Science Curriculum Topic Study

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Science Curriculum Topic Study

• Examining Student Thinking

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Three Goals

• To practice using a scaffold for examining
  student thinking with student work from our own
  classrooms.
• To learn to link our analysis of student learning
  to the research on student learning, and
  instructional implications.
• To consider how this process could be used in our
  work with other teachers.

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Balanced Assessment
Summative Assessment
Formative Assessment
Examining students thinking for the purpose of
informing instruction
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Collaborative Inquiry

• is a process by which all relevant groups
  construct their understanding of important
  problems and potential solutions through asking
  questions, carefully analyzing all relevant data,
  and engaging in constructive dialogue with
  colleagues.
• Wagner, 1998

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Data The Heart of Inquiry

• Data enable us to be educational detectives.
  We are Columbos. We get clues as to how
  students are doing. We look at how to improve.
• Joe OReilly, Mesa Unified School District

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Examining Student Thinking

• If the student material you brought is in the
  form of a notebook, please go.....
• Everyone else stay here

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CIEST DATA-DRIVEN DIALOGUE- 3 Phases
Phase 1 Activating Engaging Surfacing
assumptions, making predictions, asking questions
Phase 2 Exploring Discovering Organizing
analyzing the data
Phase 3 Organizing Integrating Generating
inferences, hypotheses, explanations
Adapted from Nancy Loves Using Data, Getting
Results and The Adaptive School, Laura Lipton
and Bruce Wellman
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CIEST DATA-DRIVEN DIALOGUE- 3 Phases
Phase 1 Activating Engaging Surfacing
assumptions, making predictions, asking questions
Phase 2 Exploring Discovering Organizing
analyzing the data
Phase 3 Organizing Integrating Generating
inferences, hypotheses, explanations
Adapted from Nancy Loves Using Data, Getting
Results and The Adaptive School, Laura Lipton
and Bruce Wellman
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Phase 1Step 1 Establish Group Norms

• Generate ground rules for conducting the CIEST
  protocol
• Include sticking to the protocol!

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Phase 1 Step 2 Examine the Probe

• Jot down any notes about
• Your own thinking as you completed the probe
• Prior knowledge you accessed (e.g. formal or
  informal learning, intuitive rules, topic study,
  etc.)
• Any difficulties you encountered or content you
  are unsure of
• How and when your students might have encountered
  (or will encounter) the idea(s) targeted in this
  probe?

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Phase 1 Step 3 Probe Clarification

• What is the best response and scientific
  explanation?
• What CTS Guide will you use?
• What specific idea(s) from the standards are
  targeted by the probe or may contribute to the
  scientific knowledge used to respond to the probe
  ? (CTS Section III)
• What other learning goals are related to this
  probe? (CTS Section III)
• How do students typically encounter the idea
  targeted by this probe? (CTS Section II)

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CTS Discussion

• IN YOUR GROUPS,
• Examine and discuss the learning goals and the
  prerequisite ideas identified through CTS Section
  III.
• How does CTS Section II help us understand the
  instructional implications related to your probe?
  

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Phase 1 Step 4 Anticipate Student Thinking

• IN YOUR GROUP
• What assumptions do you have about how students
  at your grade level might respond to your probe?
  Share one individual assumption
• What group quantitative predictions can you
  make? Share 1 quantitative prediction about what
  they expect to see in the student work (e.g. s
  of responses)

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Step 4 Quick Scan of Student Work

• Quickly scan through the student work and select
  one sample of student thinking that interests
  you.
• What was interesting or surprised you about the
  students thinking?
• Briefly have each member of your small group
  share one or two things (caution- no analysis
  yet! Just the facts!)

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CIEST Data-Driven Dialogue Approach
Phase 1 Activating Engaging Surfacing
assumptions, making predictions, asking questions
Phase 2 Exploring Discovering Organizing
analyzing the data
Phase 3 Organizing Integrating Generating
inferences, hypotheses, explanations
Adapted by Nancy Love for Using Data, Getting
Results from The Adaptive School, Laura Lipton
and Bruce Wellman
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Phase 2Step 5 Organize and Sort

• Tally Forced Choice (Tier 1) responses.
• Go Visual! Create bar graph of the Tier I
  responses (A, B or C, etc. responses) for your
  group.
• Now, make a list of general categories of
  reasoning used in the Justification (Tier 2)
  explanations.

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Phase 2 STEP 5 (Contd)

• Select 4-6 common categories of rules or
  reasoning to focus on (one of the categories
  should include a correct reason)
• Cross match your selected categories to the Tier
  1 responses (may have overlap in some responses)

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Phase 2 Step 6 Analyze the Data

• What prevalent student ideas pop out at you from
  looking at the data?
• What patterns or trends seem to emerge from the
  data?
• What are some surprising or interesting
  findings?
• Do correct Tier 1 responses always have correct
  reasoning?

Just the Facts, Maam, Jack Webb
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Phase 2 Step 7 Examine Cognitive Research

• Read through selected research summaries from
  Section IV in CTS.
• Jot down notes or highlight sections of the
  research that are related to students thinking
  in the work you analyzed.
• Share research findings that appear to match
  findings from your data within your group.
• Were there any common ideas not described in the
  research that you found in your student work?

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CTS Section IV Discussion

• How did CTS Section IV, Research on Student
  Learning, differ from what you found in the data?
  Or, was it the same?

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CIEST Data-Driven Dialogue Approach
Phase 1 Activating Engaging Surfacing
assumptions, making predictions, asking questions
Phase 2 Exploring Discovering Organizing
analyzing the data
Phase 3 Organizing Integrating Generating
inferences, hypotheses, explanations
Adapted by Nancy Love for Using Data, Getting
Results from The Adaptive School, Laura Lipton
and Bruce Wellman
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Phase 3 Step 8 Analyze Learning Goals

• Examine Sections V, III and VI of CTS.
• Does the research highlight any gaps in student
  understanding?
• What implications does this have for your
  curriculum and instruction?

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Phase 3Step 9 Organize and Integrate

• What inferences, explanations, or conclusions can
  we draw from the data?
• What else do we want to find out and how could we
  do that?
• What hypotheses might we test?

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Step 10 Next Steps

• What else do we, as a group, want to learn from
  the data we have collected?
• Do we need to disaggregate the data? How?
• What additional data should we collect? What
  other information from CTS or other resources
  would be useful to us?
• What will we do (group action steps) as a result
  of what we have learned?
• What are the implications of our findings for
  ensuring all our students achieve state and
  national standards for science literacy?

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Reflection

• Look back on your initial notes. How has your
  thinking about teaching and learning related to
  the assessment content changed or been enhanced
  by looking at student work?
• What will you do with the information you gained?
• What did you gain by interacting with your
  colleagues?
• What will you do differently in your classroom or
  in your professional learning communities as a
  result of this experience?
• How will you use this protocol in your work?

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CIEST Is a PD Strategy that...

• Deepens teachers science or mathematics content
  and pedagogical content knowledge
• Links standards and research to classroom context
• Engages teachers in evidence-based dialogue about
  student learning and teaching practice
• Uses a structured data collection, organization,
  and analysis approach
• Encourages reflection and promotes action
• Places high value on formative assessment
• Can be used with a variety of PD structures (e.g.
  study groups, co-mentoring, action research)