Effective Science Teaching Professional Development Session 3

1
Effective Science TeachingProfessional
Development Session 3

• Using Protocols to
• Look at Student Work
• (LASW)

2
Strand Goals and Outcomes

• Teachers will work as a Professional Learning
  Community to
• Recognize the structure and purpose of protocols
• Engage colleagues in a structured, collaborative
  discussion focused on student learning
• Learn to choose and adapt different protocols for
  different purposes
• Gain tools to use in their role as TLs

3
Today

• Teachers will
• Incorporate CTS with Looking at Student Work
• Use a protocol to identify Standards in Practice
• Identify opportunities to use LASW in District
  Plan for Continuous Improvement
• Consider matching protocols to specific purposes

4
Why use the Standards in Practice protocol?

• Refine a lesson, activity, or assessment
• Evaluate alignment of assignments and assessments
  to standards

5
Directions Part I (15 minutes)

1. Individually complete the The Mitten probe
2. When all group members are done, share answers
3. Come to consensus on correct answer
4. Ask Room Facilitator for Scientist Ideas
5. Read and discuss this information

6
Setting the Stage

• Read the scenario
• Any clarifying questions?

7
Directions Part II (70 minutes)

1. Read purpose of Standards in Practice protocol
2. Change time in time column at step 3 to five
   minutes
3. Change time in time column at step 4 to fifteen
   minutes
4. Start the protocol

8
Think - Pair - Share

• Describe some opportunities where you can use
  protocols for Looking at Student Work to inform
  your progress in meeting the goals of your
  District Action Plan.
• Individual writing (5 min)
• Discuss with one other Teacher Leader (10 min)
• Whole group discussion (10 min)

9
Just as different tools in a toolbox are intended
for different tasks, different protocols allow
groups to accomplish different goals. Here are
some uses of looking at student work protocols

• Developing shared expectations
• Developing a rubric
• Examining student thinking around a difficult
  topic
• Developing strategies to respond to student work
• Examining the needs of a particular student
• Refining a lesson, activity or assessment
• Evaluating alignment of assignments and
  assessments to standards