Science Curriculum Standards Proficient Level Secondary Workshop1: 27/9/2011
Science Curriculum Standards Proficient Level Secondary “Inquiry questions 1 “
description
Transcript of Science Curriculum Standards Proficient Level Secondary “Inquiry questions 1 “
1
Science Curriculum Standards
Proficient Level
Secondary
“Inquiry questions 1 “Workshop2: 29/3/2011
Agenda
2
4:00 – 4:05 Pm Welcome
4:05 - 4: 10
Pm
Starter
4:10 - 4:30
Pm
KWL ( DOK & Bloom’s)
4:30 - 5 :30
Pm
DOK - DOK Activity
5 :30 - 6:00
Pm
Roto-copter - Broad areas of inquiry
6:00 - 6:20Pm Prayer Break
6:15 - 7:15
Pm
Design scientific inquiry (Roto-
copter)
7:15 – 7:45 Pm Think –aloud - Teaching with DOK
7:45- 8:00 Pm Survey and Feed back
3
Tie That KnotCan you tie a knot in a string without letting go of the string? Hand someone the ends of a string as in the picture, and challenge him to tie a knot in the string without letting go of the string. He can't do it!
4
Tie That Knot
Here's the secret! Fold your arms, and then grab one end of the string in each hand
5
Tie That Knot
Slowly unfold your arms. You tied a knot without letting go of the string!
6
Bloom’s Taxonomy
Webb’s DOK
K.W.L
7
Since Bloom’s early work, many others have used various schemas to describe cognitive demand in different learning and assessment context.
Bloom’s & Webb’s
8
BLOOM’S TAXONOMY BLOOM’S REVISED TAXONOMY
KNOWLEDGE “The recall of specifics and universals, involving little more than bringing to mind the appropriate material”
REMEMBER Retrieving relevant knowledge from long-term memory (e.g., recognizing, recalling)
COMPREHENSION“Ability to process knowledge on alow level such that the knowledgecan be reproduced or communicatedwithout a verbatim repetition.”
UNDERSTANDDetermining the meaning of instructional messages, including oral, written, and graphic communication (e.g., interpreting, exemplifying, classifying, summarizing, inferring, comparing, explaining)
APPLICATION“The use of abstractions inconcrete situations.”
APPLYINGCarrying out or using a procedure in a given situation (e.g., executing, implementing)
ANALYSIS“The breakdown of a situation intoits component parts.”
ANALYZINGBreaking material into its constituent parts and detecting how the parts relate to one another and to an overall structure on purpose (e.g., differentiating, organizing, attributing)
SYNTHESIS AND EVALUATION“Putting together elements & partsto form a whole, then making valuejudgments about the method.”
EVALUATEMaking judgments based on criteria and standards (e.g., checking, critiquing)
CREATINGPutting elements together to form a novel, coherent whole or make an original product (e.g., generating, planning, producing)
9
BLOOM’S REVISED TAXONOMY WEBB’S DEPTH OF KNOWLEDGE
REMEMBER Retrieving relevant knowledge from long-term memory (e.g., recognizing, recalling)
Recall – Recall of a fact, information, or procedure (e.g., What are the Red Cross Emergency Action
steps [check, call, care]?)UNDERSTANDDetermining the meaning of instructional messages, including oral, written, and graphic communication (e.g., interpreting, exemplifying, classifying, summarizing, inferring, comparing, explaining)
APPLYINGCarrying out or using a procedure in a given situation (e.g., executing, implementing)
Basic Application of Skill/Concept – Use of information, conceptual knowledge, procedures, two
or more steps, etc. (e.g., Given a emergency scenario, students determine the care needed for a
victim, and explain the reason for their actions).
ANALYZINGBreaking material into its constituent parts and detecting how the parts relate to one another and to an overall structure on purpose (e.g., differentiating, organizing, attributing)
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., Module 363 –ER –
Stressed due to parents’ divorce; Crunched for time; Signs of stress – ways to relieve stress – why
managing stress is important to health.)EVALUATEMaking judgments based on criteria and standards (e.g., checking, critiquing)
CREATINGPutting elements together to form a novel, coherent whole or make an original product (e.g., generating, planning, producing)
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., Task 608 – Welcome to Health High – Create fact sheet/brochure from research
activity)
10
What is Depth of Knowledge (DOK)?
•A scale of cognitive demand (thinking) to align standards with assessments
•Based on the research of Norman Webb, University of Wisconsin Center for Education Research and the National Institute for Science Education
•Guides item development for assessments
11
• Level 1: Recall and Reproduction
• Level 2: Skills & Concepts• Level 3: Strategic Thinking• Level 4: Extended Thinking
Webb’s Four (DOK) Levels of Cognitive Complexity
12
• Requires recall of information, such as a fact, definition, term, or performance of a simple process or procedure
• Answering a Level 1 item can involve following a simple, well-known procedure or formula.
Example: List animals that survive by eating other animals
DOK Level 1: Recall and Reproduction
13
DOK Level 2:Skills/Concepts• Items require students to make some decisions as to how to approach the question or problem
• Actions imply more than one mental or cognitive process/step
Example: Compare desert and tropical environments
14
Level 3:Strategic Thinking
• Requires deep understanding exhibited through planning, using evidence, and more demanding cognitive reasoning
• An assessment item that has more than one possible answer and requires students to justify the response would most likely be a Level 3.
Example : Compare consumer actions and analyze how these actions impact the environment.
15
DOK Level 4: Extended Thinking
• Students are expected to make connections, relate ideas within the content or among content areas, and select or devise one approach among many alternatives on how the situation can be solved.
Example: Design & conduct an investigation; test effects of variables in new contexts
16
Extending the length of an activity alone does not
necessarily create rigor”!
17
DOK is NOT about the verb...
The Depth of Knowledge is NOT determined by the verb (Bloom’s Taxonomy), but by the context in which the verb is used and the depth of thinking required .
18
DOK is about what follows the verb...
What comes after the verb is more important than the verb itself.
19
Same Verb—Three Different DOK LevelsDOK 1- Describe three characteristics of metamorphic rocks. (Requires simple recall)
DOK 2- Describe the difference between metamorphic and igneous rocks. (Requires cognitive processing to determine the differences in the two rock types)DOK 3- Describe a model that you might use to represent the relationships that exist within the rock cycle. (Requires deep understanding of rock cycle and a determination of how best to represent it)
20
DOK is about intended outcome, not difficulty
DOK is a reference to the complexity of mental processing that must occur to answer a question, perform a task, or generate a product.
21
DOK is not about difficulty...
• Difficulty is a reference to how many students answer a question correctly.“How many of you know the definition of environment?” DOK 1 – recall If all of you know the definition, this question is an easy question.
“How many of you know the definition of inertia?” DOK 1 – recall If most of you do not know the definition, this question is a difficult question.
22
Depth of Knowledge/Level of Cognitive Complexity
Example of -----------complexity item Low
23
Depth of Knowledge/Level of Cognitive Complexity
Example of -----------complexity item Moderate
24
Depth of Knowledge/Level of Cognitive Complexity
Example of -----------complexity item High
25
Depth of Knowledge/Level of Cognitive Complexity
Example of -----------complexity item Low
26
DOK Activity
27
Think, Pair, Share Sit in groups according to your subject.
Independently choose three standards and determine the level of cognitive demand (DOK) you think each one asks of students.
Discuss your classification with a partner.
Share with the group how you categorized each standard in terms of cognitive demand and be prepared to support your choices
28
A. Focus is on specific facts, definitions ,details, or using routine procedures
(measure, divide, follow recipe, etc.) B. Explaining “that…” C. Can be “difficult”
without requiring “deep” content knowledge to respond to item (memorize
a complex theory without being able to explain its meaning or apply it to a real
work situation) D. Combination of level ones does NOT =
level 2 .E. One right answer
A. Focus is on applying skills and concepts (in a familiar/typical
situation), relationships (compare, cause-effect), main
ideas. B. Requires deeper knowledge than definition
C. Explaining how or why D. Making decisions E. Estimating, interpreting in order to respond
F. One right answer
A. Focus is on reasoning & planning in order to respond (e.g., write an essay, apply in new/novel situation). B.Complex and abstract thinking is required. C. Often need
to provide support for reasoning or conclusions drawn. D. More than one “correct” response or
approach is often possible.
A. Requires complex reasoning, planning, and thinking (generally over
extended periods of time) for the investigation. B.
Assessment activities have multiple steps with extended
time provided. C. Students may be asked to relate
concepts within the content area and among other content
areas. D.Students make real-world applications in new
situations.
29
Rotocopter
Broad Area 1: ◦ Formulating Questions and Hypothesizing
Broad Area 2: ◦ Planning and Critiquing Investigations
Broad Area 3: ◦ Conducting Investigations
Broad Area 4: ◦ Developing and Evaluating Explanations
Roto-copter IvestigationBroad Areas of Inquiry
30
31
Think- alouds Pair Problem Solving Pair Problem Solving A problem-solving technique in which one member of the pair is the "thinker" who thinks aloud as they try to solve the problem, and the other member is the "listener" who analyzes and provides feedback on the "thinker's" approach.
32
33
Teachers get lots of advice and support from a variety of sources about what to teach. But do they really teach what is described in content standards? Do they teach what is in the textbook? Do they teach what is tested?
Pair Problem Solving
34
Teaching with DOK Derive the objectives from the standards.
Every objective in our frameworks has been assigned a DOK level.
Assessments are designed so that the test items match the DOK levels of the objectives.
Instruction needs to be designed at the same level as the DOK specified by the objective.
Teachers need to examine each objective to ensure that they are teaching at the appropriate
DOK level.
35
DOK in your Classroom Teach students how to answer DOK 2 and 3
questions by modeling using think- aloud Add one or two high level questions on class
assignments and homework
Do a Level 3 or 4 activity each week
36
DOK levels can be cumulativeAn objective written to DOK 3 often contains DOK 1 and DOK 2 level demands
37
Determining DOK: Science ExampleSample Science Assessment Limit
(based on Webb)
Example A: Perform a simple science process or a set procedure to gather data
Example B: Represent data collected over a period time, making comparisons and interpretations
Example C: Interpret data collected for a research question for a scientific problem related to your environment
DOK CeilingLevel
1
2
3
Potential DOK Levelsfor Assessment
1 (Measure temperature of
water)
1(Measure temperature of water at
different times/places)2
(Construct a graph to organize, display, and compare data)
1(Measure temperature of water at
different times/places)2
(Construct a graph to organize, display, and compare data)
3(Design an investigation to explain the affect of varying temperatures of the river in different locations)
38
Create constructs that align with both content and cognitive demand.
1. If you ask students to classify objects (an inquiry skill) by their physical properties (content), the correct solution requires the skill of making observations in order to classify and content knowledge of what physical properties are.
2. score points could be split between science content and inquiry for the same item/task.
3. It is likely that an open response item will make the thinking more transparent and be easier to determine whether the student is demonstrating both science content and science inquiry knowledge
DOK in your Classroom
39
Determine item types for assessing individual constructs and/or combinations of constructs.
If this is a multiple-choice item, the score
point could be attributed to both reporting categories of inquiry and science content if decisions need to be made about both content and inquiry for successful completion. If this is a short-answer item (2-point item), open response item (3 or 4 points)
DOK in your Classroom
40
Develop groups of items associated with a diagram, data set, or experimental procedure as the context.
DOK in your Classroom
41
Home workBring for next workshop 2 copies ofHomeworkQuizchapter testfinal exam
42
Secondary Proficient in Wikisapce
http://secondaryproficient2011.wikispaces.com/