Author:
Carly Anderson, Cristina Trecha
Subject:
Education
Material Type:
Module
Level:
Graduate / Professional
Tags:
BranchEd Assessment, NGSS, branched-assessment
License:
Creative Commons Attribution Non-Commercial
Language:
English
Media Formats:
Text/HTML

Oregon Science Project Hybrid Module #3: Formative Assessment for Equity- Team Grants Pass

Overview

Oregon Science Project Module #3 Facilitator Video Overview

This is the third in a series of Hybrid NGSS Modules curated by the Oregon Science Project in 2017 using already created, research-based NGSS professional development resources. This module focuses on formative assessment and how it can help educators to make student thinking visible and also how to use student ideas and models for teaching in the NGSS classroom.  It builds on the work of the first two: Module #1 Phenomena & Equity, Module #2 Talk & Equity.

All Oregon Science Project Hybrid NGSS PD Modules are designed to be done together with other educators in real time either online or face-to-face. The Oregon Science Project utilizes the videoconferencing tools of Zoom to run small teams of K-12 educators through these modules online in real time. Some Oregon Science Project Learning Facilitators are able to meet with their teams in person and still use these modules on computers during face-to-face work.

It was built using the OER Commons Module builder so it is broken into units as Tasks. Some are meant to be done individually, while others are designed for group dialogue and interaction. Dialogue in this case is used as way to build shared understanding. This is compared to discussion where a group is working on making a decision or choice. This difference is based upon the Adaptive School Work of Garmston and Wellman. You can read more about this in Chapter 4 of the Adaptive School: A Sourcebook for Developing Collaborative Groups. 

The design of the modules and overall framework is also informed by the research about professional development from A Facilitator's Guide to Online Professional Development: Establishing Communities of Learning and Cultures of Thinking by Carol Brooks Simoneau and Gerald Bailey.

Instructor Descriptions

Accompanying each task is a backend "Instructor Description." Each Instructor Description is only intended for the instructor or facilitator of the module and not the educator participating as a learner in the module. Each Instructor Description includes

  • bakckground information

  • instructions for facilitator preparation

  • tips/ideas for facilitators working with a group online

  • tips/ideas for face-to-face facilitation

  • links to other resources when appropriate

Remixing and Using this Module for Professional Development

If you would like to use this module, simply select REMIX and then edit your own copy so that it represents your facilitation style, local context, and professional development needs. This module was developed based upon the assumption that all participants have completed Oregon Science Project Hybrid NGSS Modules #1 and 2 and are studying the NGSS.

Module #3 Components:

Task #1 - Module #3 Overview

Task #2 - What is formative assessment? Individual Work

Task #3 - What is formative assessment? Group Reflection and Dialogue

Task #4What are some high leverage practices for formative assessment in the NGSS classroom?  Individual Work

Task #5 - What are some high leverage practices for formative assessment in the NGSS classroom?  Group Reflection and Dialogue

Task #6 - How can we develop and use culturally responsive formative assessments for NGSS? Individual Work

Task #7 - How can we develop and use culturally responsive formative assessments for NGSS? Group Reflection and Dialogue

Task #8 - How can we integrate the NGSS practices into assessment tasks? Individual Work

Task #9 - How can we integrate the NGSS practices into assessment tasks? Group Reflection and Dialogue

Module Overview

Sharing This Module with Your Team

As the facilitator you will need to share the link for the frontend, or student-facing part of this module. Once you remix and edit this module then you need to publish it so others can access it easily.

The expectation is that you add pictures and other relevant pieces to each task to ensure it is personalized for your team. Be sure to keep the key components, and use this module as a tool to grow as a learning facilitator. Every OSP '17-'18 NGSS4Oregon Team needs to contribute to the group projects listed in the tasks.

Once it is published you will then see a link for "student view." This is where you will get the student-facing link to share with your team who is going through this module. Test the link before sending to ensure it takes you to Task #1 of this module and not to the instructor or OER Commons view. You can see the button below. Once you click it you need to copy the link it provides.

image

Assigning this Module:

When you initially share this module, you should assign both Task #1 and Task #2 before your group gets together to work collaboratively in dialogue in Task #3. Be sure to plan out how you will bundle the tasks depending on how much time you have to work in real time with your group. It is possible to have your team complete the individual work in between the group work during your time together. You would just need to plan for that individual work time and provide expectations on how it is to prepare them for the next collaborative section. The final task is the library of resources and is not a task that should be assigned.

In Preparation: 

Please customize Task #1 to suit your context. Add a visual of your group or something you think is related to you and your team to personalize this main page. Please also add your team name to the module title (i.e. Grants Pass Science Project).

Please also replace the overview video with one you create if you would like to personalize this first page even further.

If you are working with your group in person, be sure that everyone has a laptop or access to a computer so that they can fully participate and access the resources in this module. 

If you are working online, be sure you as a facilitator are comfortable with the videoconferencing technology. Always build in extra time for your online facilitation for dealing with unexpected challenges and obstacles due to technology. The most common are issues with the camera or sound. If planning online facilitation be sure you are able to break your team into groups of less than 6 so that everyone can participate. This can be done on Zoom using breakout rooms which you can assign manually or randomly.

As a facilitator you should be familiar with the Oregon Science Project Hybrid NGSS PD Modules #1 and #2 before facilitating this module with a team. Ideally you have completed these two modules as a learner and/or as a facilitator before starting on this module.

Module #3 Components:

This module is broken into Tasks as outlined below. Each task is either designed for you to complete on your own, or in real time together with others. You can complete with others either in online videoconference or face-to-face. Your facilitator will assign the tasks as bundles and you will need to complete the individual work in preparation for group dialogue with your team. If you want to facilitate a team, please be sure to refer to the "Instructor Description" in the OER Commons View of this Module.

Task #1 - Module #3 Overview

Task #2What are some high leverage practices for formative assessment in the NGSS classroom?  Individual Work

Task #3 - How can we develop and use culturally responsive formative assessments for NGSS? Individual Work

Task #4 - What are some high leverage practices for formative assessment in the NGSS classroom?  Group Reflection and Dialogue- 2/28

Task #5 - How can we develop and use culturally responsive formative assessments for NGSS? Group Reflection and Dialogue- 2/28

Task #6 - How can we integrate the NGSS practices into assessment tasks? Individual Work

Task #7 - How can we integrate the NGSS practices into assessment tasks? Group Reflection and Dialogue-3/14

 

Please click on the right arrow below to advance to Task #2: What are some high-leverage practices for formative assessment in the NGSS? Individual Work.

Please be sure to complete Oregon Science Project Hybrid NGSS Module 1 and Oregon Science Project Hybrid NGSS Module 2 before beginning this module.

What Are Some High Leverage Practices for Formative Assessment in the NGSS Classroom?  Individual Work Due 2/28

This module should be assigned to your team members to do on their own time in preparation for real time dialogue in Task #3.

This task is designed to provide educators with a shared experience thinking about what high leverage practices provide opportunities for them to tap into their students's understanding via formative assessment. It's a time for individual reflection and processing before engagement with a group for dialogue.

Facilitator Preparation:

As a facilitator be sure you have engaged with this individual task as your learners will. This facilitation prep always prepares you for supporting other adult learners in a more authentic way than if you yourself have not experienced it from that perspective.

Take a look at all of the examples of high leverage practices listed in this task. Be ready to provide your own examples of how you might use each one in your own practice, or a story from using something similar to these.

If you have other resources about high leverage practices and strategies that you would like to incorporate into the group dialogue, you should add them into this task as part of the assignment.

Make it clear that you will be using their responses from the survey to inform and shape Task #5 group dialogue. To help them do this you can set a due date that is several days before and also send friendly reminder emails. The survey is currently set so that they all receive their responses and they can also opt to see a summary of the other responses as well. From their responses you should be able to see that there are similarities between their experiences and interests or that are not trends as you prepare for the Task #5 Group Dialogue.

On Your Own:

Components: One document with 27 specific high leverage practices to skim and one reflective survey to sprepare for Task #3 with a group.
Relevance: Building on your own understanding and experience with high leverage practices and how they support formative assessment in NGSS science for all students.
Preparation: This individual work portion prepares you to engage in reflective dialogue with a small group in Task #3.

Please open the resource below and then open Survey #1 before you meet with your group on February 28th. Be sure to skim the resource and take a look at the examples and nonexamples of the practices you choose on the survey.

A Resource for Equitable Classroom Practices (Equity Initiatives Unit - Office of Human Resources and Development - Montgomery County Public Schools, Maryland)

Survey #1- Please complete by 2/28.

 

How Can We Develop and Use Culturally Responsive Formative Assessments for NGSS? Individual Work- Due 2/28

This module should be assigned to your team members to do on their own time in preparation for real time dialogue in Task #5.

The main resources in this task are based upon work of www.stemteachingtools.org These resources have been incorporated and modified to fit the context of the work of the Oregon Science Project. Please continue to modify when you remix this task so that it meets your needs.

Assigning this Task

As a facilitator, you should assign this task with enough time for your team to individually capture their photos which they are taking in their everyday life. Recommended time would be about a week and no less than a few days. You need to create a place for them to upload their photos for you to see and work from  such as a Google Drive Folder, a Padlet, or another collaborative online tool that you like to use.

It would be helpful for you to have access to their photos beforehand, but if needed you could wait to see them until they shared them.

During the group work of task #7 they will be sharing them and then diving into student examples of a similar task which was developed to gather connections between the science of health and the home life of students. This will also provide you more context and information about the rich resources and experiences that your team members bring to your work together.

Be sure you have spent time with STEM Teaching Tool Brief 31. It is provided as an optional resource and provides context for what they are asked to do. There are several links within this brief that may of interest you or your team. You could even incorporate more of this brief into your work with your team in Task #7.

On Your Own:

Components: A single assignment to take three pictures to capture aspects of your life in preparation for Task #5.

Relevance: Continuing to build a shared understanding of formative assessment with a shift towards utilizing home lives and culture into the NGSS classroom via cultural formative assessment. 

Cultural Formative Assessment: Focus is on ways of knowing, doing, and being that are specific to science and other subjects. It presumes that students bring to the learning environment important knowledge, interests, and experiences from their daily lives that teachers must elicit and use to inform instruction.

Your Task 

Utilizing the camera on your phone, or another digital photography device please capture three different examples of your life and culture. You could also locate pictures on your phone or other device that represent these.

  1. An activity or item releated to how you take care of your health and wellbeing.
  2. A way that that you cool down or heat up food or drink at home. For this one please upload your photo to Google Draw and use text and other drawing tools to show what is happening when you cool off or heat up the material.
  3. A group of learners or a learner that you are working with this year. This could be a photograph of your entire class, a picture of a couple of students, pictures of teachers you are working with, or even members of your family (including animals!). If you share pictures of students or teachers please be sure you have their permission to share with your team in this task.

Please add these photos to our shared team Google Drive.

What Are Some High Leverage Practices for Formative Assessment in the NGSS Classroom?  Group Reflection and Dialogue

This task builds on the work your team members did individually in Task #4, and is meant to be completed by a group of educators in real time. All facilitators should go through the entire module before beginning to run participants through the module.

Please see preparation instructions below for both face-to-face and online facilitation of this task. Several resources in this task are from the generous work of www.stemteachingtools.org These resources have been incorporated and modified to fit the context of the work of the Oregon Science Project. Please continue to modify when you remix this task so that it meets your needs.

 

Facilitator Preparation:

Main sections of this module:

Large Group Dialogue A:

Sharing and reflecting on responses from Survey #2

Small Group Dialogue A:

Sharing, reflecting, and responding to questions

Large Group Dialogue B:

Debriefing the small group dialogue

Using this time to explicitly shift the dialogue to discussion.

Crafting the Team Equity Vision Statement and contributing it to the Oregon Science Project Padlet.

Using Survey #2 Responses

You need to read and organize the responses of your team prior to facilitating this group module. Be sure to communicate with your team that you will be using their Survey #2 responses. This means that the group dialogue depends on everyone completing it by a deadline that gives you time to incorporate them into the group dialogue in this task. Depending on your timeline this could be several days before you do group dialogue or at least a few hours.

When you look at their responses you will either see trends, or you will not. As in several people may have selected the same practices for ones they want to know more about or that they do know about. You need to see if there are trends or not to prepare for the group dialogue work of Task #5.

 

TRENDS: LOOKING FOR and USING TRENDS IN RESPONSES

A. IF YOU DO SEE TRENDS  

Survey #2 Part 1

If multiple participants selected the same high leverage practice from the first or second part of Survey #2, you should select these as practices to focus on during your group dialogue. You should learn more about each practice that they select in Part 1 by reading the examples, reading the nonexamples, and thinking of your own. During the first part of the group dialogue your group will be interested in finding out more about the practices they selected. You should become familiar with all the ones selected and even bring in outside resources to share if you feel comfortable doing this.

Survey #2 Part 1 (multiple participants selected practices 7, 8 and 25)

Survey #2 Part 2

If you see that multiple participants have selected similar high leverage practices that they want to share, be sure to provide an opportunity for them to share in an organized and productive way. Please see suggested protocols embedded below to ensure equitable participation. Please consider that after filling out a practice a participant wants to share that they may have actually spent quite a bit of time thinking and preparing examples or they may have forgotten about. Be prepared to positively provide time for either of these situations. Please see image below for examples of trends from Survey #2 Part 2.

 

Survey #2 Part 2 (multiple participants selected 23 and 24).



B. IF YOU DO NOT SEE TRENDS (i.e. everyone picked something different for practices they want to know more about and everyone picked something different for what they wanted to share):

  • See if you can crosswalk the ones folks selected in parts 1 of the survey with part 2. For example see below where one person chose practice 2 in part 1 and another person selected practice 2 for part 2. That means one participant wants to know more and another participant has experience and expertise to share about that practice. You could even pair folks up to engage in dialogue.

 

Survey #2 Part 1 (Everyone selected something different)

Survey #2 Part 2 (Everyone selected something different)


 

IDEAS FOR HOW TO BRING RESPONSES TO GROUP DIALOGUE

  • You could create a Padlet to organize the responses. Please see here for an example Padlet using columns to categorize your team’s responses. You could create this after they complete the survey and even send it out in between the completion of the survey and the group dialogue meeting for Task #5.

  • You could create a folder with Google Draw and have them work in small groups to gather resources to assemble onto a Google Draw slide.

 

FACILITATING THE GROUP DIALOGUE

Please see specific recommendations and ideas for online and face-to-face facilitation below.

Decide how you want to break your group into smaller groups if you have more than four on your team. When they are in small groups they will address the questions listed on the student view of the module.

Be familiar with the three resources referred to in the questions provided for amll group dialogue:

  1. A Resource for Equitable Classroom Practices (From Task #4)
  2. Chapter 11 of the Framework for K-12 Science Education
  3. Pathologizing the Language and Culture of Poor Children
  4. Dialogue vs. Discussion (reading from summer 2017 institute)

PLEASE ADD TO OR EDIT THESE QUESTIONS TO SUIT YOUR TEAM & YOUR FACILITATION STYLE.

Provide them with at least 25 minutes to engage in dialogue and have them decide how they will record their ideas, wonderings, and aha's. Set the context by telling them they will share out with the gropu and that you will also be using this thinking to craft the Team Equity Vision Statement at the end of this module. Check in with groups and extend or shorten time as needed. Be sure to give them a five minute warning if you are ready to end the small group work so they can share and record their final thoughts.

Q: What would you add to the Oregon Education Investment Board definition of Equity below? Why?

OEIB Equity Defintion: Equity in education is the notion that EACH and EVERY learner will receive the necessary resources they need individually to thrive in Oregon’s schools no matter what their national origin, race, gender, sexual orientation, differently abled, first language, or other distinguishing characteristic.

Q: Read the quote below and share your thinking around what is referred to as deficit thinking. How does this relate to how we talk about students who struggle with science? How can shifting away from deficit thinking along with the NGSS shift away from memorization of vocabulary towards "language in use" help us refocus our conversations around supporting every student?

"Finally, Hart and Risley draw attention to a real problem that teachers encounter every day in their classrooms: children enter school with more or less of the linguistic, social, and cultural capital required for school success. However, we take exception to the characterization of this situation in terms of linguistic or cultural deficiencies. Through the lens of deficit thinking, linguistic differences among poor parents and children are transformed into deficiencies that are the cause of high levels of academic failure among poor children. In this formulation, the ultimate responsibility for this failure lies with parents who pass on to their children inadequate language and flawed culture. But, in our view, the language differences Hart and Risley reported are just that—differences. All children come to school with extraordinary linguistic, cultural, and intellectual resources, just not the same resources. (p. 369 from Pathologizing the Language and Culture of Poor Children)

Q: Some of the high leverage practices may seem to be common sense to you or your group, but they may be new or novel to other educators. How do you see the practices your team chose in part #2 of the survey supporting equitable access in the NGSS classroom? Please also refer to Chapter 11 of the Framework for K-12 Science Education and connect specific language from the chapter addressing equity to high leverage practices you discuss. Be ready to share at least two specific examples with the large group.

Q: In your local context, what is the most common topic when addressing issues of equity (i.e. migrant students, students with special needs)? Is there a specific focus on increasing equity in science? Why or why not? Be sure everyone has a chance to share their own context in a constructive context avoiding deficit thinking as explored above.

As a facilitator, be recording how you think the dialogue can contribute to the crafting of the Team Equity Vision Statement. Be ready to connect back to specific participant's ideas they shared while you are crafting it.

By the end of the group dialogue, your team should have crafted your Team Equity Vision Statement that relates to how NGSS supports equitable participation in the classroom. This task is outlined in the module, and you should be aware of the language and ideas emerging from the dialogue so that you can incorporate it into the final dialogue to and discussion to decide what the statement is.

  • Create and share a visual to show each of the practices selected in parts #1 and #2 of Survey #2. Ask participants to share why they want to know more about the practices they chose. You can share with each participant their responses (they will also have received their responses in an email once they complete the survey)

  • Ask your team which practices they think are the most important and why.

  • Share your thinking around the ones they want to know more about, or utilize others via the crosswalk method mentioned in the facilitation preparation above.

  • Use the main questions on the module page to drive the dialogue, and probe for group understanding and rationale utilizing paraphrasing and inquiry.

  • If your group is larger than 4 you should break them into smaller groups to address the module questions and come back together to craft the Team Equity Vision Statement.

Protocols for Small and Large Group Sharing

These will vary depending on your facilitation style, your team dynamic, and your team size. Suggestions for both face-to-face and online protocols are listed below in each section. You will need to decide which protocols before you start this task in real time with your group. You also need to choose how to record the final statement. Suggestions for each below.

Ensuring Equitable Participation

Be sure to engage all team members by utilizing paraphrasing and talking about the norms with your group. You should be revisiting these throughout your work together. You may also need to specifically bring participants into the large group dialogue through questions and prompts aimed at their context or at them directly.

Here is a link to a a Tool Kit for the Norms of Collaboration with facilitator tips and self assessment scales.

image

Online Preparation:

Sharing Survey Responses

Ideas for sharing the responses from Survey #2:

 

  • Padlet using columns setting. Instructions here and image below. Link to Padlet  (please make your own)

  • Google Draw so that notes can be taken and comments can be added.

  • Google slides. Link here to copy edit if you want to use this tool with your group. Image below of the example.


 

Crafting and Sharing Team Equity Vision Statement

Here is the link to the statewide OSP Team Equity Vision Statements Padlet.

Provide your team with time to contribute and edit the statement before posting.

Be sure to put your team name on your final Team Equity Vision Statement on the Padlet. After your team has crafted your statement, share the Padlet link with your team so they can see what other teams have come up with. Feel free to edit the statement if your team is inspired by other teams’ work.

Face-to-Face Preparation:

Ideas for sharing the responses from Survey #2:

  • Chart paper with different practices on each one and time for each small group of 2-3 to provide comments, ideas, and resources. Take pictures of these and upload to share with you team.

  • Google Slides with each practice to share in a presentation, then providing physical ways to record ideas or contributions such as small whiteboards

  • Please also see Online Preparation for other ideas you might want to use.

  • You will be contributing to the group padlet that every team is using at the end of this task. Padlet link here and it is also on the student view of the task itself.

Be sure to put your team name on your final Team Equity Vision Statement on the Padlet. You can work on it in the large group using chart paper or a whiteboard. After your team has crafted your statement, share the Padlet with your team so they can see what other teams have come up with. Feel free to edit the statement if your team is inspired by other teams work.







 

Overview of Group Work: 

Components: Question prompts to drive reflective dialogue using team responses from Survey #2 parts 1 and 2. Group creation of equity vision for students via the NGSS.

Relevance: Building a shared understanding and experience with high leverage practices to increase equitable participation in science in Oregon’s K-12 classrooms. All Oregon Science Project teams will be contributing to a shared online document to show the vision for increasing student access to high quality and engaging science via the NGSS.

Preparation for This Task:

  • Complete Survey #1 from Task 2 by 2/28.

  • Revisit your responses from Survey #2. Once you submitted your responses they were sent to your inbox for the email account you used when filling out the survey.

  • Open this resource from Task #2 to use: A Resource for Equitable Classroom Practices (Equity Initiatives Unit - Office of Human Resources and Development - Montgomery County Public Schools, Maryland)

We will complete the following activity on 2/28.

Large Group Dialogue A 

Your Learning Facilitator will provide you with prompts and other material which relate to your responses from Survey #2. Please consider your responses and the Resource for Equitable Classroom Practice as you work collaboratively on the questions below.

Group Dialogue-part 1

Under the guidance and direction of your facilitator, you will explore the following questions in small groups of 2-4.

Q1: What would you add to the Oregon Education Investment Board definition of Equity below? Why?

OEIB Equity Defintion: Equity in education is the notion that EACH and EVERY learner will receive the necessary resources they need individually to thrive in Oregon’s schools no matter what their national origin, race, gender, sexual orientation, differently abled, first language, or other distinguishing characteristic.

Q2: How does the quote below relate to how we talk about students who struggle with science? How can shifting away from deficit thinking along with the NGSS shift away from memorization of vocabulary towards "language in use" help us refocus our conversations around supporting every student?

"Finally, Hart and Risley draw attention to a real problem that teachers encounter every day in their classrooms: children enter school with more or less of the linguistic, social, and cultural capital required for school success. However, we take exception to the characterization of this situation in terms of linguistic or cultural deficiencies. Through the lens of deficit thinking, linguistic differences among poor parents and children are transformed into deficiencies that are the cause of high levels of academic failure among poor children. In this formulation, the ultimate responsibility for this failure lies with parents who pass on to their children inadequate language and flawed culture. But, in our view, the language differences Hart and Risley reported are just that—differences. All children come to school with extraordinary linguistic, cultural, and intellectual resources, just not the same resources. (p. 369 from Pathologizing the Language and Culture of Poor Children)

 

Q3: How do you see the practices your team chose in part #2 of the survey supporting equitable access in the NGSS classroom?

Please also refer to Chapter 11 of the Framework for K-12 Science Education and connect specific language from the chapter addressing equity to high leverage practices you discuss. Be ready to share at least two specific examples with the large group.

 

Q4: In your local context, what is the most common topic when around issues of equity (i.e. migrant students, students with special needs)?

Is there a specific focus on increasing equity in science? Why or why not? Be sure everyone has a chance to share their own context in a constructive context avoiding deficit thinking as explored in the first question above.

 

Group Dialogue-part 2

Under the guidance of your Learning Facilitator, your entire team will:

  1. Shift from dialogue (shared understanding) to discussion (coming to a decision).

  2. Collaboratively craft an Equity Vision Statement that captures the rich material and ideas your small and large dialogue produced. As a member of the team it is your responsibility to ensure everyone has participated and contributed. 

  3. Contribute to your Equity Vision Statement to the statewide Oregon Science Project Equity Vision Padlet. The link to the Padlet is here, and your facilitator will post your statement once you have completed it. There should only be one statement per Oregon Science Project NGSS4Oregon Team.

 

How Can We Develop and Use Culturally Responsive Formative Assessments for NGSS? Group Reflection and Dialogue 2/28

This task builds on the work your team members did individually in Task #4, and is meant to be completed by a group of educators in real time. All facilitators should go through the entire module before beginning to run participants through the module.

Please see preparation instructions below for both face-to-face and online facilitation of this task. Several resources in this task are from the generous work of www.stemteachingtools.org These resources have been incorporated and modified to fit the context of the work of the Oregon Science Project. Please continue to modify when you remix this task so that it meets your needs.

Group Sharing of Self Documentation work from Task #6  (in groups no larger than 6)

As the facilitator you will need to create a collaborative space for them to share their pictures. If you are meeting in person it could be a physical space like a wall or chart paper. If you are meeting online, use an online collaboration tool.

Individual Survey #3 in Real Time

Link to Survey #3 for you to copy and make your own. Please click send on the survey, then insert that link into the student view of this task.

Individuals are given time to complete the survey in real time during your team meeting. You will be using the responses in the large group dialogue. The survey has them chose from a set of quotes taken from Chapter 11 of the K-12 Framework for Science Education. They are then asked: In your own words, how do you see your own self documentation activity from Task #6 Individual work relating to the quote or quotes above?

This is reflection opportunity for them to tie in their self documentation with culturally responsive formative assessment in the classroom. You will need to make this connection very clearly for those participants who are pushing back or struggling with this. This task is drawn from this: http://stemteachingtools.org/pd/sessionc If you would like more information please go there.

Large Group Dialogue A

You need to determine how you want to share the results of the survey from Task #6. This is where you will be supporting your group in making the connection between learning science in the classroom and increasing equity in the classroom by incorporating students' home lives and experiences outside of the classroom.

Small Group Dialogue A

Break up your team into small groups of 2-4. They will look at the self documentation student instructions linked on the task, then look at the student work. Their small group dialogue will prepare them for Large Group Dialogue B.

Large Group Dialogue B

As the facilitator, please revise or edit the questions as you would like for your group and facilitation style. You do not need to address all five questions and some will be more relevant or engaging for your group than others. 

Small Group Dialogue B

For this section, you will need to offer all of the goals for dialogue and not edit as suggested for the previous section.

Large Group Dialogue C

This is your opportunity to bring in previous conversations and aha's from the team. Be prepared with specific examples or questions that could move the dialogue along. 

Going Further - Optional

As the facilitator it is up to you whether or not you want to have them develop this self-doc task. If your team is very intrigued and excited by the prospect, you should assign this to them in groups. or if you have time in your meeting you should work on it.

 

Components: Small group sharing of self documentation work from Task #4, individual reflective survey, small group dialogue, large group dialogue, wrap up.

Relevance: This task brings your self documentation work in Task #4 to bear on culturally responsive formative assessment in the NGSS classroom. You will have the opportunity to think with your team about possibly overlooked opportunities to connect science with your students’ lives.

Preparation for this Task: Be sure to complete your self documentation work from Task #4 and upload all three of your images to the shared online workspace that your facilitator has created specifically for your team. Be ready to share more about your images when you meet to complete this task as a group.

 

 

Individual Survey in Real Time

Please complete Survey #2 in real time during this group work. Your facilitator will provide you with the group responses to use in this section of the task. Although your responses are anonymous you are welcome to share which ones are yours if you would like.

 

Dialogue A

As a group, look at the summary results of your survey.

Under the guidance of your facilitator, use the questions below to guide your group dialogue. Some of the questions may be of more interest or relevance to your work than others. Connect the questions below to the responses and quotes in Survey #2 that you just completed.

Please focus on what you can do and the possibilities avoiding deficit thinking and language as covered earlier in this module.

How can science instruction…

  • be inclusive to the interests and goals of all students and their communities?

  • connect the science students learn in class to experiences outside the classroom—in personally or culturally relevant ways?  

  • build on student’s experiences with natural phenomena?

  • make connections between everyday and disciplinary knowledge, discourse, and ways of knowing?

  • help students leverage or extend personal identities in relation to science?

Dialogue A

In groups of 2-4, please go to the instructions for a student self documentation project here. After taking a look at the student task, click on the student self documentation work samples from the task by clicking the image below. Every member of the group can have their own document open, or you can share your screen to go through them together. Look for interests and everyday practices that could be connected to a ‘microbiology of health’ unit. 

After you have looked at all of the samples be ready to contribute your ideas to the next large group dialogue.

text
Click Image for Student Work Samples


Dialogue B

In your whole group and under the guidance of your facilitator, share your ideas and the connections you are making. The five questions below are a guide.

1. One or two interest-driven lesson connections or investigations students could engage in.

2. How you might use the self-doc instructional technique in your teaching.

3. Which curriculum units do you teach that could be connected to students’ lives outside of school?

4. How will you create a safe classroom culture where students are able to openly share aspects of their lives? How can you help them share only what they and their families are comfortable sharing?

5. You should model how STEM relates to your own cultural life. Do any self-doc task yourself before asking students to do it. What would you focus on?

Dialogue B

What cultural formative assessment purpose do you think would be the most useful in your context?

text
Click Image to go to larger font

 

Group Dialogue C

In what different ways do you see cultural assessment guiding instruction? Use the list below to make specific connections to your context and practice.

  1. Identifying cultural endeavors from the lives of learners and relating them to instruction. This could be done at the start of the unit or by making connections along the way

  2. Identifying compelling phenomena or culturally-grounded, local investigations for students to engage in

  3. Identifying follow-on community “action projects” that connect to science concepts (e.g., public service announcements, community engagement projects)

  4. Placing students in teacher-like roles, in which they can support their peers based on their life experiences and knowledge

  5. Identifying and resourcing desired individual archetypes (i.e., kinds of people they may want to become) that fit student interests and dispositions

How Can We Integrate the NGSS Practices into Assessment Tasks? Individual Work- Due 3/14

This module should be assigned to your team members to do on their own time in preparation for real time dialogue in Task #9.

The main resources in Tasks #8-9 are based upon work of www.stemteachingtools.org These resources have been incorporated and modified to fit the context of the work of the Oregon Science Project. Please continue to modify when you remix this task so that it meets your needs.

Revisit Module #2 to refer to the Task Analysis process which deals with work at the task level. If it would be relevant or appropriate to bring that work back into these last two tasks, please do so.

Facilitator Background

As the facilitator, you will need to be familiar with the idea of NGSS Assessment Tasks. Please go here to find out more and read this prior to assigning Tasks 8-9 to your team. 

You also need to be familiar with the resources included in the student view of this module. This individual work provides two required resources that show flexible examples of how educators can develop formative assessments to uncover student understanding and use of the NGSS practices and crosscutting concepts. 

Additional Participant Preparation

There are also optional going further resources at the end of this task which can be assigned to your team if you think it would be necessary. They are documents to provide extra support for participants who are still rather new to NGSS and need more exposure to the differences and relevance of the practices and crosscuting concepts to science learning. If you opt to assign these resources, you should change the heading from optional to required and integrate the resources into the main part of the task.

Survey #4

Link to Survey #4 which requires you to make a copy. You will need to click on send on the form and copy that link. That link then needs to be pasted into the body of the student view of this task as Survey #4. This task focuses on two dimensions of the NGSS and the survey provides a place for reflection about 3D Assessment.

Survey #4 includes student work from the Foggy Mirror Multiple Component Assessment. Also this quote: 

"To adequately cover the three dimensions, assessment tasks will need to contain multiple components (e.g., a set of interrelated questions). 

Specific components may focus on individual practices, core ideas, or crosscutting concepts, but, together, the components need to support inferences about students’ three-dimensional science learning as described in a given performance expectation. " - Developing Assessments for the Next Generation Science Standards

text
Click here to read report online

 

 

 

 

 

 

 

 

 

 

 

If you are assigning the optional exploration of the practices and crosscutting concepts to your team, be sure to include at least two extra questions to make sure they are prepared to engage in group dialogue for these two distinct dimensions of the NGSS in Task #9. Here are a couple of examples of what you could add to the survey to assess your team members' level of awareness of these two dimensions of NGSS.

Q: The crosscutting concepts can be thought of as the lenses that we look through to make sense of the world. In your own words, explain what you think the crosscutting concepts are.

Q: There are seven NGSS science and engineering practices. Which ones do you think are the most difficult to assess and why?

Be sure to include this visual quick reference on your survey:

text

On Your Own:

Components: Two resources to skim and one reflective survey to complete in preparation for Task #8 group work. 

Relevance: Directly connecting the NGSS Science & Engineering Practices and Crosscutting Concepts to formative assessment. Although all of the work in this module focuses on formative assessment, the prompts for integrating the NGSS Practices and Crosscutting Concepts could be integrated into summative classroom assessments.

Preparation: This individual work portion prepares you to engage in reflective dialogue with a small group in Task #8.

Preparation for this Task

For the work in the next task with your team, it’s important that everyone is clear about the differences between the NGSS Practices and Crosscutting Concepts. For additional preparation please scroll to bottom of task.
 

Your Task

  1. Open Resource #1 and Resource #2 below.

  2. Skim through each looking for how they are designed and what their intention is.

  3. Select at least one practice from the first resource and at least one crosscutting concept from the second resource to explore further.

  4. Open the image below of a foggy mirror to see student work. You will also be referring to this on your survey.

  5. Keep resources open and head to Survey #3 You will be using information from each resource on your chosen practices and crosscutting concepts to complete this individual survey. You will need to complete this survey by 3/14.

text
Resource #1 This detailed and flexible tools below suggests activity formats to help teachers create three-dimensional assessments  - formative and summative - based on real-world science and engineering practices.

 

Text
Resource #2 - This resource provides several prompts for assessing students developing understanding and use the NGSS Crosscutting Concepts. The prompts can be easily modified similar to the resource above that dives into the practices.
text
Open to see student work which you will reference in the survey

Additional Optional Preparation

If you are interested in increasing your understanding of this distinction and the role of these two dimensions in 3D NGSS instruction and learning, please refer to the three resources below. 

 

text

 

text

text

 

How Can We Integrate the NGSS Practices into Assessment Tasks? Group Reflection and Dialogue 3/14

This task builds on the work your team members have done through all of the modules and especially Module #3. As a facilitator, you will know how best to refer to previous work and dialogue. Plan for connecting back to specific time shared as you spend this last task together as a group.

This task is meant to be completed by a group of educators in real time. All facilitators should go through the entire module before beginning to run participants through the module.

Facilitator Preparation

You will need to use the responses from Survey #4 in Task #8 for this task. As a group, you will then build on it in real time.

You need to be able to address questions about what an assessment task is (please see instructor description for Task #8.

Small and Large Group Dialogue

As the facilitator, you will need to look through the student view of Task #9 and determine what will work best with your team. You will be crafting the final reflection questions for dialogue and guiding this wrap up to the OSP '17-'18 NGSS4Oregon Teams. It is important that you modify this as needed since you know best what you have covered and at what level throughout these modules. Think back to previous tasks for ideas (Padlet, Google Slides, etc.)  

It ends with the three big questions around assessment. They are the questions driving a lot of work now and there aren't perfect answers for them yet. They are the questions your team will still have, and they are ones of national exploration and concern:

The big questions educators are grappling with at the national level are the same ones we are trying to make sense of with a specific focus on our rich and varying contexts here in Oregon. These are the questions that we can continue to work together as a network to tackle in the future:

  • How can we assess “three-dimensional learning”?
  • How is it different from how we assess science learning now?
  • How can we design tasks that elicit disciplinary core ideas, practices, and crosscutting concepts?

 

Survey #5

Please click here for the framework for a Survey #5. It has just a couple of questions - PLEASE ADD MORE QUESTIONS TO CAPTURE YOUR TEAM's EXPERIENCE. AS A LEARNING FACILITATOR YOU ARE ADDING QUESTIONS THAT YOU THINK ARE USEFUL AND PROVIDE REFLECTIVE CLOSURE FOR YOUR GROUP. You should ask about next steps, ask them to reflect, and inquire into their experience. You will need to click on send on the form and copy that link. That link then needs to be pasted into the body of the student view of this task as Survey #4. You will need to share the response sheet results with ctrecha@oregonscienceproject.org. 

Participants must complete Survey #5 to earn PDU's. They must report 20 hours of work for this course to earn the 2 credits.  You should also look at the responses for Survey #5 so you can also get ideas and find out more about the wrap up of your team and the rest of the state!

FACILITATOR CLOSURE in Real Time

Select a closing activity where everyone can participate. They have had time to process on your survey so relate this last real time processing to the survey questions you created. It is important that the closing activity provides everyone space to share and participate equitably. 

Components: Small group sharing of survey responses from Task #6

Relevance: This task brings together all of the previous tasks and provides an opportunity to plan for formative assessment in the NGSS classroom.

Preparation for this Task: Be sure to complete Survey #4 by the deadline set by your facilitator. Be ready to share your ideas from Survey #4 with the group and to build on others’ ideas.

 

Unit Preparation

In your large group, you will connect these NGSS assessment task tools from Task 8 with the work you have previously done in the module to create a unit assessment that is NGSS aligned.

Group Dialogue

The big questions educators are grappling with at the national level are the same ones we are trying to make sense of with a specific focus on our rich and varying contexts here in Oregon. These are the questions that we can continue to work together as a network to tackle in the future:

  • How can we assess “three-dimensional learning”?
  • How is it different from how we assess science learning now?
  • How can we design tasks that elicit disciplinary core ideas, practices, and crosscutting concepts?

Individual Survey in Real Time

Complete Survey #4. and consider the completion of the survey as the completion of the module. This survey must be completed for you to earn credit or PDU’s. You will complete this before you do a final real time closure activity with your team.

FACILITATOR CLOSURE in Real Time

Your facilitator will be providing a closing activity to provide the group closure, reflection, and processing.

Resources from Module #3

This task was created to provide a library of resources for this module. These resources will show up when you view this resource from OER Commons. You do not need to assign or access this task for Module #3 work.

Please see all of the resources from Module #3 attached below. This is the single place where you can access all of these resources. This task is not an assignment, but instead a library for you.

Resources from Task #2

Resources from Task #2.

Resources from Task #3

Resources from Task #3

Resources from Task #4

Resources from Task #4

Resources from Task #5

Resources from Task #5

Resources from Task #6

Resources from Task #6

Resources from Task #7

Resources from Task #7

Resources from task #8

Resources from Task #8