Are Science Standards Enough Instructional Alignment IA

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Are Science Standards Enough? Instructional
Alignment(IA)

• Presentation to
• School name
• Date, 2007

Eric B. Wuersten Science Curriculum Program
Supervisor Administrator, Title II B, Mathematics
and Science Partnerships
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Goals

• Learn about IA as an instructional tool to
  support alignment of lessons to GLEs
• Develop insights about iconography (graphical
  learning tools)

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Are Standards Being Taught?

• What indicators do you have that your teachers
  are targeting EALRs and GLEs in their
  instruction?
• What do you see inside the science classroom?

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Are Standards Being Learned?

• What student indicators, evidence of learning,
  can you gather to see that students are learning
  the EALRs and GLEs?

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• Science for all

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What do we know?

• Were teaching activities
• Students are not learning standards

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Enumclaw

• Is there a connection from MS to HS?

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Our Challenge

• science educators have directed their attention
  to developing standards, Are the standards and
  benchmarks enough? Now The even more difficult
  tasks of using standards and benchmarks to
  improve school programs and classroom practices
  are ahead.
• Roger W. Bybee (2004)

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Summary

• Purpose
• Understand dimensions of Alignment
• Standards (GLE WASL)
• Curriculum (Instructional Materials)
• Lessons (learning)
• Explore Instructional Alignment (IA)

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Dimensions of Alignment

• National
• NSES, AAAS Benchmarks to EALRs/GLEs
• State
• EALRs/GLE to WASL test and Item Specifications
• Districts
• GLEs to Scope and Sequence
• Deep Alignment (CCC) GLEs to adopted
  instructional materials
• Classroom/Building
• Unit concept map, storyline
• Instructional Alignment (IA)

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The Science Symbol
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Systems

• Before humans inhabited the Earth, matter, energy
  and forces existed. The systems we study are the
  vehicles through which we understand how matter
  and energy interact and influence each other.

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Inquiry

• Mankind has tried to explain and unravel the
  mysteries of the world and universe. In doing so,
  we have created a systematic way of unlocking
  these mysteries. As we build upon our
  understanding of systems through scientific
  investigation, we are constantly discovering new
  phenomena, which changes and adds to our
  understanding of how things work and the
  interconnections within the universe.

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Application

• Empowered with new knowledge of the way the world
  works, humans have attempted to solve problems to
  benefit mankind. Additionally, our ability to
  design new technology is growing at an
  exponential rate.  We are constantly building on
  lessons from the past. But with each endeavor,
  new human problems may arise.

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Recommended Sequence
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Inputs, Outputs, and Transfers of Matter,
Energy, and Information in Systems such as

• An Object on a Ramp
• Boiling Water on a Stove
• A Volcano
• The Water Cycle
• A Plant
• An Ecosystem

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Investigating The Process of Asking and
Answering Questionsabout the Relationships
betweenimportant Variables of a System The
Nature of Science Honesty, Fact vs. Opinion,
Evolution of Science
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The Process of Designing Solutions to Human
Problems Science, Technology, and Society Issues
including Human Effects on the Environment
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• Inputs Outputs, and Transfers of Matter and
  Energy, and information in Systems such as
• An Object on a Ramp
• Boiling Water on a Stove
• A Volcano
• The Water Cycle
• A Plant
• An Ecosystem

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• Investigating The process of Asking and
  Answering Question (Academic Discourse, Evidence
  Based Explanations) about the relationships
  between important variables of a System and
  theories of science
• The Nature of Science Honesty Fact vs Opinion,
  Evolution of Science

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• The process of Designing Solutions to Human
  Problems
• Science, Technology and Society Issues including
  Human Effects on the Environment

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Secondary Science
Example 9th Grade Science Course focused by the
Science EALRs
1st Quarter Analyze a Physical System such as a
toy truck moving up and down a ramp

• Describe the forces, motions, and energy
  transfers of the toy truck (PR02 4, ST01 2,
  CH01 2)

• Investigate the relationships between important
  variables of the toy truck system (IN01, 2, 3,
  9)

• Design solutions to human problems such as
  safely crashing the toy truck (AP01, 2, 3, 7)

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Secondary Science
How does your 8th Grade Science Course align with
the Science EALRs?

• Please take a few minutes to respond to the
  question
• Whole group discussion of secondary science
  education with a focus on Middle school issues

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Designing a Science WASL to Improve Student
Learning

• Guiding Principles
• Research Scenario Design, measure Application of
  Concepts and Processes
• Science EALRs to focus Scenarios
• Science GLEs as Item Learning Targets
• Science Evidences of Learning as Item
  Specifications
• Washington Science Teachers as Writers (wisdom of
  practice)

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The Design for the Science WASL
Science WASL Scenario Test Map (HS G8)
Point-balanced in Physical, Earth/Space,
Living Systems
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Investigating a Physical System
2
Investigating an Earth/Space System
3
Investigating a Living System
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Designing a Solution
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Analyzing a System
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Analyzing a System
Also, there is a Pilot Scenario with 5 items
toward the end of a session.
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Instructional Alignment (IA)Graphical Learning
Tools

• for teachers to focus on instruction of concepts
• for students to learn understanding of concepts

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Explain
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Rationale for IA

• Professional Learning Communities
• Standards
• Understanding by Design
• H.E.S.
• P.I.C. and S.T.A.R.
• Americas Lab Report (discourse)
• Visual semiotics

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Visual Representations

• The use visual representations enhances students
  ability to represent and elaborate on knowledge
  using metal images
• Iconography helps students elaborate on their
  knowledge
• understanding material better
• recall knowledge more readily.

• Learning is further enhanced when teachers ask
  students to explain and justify their visual
  representations

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Student Lesson Alignment

• Using existing materials to teach to concepts in
  the standards
• Use iconography to analyze lessons
• Engaging in academic discourse
• Scoring student work against standards (Marzano
  PCAs)
• Teaching the concepts not facts

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Alignment with Pedagogical Standards

• Personal Capacity Tools
• STAR Classroom Observation Protocols
• OSPI Cultural Competence
• Cultural Competence

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SLA learning SystemHands-Eyes-SymbolsH.E.S

• Scaffolds to Learning
• Jean Piaget
• Raymond Alf
• Harry Wong
• Stephen Jay Gould
• Jay Lempke
• Larry Lowery

Hands
Eyes
Symbols
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Plan
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SLAIconography

• Flow chart of student actions
• Labeled illustrations of observations
• Locate GLE targets

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Components of SLAIconography

• Flow chart of student actions
• Pictorials
• Arrows
• Labels
• Color coded
• Labeled illustrations of observations
• GLE concepts to target
• GLE concepts to reinforce

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Investigating Systems Guiding Questions to Ask

• Draw and label the parts of the system
• Identify properties or parts of the system
• Identify variability of a part
• Identify the relationship between the variable
  and energy transfers or transformations in/of a
  system
• Identify how this relationship affects the
  performance of the system
• Identify the forces acting on the system
• Identify how adding or subtracting forces affects
  the performance of the system
• Identify how adding or subtracting matter affects
  the performance of the system

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IA Tool Iconography

• Map out student actions
• Identify student learning targets.
• What can I reinforce?

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Learning to Use the Triple Beam Balance

• What Science GLEs am I targeting?
• Can I reinforce mathematics?

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Investigating Thermal Expansion

• What are the GLE targets that we could focus
  student learning on here?

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Application

• Whats the science in this design?
• Can I make the science more transparent for the
  student?

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Uses of IATeachers Students

• Reflective lesson planning in PLCs
• Target GLEs
• Reinforce connections to disciplines
• Classroom management
• Cognitive mirror for student learning
• Scaffold to literacy
• Graphic elements in text

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Observations
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Lesson Plan

• Identify where student prompts will
• Identify the system studied (questions)
• identify variables
• explain observations
• develop conclusions based on evidence
• Discussion summary of academic discourse
• reinforce prior learning in other disciplines

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Explanations
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Lesson Plan

• Plan quiz questions based on the investigation
  and the targeted GLEs.
• How will student work be evidence of learning?
• Identify P.I.C. or S.T.A.R. instructional
  strategies

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Notebook

• Develop iconography for the lesson
• Illustrate observations of changes to systems
• Represent the unseen
• Record observations
• Develop logic

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3rd Grade Science Notebook
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7th Grade Obs.
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Notebook

• Vocabulary icons and descriptions for critical
  terms
• Concluding statements use critical terms and cite
  evidence from the investigation to give reasoned
  explanations for observations.
• Discussions Academic Discourse
• extending and deepening concepts through evidence
  based explanations,
• scientific argumentation
• science discourse
• Draft critical terms will be available from GLE
  posters January 2007

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Notebook

• Discussions Academic Discourse
• Science and Children (K-6) http//www.nsta.org/ga
  tewayjscn53139
• How do You Know That?
• Science Scope (6-9) http//www.nsta.org/gatewayj
  ssn53156
• Scafolding Middle School
• The Science Teacher (9-12) http//www.nsta.org/ga
  tewayjtstn53151
• Journal of College Science Teaching
  http//www.nsta.org/gatewayjjcstn53095
• Draft critical terms will be available from GLE
  posters January 2007

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7th Grade Explains
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• Science Symbol
• Vocabulary with the EALRs and GLEs
• Back of Poster provides support for Vocabulary
  building

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Science MattersProposed 2007-9 Science Initiative
Professional Development
Student Achievement
Aligned, Supported Instructional Materials
Strategic Planning Building Capacity
Evaluation for Continuous Improvement
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Building Science Education for All
Professional Development For All Teachers of
Science

• Building the Capacity for
• Science Matters
• Material Enhancements
• Leadership Institutes
• Increased Resources

• Foundation for Science Matters
• Science Standards and Assessments
• Statewide Science Educational Networks
• Regional Instructional Materials Support

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Science MattersIA Project Plan
SCIF IA Workshops
OSPI Science Learning Team Webpage
District, ESD, LASER, WORKSHOPS
Districts SIPs Implement IA in PLCs
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Focus on LearningEnsuring Opportunities

• Evidence that students understand the inputs,
  outputs, transfers and transformations of energy,
  matter and information of systems of the natural
  world.
• Evidence that students can investigate systems
  scientifically (variables)
• Evidence that students apply scientific design in
  societal contexts

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• 3 Elements to display
• The How (EALR 1)
• The Why (EALR 2)
• The Apply (EALR 3)
• Each step
• Numbered
• 2. Illustration
• 3. Short label
• 4. Show flow

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Energy TransferChemical ChangeConservation of
Matter

• What is your question?
• What is your prediction?
• What is your hypothesis?

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IconographyFlow Diagram

• Draw an illustrated flow diagram of this
  investigation that shows the how, the why,
  and the apply.
• Identify the learning targets (GLEs).
• Where in the investigation would you prompt
  students to think about the concepts they can see
  demonstrated?

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Energy TransferChemical ChangeConservation of
Matter

• What evidence is there that energy is being
  transferred?
• What evidence is there that a chemical change has
  occurred?

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Teachers in learning communities planning and
perfecting instigations.
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Student evidence
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Student Application
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Reflections

• What impact do you see visual approaches
  (iconography) having on your instruction?
• What impact do you see visual approaches
  (iconography) having on student learning?

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Next stepsteacher proof materials? NO

• Support for teachers using aligned instructional
  materials
• Support for teachers gaining knowledge of
• learning targets,
• assessments and
• instructional strategies
• Support for teachers as reflective practitioners
  in professional learning communities aligning
  lessons