vocabulary Strategies Gold Seal (Quadrant D) Lessons
Draw a picture of a PIG
Jim Miles
Jim@LeaderEd.com
Successful Curriculum Reform
Why
Do we need
to change
schools?
What
Needs to
be done?
How
Do we do it?
Challenges Changing Workplace Technology Globalization
Source: Tough Choices Tough Times, National Center on Education and the Economy
Forces of Technology and Globalization are altering the nature of work, the organizationof firms, and where work is conducted
Today’s YouthTechnologically literate
America’s Classrooms
Does this connect with and engage today’s youth?
Successful Curriculum Reform
Why
Do we need
to change
schools?
What
Needs to
be done?
How
Do we do it?
Curriculum should focus on what students need to
KnowBe Able to DoBe Like (Behaviors)
for success in life and in a career
21st Century Skills for Success
Strong Academics Reading, Writing, Math, Science
Career Skills Workplace Attitudes & Ethics Technology Skills
Character Virtues Honesty, Responsibility, Integrity
CAREER DEVELOPMENT
Self-knowledge• Who am I?
Career exploration • Where am I going?
Career Plan• How do I get there?
INTEGRATED LEARNING
• What am I learning?
• Why am I learning it?
• How can I use it?
UNIVERSAL FOUNDATION SKILLS
(SCANS)• What do I need to know?
• What skills are
important for me”
knowledge application
skills
Questions students
should be able to answer
The primary aim of education is not to enable students to do
well in school, but to help them do well in the lives they lead
outside of school.
Successful Curriculum Reform
Why
Do we need
to change
schools?
What
Needs to
be done?
How
Do we do it?
ICLE Philosophy
RigorRelevanceRelationshipsAll Students
ICLE Philosophy
RelationshipsRelevanceRigorAll Students
1
2
3
4
5
6
1 2 3 4 5
A B
DC
Rigor/Relevance Framework
KnowledgeKnowledge
ApplicationApplication
Assimilationof knowledge
Acquisition of knowledge
Thinking Continuu
m
Level of challenge of the learning for the student
Knowledge Taxonomy
1. Recall Knowledge2. Comprehension 3. Application 4. Analysis 5. Synthesis
6. Evaluation
KnowledgKnowledge e
TaxonomTaxonomy y
Verb ListVerb List
Webb’s Depth of Knowledge
KNOWLEDGE TAXONOMY WEBB’S DEPTH OF KNOWLEDGE
KNOWLEDGE “The recall of specifics and universals,involving little more than bringing to mind the appropriate material”
Recall – Recall of a fact, information, or procedure (e.g., What are 3 critical skill cues for the overhand throw?)COMPREHENSION
“Ability to process knowledge on alow level such that the knowledgecan be reproduced or communicatedwithout a verbatim repetition.”
APPLICATION“The use of abstractions inconcrete situations.”
Basic Application of Skill/Concept – Use of information, conceptual knowledge, procedures, two or more steps, etc. (e.g., Explain why each skill cue is important to the overhand throw. “By stepping forward you are able to throw the ball further.”)
ANALYSIS“The breakdown of a situation intoits component parts.”
Strategic Thinking – Requires reasoning, developing a plan or sequence of steps; has some complexity; more than one possible answer; generally takes less than 10 minutes to do (e.g., Design 2 different plays in basketball and explain what different skills are needed and when the plays should be carried out.)
SYNTHESIS AND EVALUATION“Putting together elements & partsto form a whole, then making valuejudgments about the method.”
Extended Thinking – Requires an investigation; time to think and process multiple conditions of the problem or task; and more than 10 minutes to do non-routine manipulations (e.g., Analyze 3 different tennis, racquetball, and badminton strokes for similarities, differences, and purposes. Then, discuss the relationship between the mechanics of the stroke and the strategy for using the stroke during game play.)
AcquisitionAcquisitionof knowledgeof knowledge
Applicationof knowledge
Action Continuum
Relevance of learningto life and work
Application Model
5 Application to real-world unpredictable situations
4 Application to real-world predictable situations
3 Application across disciplines
2 Application within discipline
1 Knowledge of one discipline course
RIGOR
RELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
Teacher gives students a real-world question to
answer or problem to solve
High
HighLow
Low
RIGOR
RELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
Students seek information to
answer question or solve problem
High
HighLow
Low
RIGOR
RELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
High
HighLow
Low
Students test the relevancy of the information as it relates to the question or problem
RIGOR
RELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
High
HighLow
Low
Students reflect on the potential use of the new information as a solution
RIGOR
RELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
High
HighLow
Low
Students apply the information learned to answer the question or to solve the problem
RIGOR
RELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
Acquisition of knowledge / skills
Motivation
Creativity – Innovation-
Problem Solving
High
HighLow
Low
Rigor -
Critical Thinking
Relevancy -
Validation
Ways to Increase Rigor and Relevance
Interdisciplinary Instruction Reading in the Content Area Use of Technology New Teaching Ideas / Strategies Challenging AssessmentsProfessional Development Peer Teaching Observations / Reviews
Rigorand
RelevanceHandbook
Sharing Vetted
Lessons
Planning Instruction
FeedbackReflection
Student Learning
Student Learning
Rigorous and Relevant Instruction
ExpectedStudent
Performance
Rigor/Relevance
Instruction
Assessment
ActualStudent
Performance
Rigor/Relevance
Florida StandardsCurriculum Outlines
Student LearningBest Practices
Industry StandardsAdvisory Committees
ResourcesLearning Tasks
Formative Summative
Assessments
Rigor/ Relevance FrameworkGold Seal Lessons
Verbs by Quadrant Anamelabeldefineselectidentifylistrecitelocaterecordmemorize
Bapplysequencedemonstrateinterviewconstructsolvecalculatedramatizeinterpretillustrate
Canalyzecompareexaminecontrastdifferentiateexplaindissectcategorizeclassifydiagramdiscriminate
Devaluateformulatejustifyraterecommendinferprioritizerevisepredictargueconclude
Product by Quadrant
A
definitionworksheetlistquiztestworkbooktrue-falsereproductionrecitation
Bscrapbooksummaryinterpretationcollectionannotationexplanationsolutiondemonstrationoutline
Cessayabstractblueprintinventoryreportplanchartinvestigationquestionnaireclassification
Devaluationnewspaperestimationtrialeditorialplaycollagemachineadaptationpoemdebatenew gameinvention
Unwrapping Florida Sunshine
State Science Standards
Reading Comprehension
Strategies
Reading Instruction
K 1 2 3 4 5 6 7 8 9 10 . . .
Learn to Read
Read to Learn
Reading in the Content Area
College vs. Workplace Entry-level vs. Management-level High-stakes State Tests
NCLB Legislation Adequate Yearly Progress (AYP)
Academic Rigor Reading Comprehension Strategies
Strategic Reading Skills
Reading Research
Process for managing reading comprehension and reader progress
Measures text readability and student reading ability; can match text with student reading level
Determines difficulty of reading by word frequency and sentence length
Most widely used reading measure
Lexile Framework for Reading
Lexile Framework for Reading
Lexile measure reported in increments from 200L to 2000L
Can be used in any curriculum content
Tens of thousands of books, tens of millions of articles, hundreds of publishers, and all major standardized tests have Lexile measures
Teaching Reading Comprehension Strategies
Matching Text to Students Reading Level Assessing Critical Thinking Skills (Rigor) Using Collaborative Activities Using Technology Writing Before and After Reading
READING COMPREHENSION CAN BE INCREASED BY
Lexile Literature1500 - On Ancient Medicine
1400 - The Scarlet Letter
1300 - Brown vs. Board of Ed.
1200 - War and Peace
1100 - Pride and Prejudice
1000 - Black Beauty
900 - Tom Swift in the Land of Wonders
800 - The Adventures of Pinocchio
Lexile Texts
1500 - The Making of Memory: From Molecules to Mind
1400 - Philosophical Essays; Hackett Publishing
1300 - Psychology: An Introduction; Prentice Hall
1200 - Business; Prentice Hall
1100 - America: Pathways to Present; Prentice Hall
1000 - Writing and Grammar Gold Level; Prentice Hall
900 - World Cultures: A Global Mosaic; Prentice Hall
800 - Word 2000; Glencoe/McGraw-Hill
Personal Reading
Aetna Health Care Discount Form 1360LMedical Insurance Benefit Package 1280LApplication for Student Loan 1270LFederal Tax Form W-4 1260L Installing Your Child Safety Seat 1170LMicrosoft Windows User Manual 1150LG.M. Protection Plan 1150LCD DVD Player Instructions 1080L
Newspapers
NY Times 1380LWashington Post 1350LWall Street Journal 1320LChicago Tribune 1310LAssociated Press 1310LUSA Today 1200L
16 Career ClustersDepartment of Education
Agriculture and Natural Resources Arts, Audiovisual Technology, and Communications
Business and Administration Architecture and Construction
Education and Training Finance
Health Science Hospitality and Tourism
Human Services Information Technology
Law and Public Safety Manufacturing
Government and Public Administration Retail, Wholesale, and Service
Scientific Research and Engineering Transportation, Distribution, and Logistics
Agriculture / Natural Resources 1270-1510L Architecture / Construction 1210-1340L Business & Administration 1210-1310L Health Science 1260-1300L Hospitality / Tourism 1230-1260L Human Services 1050-1200LLaw & Public Safety 1420-1740L Retail / Wholesale Sales 1180-1270L Transportation, Distribution 1170-1350L
Entry-Level Occupational Reading Materials
A
dvan
ced
Lexile Reading Level Range: 890 - 1000
Inte
rmed
iate
Lexile Reading Level Range: 1210 - 1370
En
try
Lev
el
Lexile Reading Level Range: 1050 - 1200
Health Services
A
dvan
ced
Lexile Reading Level Range: 1300 - 1340
Inte
rmed
iate
Lexile Reading Level Range: 1230 - 1330
En
try
Lev
el
Lexile Reading Level Range: 1210 - 1310
Business and Administration
A
dvan
ced
Lexile Reading Level Range: 1310 - 1370
Inte
rmed
iate
Lexile Reading Level Range: 1180 - 1310
En
try
Lev
el
Lexile Reading Level Range: 1210 - 1340
Architecture and Construction
A
dva
nce
d
Lexile Reading Level Range: 1330 – 1500L
Inte
rmed
iate
Lexile Reading Level Range: 1350 – 1620L
En
try
Lev
el
Lexile Reading Level Range: 1670 – 1800L
Government & Public Administration
Reading Comparison
High School
Students High School
Classroom Materials Personal Use Newspapers
Career Clusters 75th Percentile
1600 x
1500 x
1400 x x
x x
x x x
x x
x x 1300 x
x x
x x x
1200 x
x x x x
1100 1000 900
x
Gra
de
11
& 1
2
Reading Comparison
High School
Students High School
Classroom Materials Personal Use Newspapers
Career Clusters 75th Percentile
1600 x
1500 x
1400 x x
x x
x x x
x x
x x 1300 x
x x
x x x
1200 x
x x x x
1100 1000 900
x
Gra
de
11 &
12
Gra
de
11 &
12
Reading Comparison
High School
Students High School
Classroom Materials Personal Use Newspapers
Career Clusters 75th Percentile
1600 x
1500 x
1400 x x
x x
x x x
x x
x x 1300 x
x x
x x x
1200 x
x x x x
1100 1000 900
x
Gra
de
11 &
12
Gra
de
11 &
12
Reading Comparison
High School
Students High School
Classroom Materials Personal Use Newspapers
Career Clusters 75th Percentile
1600 x
1500 x
1400 x x
x x
x x x
x x
x x 1300 x
x x
x x x
1200 x
x x x x
1100 1000 900
x
Gra
de
11 &
12
Gra
de
11 &
12
Reading Comparison
High School
Students High School
Classroom Materials Personal Use Newspapers
Career Clusters 75th Percentile
1600 x
1500 x
1400 x x
x x
x x x
x x
x x 1300 x
x x
x x x
1200 x
x x x x
1100 1000 900
x
Gra
de
11 &
12
Gra
de
11 &
12
Reading Comparison
High School Students
High School Classroom Materials
Personal Use Newspapers Career Clusters 75th Percentile
1600 x
1500 x
1400 x x
x x
x x x
x x
x x 1300 x
x x
x x x
1200 x
x x x x
1100 1000 900
x
Gra
de
11 &
12
Gra
de
11 &
12
Lexile Framework® for Reading Study Summary of Text Lexile Measures
600
800
1000
1400
1600
1200
Tex
t L
exil
e M
easu
re (
L)
HighSchool
Literature
CollegeLiterature
HighSchool
Textbooks
CollegeTextbooks
Military PersonalUse
Entry-LevelOccupations
SAT 1,ACT,AP*
* Source of National Test Data: MetaMetrics
Interquartile Ranges Shown (25% - 75%)
Reading Comprehension Strategies
increase student’s comprehension and retention of information
activate student’s prior knowledge to connect with new information
teach / reinforce skills that all good readers normally use
Teaching key reading comprehension strategies for only 15 minutes a week can significantly increase student achievement.
Increase Reading Comprehension by
Instruction in and support for strategiesEngaging discussion of reading contentSet rigorous level for text, conversation,
questions, and vocabularyUse practices to increase motivation and
engagement with reading Use specific instructional strategies for
learning and retention of content
Reading Comprehension Strategies
Affinity Anticipation Guide Cloze Concept Definition Map Cornell Graphic Organizer DR/TA Fishbone K-W-L-S Learning Logs Minute Paper
Pairs-Read Paraphrasing QAR RAFT Reciprocal Teaching Rock Around the Clock SQ3R Structured Note-taking Summarizing Venn Diagram Vocabulary in Context
Essential ELA Skills
Preview text to anticipate content Identify, collect, select pertinent
information while reading Discriminate important ideas from
unimportant ideas while reading Apply, extend, and expand on
information while reading
Tips for Reading Specific Text
Brochures Classified Advertisements Editorials Electronic Mail Employee Handbooks Forms and Applications Graphs and Charts Instructions New Stories Operational Manuals
Illustrations and Captions Primary Sources Reference Books Research Reports Secondary Sources Tables Textbooks Timelines Web Sites
AffinityReading Comprehension Strategy
Concept Definition MapReading Comprehension Strategy
Cornell Graphic
OrganizerReading Comprehension Strategy
Direct Reading Thinking Activity
Reading Comprehension Strategy
DIRECTED READING / THINKING ACTIVITY (DR/TA)
What I know I know:FOCUSFACTSSURE ABOUT
What I think I know:FACTS AND ASSUMPTIONS I THINK I KNOW REVEALS MISINFORMATION UNCLEAR THINKING
What I think I’ll learn:PREDICTFORECAST AROUSES INTEREST
What I know I learned:FACTS LEARNED FROM: READING DISCUSSION
Rock Around The Clock
Reading Comprehension Strategy
SQ3RReading Comprehension Strategy
VENN DIAGRAMReading Comprehension Strategy
K-W-L-SReading Comprehension Strategy
K-W-L-S Chart
K - What We Already
Know
W- What We Want to Learn
L- What We Learned from
Text
S- Still Want to Know
Extra Credit
Three Aspects of DTQ Literacy
1. Previewing the Document or Source
2. UnderstandingTheTask
3. Completing theProcess
Document, Technological,
and QuantitativeLiteracy Sills
Adapted from: Mosenthal, Kirsch, Guthrie, deGeus, Reitman, and Kuzmich
K-W-L for ProseWhat do you
know already?
What do you want to know?
What did you learn?
K-W-L for Documents = P-A-R (Purpose, Action, Results)
What is the purpose of this document?
What do you want to accomplish or what
actions do you need to take?
What were the results of your
actions?
K-W-L for Quantitative Documents= P-A-R (Purpose, Action, Results)
Why did the creators of this document set it up in this format or
array?
What do you know about the format and how can this help you accomplish your task or calculation?
What are the pros and cons of your solution
or conclusion?
Why Content Reading? Expose students to content rich vocabulary
that is directly taught prior to reading to build comprehension.
Use direct instruction for introducing new vocabulary terms.
Enhance vocabulary instruction through interdisciplinary integration and real-world application
Why Content Reading?
Wide reading opportunities each day in different subject areas exposes students to many more words than basal reader or direct vocabulary list instruction
750 – 1500 words vs. 350 words per year
Marzano, 2004
WWW.Lexile.com
The UPC, the most common version of the so-called bar code, wasn't as warmly embraced or as breathtaking as some emerging technologies, but its impact on retailing has been enormous. It saves $17 billion a year in inventory costs, by one estimate, not to mention carpal tunnel syndrome for countless cashiers.
Other technologies, such as radio-frequency identification tags, may one day replace it, but the lowly UPC improved efficiency and supply-chain control almost invisibly. One of the few times it gained media notice at all was in 1992 when President George H.W. Bush marveled at it during a campaign visit to a grocers' convention in Florida. His reaction added to a perception that he was out of touch with the public, because many people were by then well acquainted with the technology.
The rectangle of stripes and numbers has even fused its way into pop culture: In the former Fox television series "Dark Angel," Jessica Alba starred as a genetically altered fighting machine with a bar code branded on the back of her neck.
Human bar-coding is thus far the stuff of science fiction, but the U.S. government uses the symbol in homeland security efforts, and airlines keep track of luggage with it. The Food and Drug Administration several months ago required a version of the bar code to be put on medications to cut errors.
Vocabulary Strategies
Pair/Share: How do you teach vocabulary?
Vocabulary is the Gateway to Inferential Thinking
Most of us learned to teach vocabulary by having students:Write the word several timesFind the definitionWrite it in a sentence
Meta-research from William Nagy, Teaching Vocabulary to Improve Comprehension, ERIC, 2000 reports that…
Verbal Rehearsal
Connect with prior learning
Association method
Think-Pair-Share
Visual Clueing
Post key words
Color code or place with pictures, clip art
Larry Bell’s 12 Powerful Words 1. Trace List in steps 2. Analyze Break apart 3. Infer Read between the lines 4. Evaluate Judge 5. Formulate Create 6. Describe Tell all about 7. Support Back up with details 8. Explain Tell how 9. Summarize Give me the short version10. Compare All the ways they are alike11. Contrast All the ways they are different12. Predict What will happen next
Graphic Organizers
Brain friendly Creates patterns for the brain Supports concept development Multi-purpose Cross content application with little
modification (101 Uses) Motivating to reluctant writers – small
spaces
Frayer Method
Examples Non-examples
Non-linguistic Representation
Use or
Application – put in context
Now write your own definition:
Concept
Array Web
Concept
Parts or Characteristics
Vocabulary Strategies, Writing Strategies and Graphic Organizers
Combine for High Payoff
Add some cooperative grouping and you have instant results based
learning
Writing Strategies
When Students Write
They are obliged to organize concepts,
to place concepts in their own language,
and to connect concepts with their own analogies.
Writing often, several times a week, provides constant reinforcement of the content.
Writing to Learn
1 to 3 minutes at the beginning, during, or at the end of class
Several times a week - Daily
Writing to Learn becomes a habit in the classroom.
Writing in response to course content helps students
Think independently
Develop insight
Explore thoughts and feelings
Develop intellectual courage
Examples of Quick Writes
Learning Logs
Entry and Exit Slips
Prompts for Exit / Entry Slips
What one idea from today’s lesson most interested you? Why?
What was the clearest point? The foggiest point?
What are the main points we made today in class?
If you had to restate the concept in your own terms, how would you do that?
How does today’s discussion build on yesterday’s?
Advantages of Exit / Entry Slips
Check for Student Understanding
Judge if Lesson Needs Re-teaching
Students Gain Confidence
Chance to “Listen” to Students
Develop a Dialogue with Students
Quick Write Prompt
Unit:Topic:Question / Prompt: Key Points:
May Your Moments be Many!
“Educators are addicted to the moment when a student’s eyes light up, when the teaching becomes learning. May your days be filled with such moments.”
Philip Patrick Horenstein
Instructional Strategiesfor
Quadrant D Lessons
Instructional Strategies Brainstorming Cooperative Learning Demonstration Guided Practice Inquiry Instructional
Technology Lecture Note-taking/Graphic
Organizers
MemorizationPresentations/ExhibitionsResearch Problem-based learningProject DesignSimulation/Role-playing Socratic SeminarTeacher Questions Work-based Learning
Selecting Strategies on Rigor/Relevance
Guided PracticeLectureMemorization
Best Strategies for Quadrant A - Acquisition
Selecting Strategies on Rigor/Relevance
Cooperative Learning Demonstration Instructional Technology Problem-based Learning Project Design Simulation/Role Playing Work-based Learning
Best Strategies for Quadrant B - Application
Selecting Strategies on Rigor/Relevance
Brainstorming Inquiry Instructional Technology Research Socratic Seminar Teacher Questions
Best Strategies for Quadrant C - Assimilation
Selecting Strategies on Rigor/Relevance
BrainstormingCooperative Learning Inquiry Instructional TechnologyPresentations/ ExhibitionsProblem-based Learning
Best Strategies for Quadrant D - Adaptation
Project DesignResearchSimulation/Role-
playingSocratic SeminarTeacher QuestionsWork-based
Learning
Selection of Strategies Based on Rigor/Relevance Framework
Views You Can Use
Thank You for Attending the MSSI Institute!
Institute #2 Theme:
Unwrapping Florida’s Next Generation Science Standards
Please Complete anInstitute Evaluation
Next Steps
1. Schedule another site visit with your liaison
2. Implement another Quadrant D lesson
3. Prepare a poster of your lesson for Institute #3
Upcoming Dates
Summer Institute:
August 4th & 5th, 2009
Location: Orlando
Contact Info
Todd Clark - todd.clark@fldoe.org
VieVie Baird – vievie.baird@fldoe.org
John Lockwood - jlockwood@ets.org
Jim Miles - jim@leadered.com
Liaison Contact Info
Tom Baird - tbaird01@comcast.net
Beth Geils - bethgeils@att.net
Lance King – king@bio.fsu.edu
Craig Seibert - seibercr@comcast.net
17th Annual Model Schools Conference17th Annual Model Schools ConferenceJune 28June 28-- July 1, 2009July 1, 2009
Atlanta Atlanta
Visit Visit www.LeaderEd.comwww.LeaderEd.com for more informationfor more information
Mark Your Calendar!