APPLICATION IS ENGINEERING
ON THE SCIENCE MSP
Craig Gabler
Regional Science Coordinator
Capital Region ESD113
Application is Engineering Workshop Two: 
Using Student Data to Adjust Instruction
Supporting student success
on the MSP and beyond
Overview of the Series
 Application and Engineering
Design
 Adjusting Instruction Based on
Student Data
 Implications for Instruction
For the Series…Learning Intentions:
 Understand the technological design process as
described in the WA Standards and the NGSS
 Understand the student expectations for the
technological design process in Washington
State Standards
 Understand application item types as assessed
on the Measurement of Student Progress
For the Series….Learning Intentions
 Use student data to adjust instruction
 Apply understanding of the
application/engineering standard in the
classroom, in your own context
 Identify Academic Vocabulary unique to the
Science MSP and feedback strategies to support
student learning
Day 2: Learning Intentions
 Understand Application/Engineering (2009/NGSS)
 Use student data to adjust instruction
 Apply their understanding of the
applications/engineering in the classroom in
their own context
 Identify Academic Vocabulary unique to the
Science MSP and the feedback strategies to
support student learning
Your Turn
 Take a few minutes to review the Redesign Zipline
item
 Put yourself in the students’ shoes
 What is confusing
 What could foul someone up
 How does an Application Redesign Item connect to
the NGSS?
Bridging from New Standards to Current
Assessment
Where does a
Redesign Item
sit in the Next
Generation
Science
Standards
Design Process?
Bridging from New Standards to Current
Assessment
Where does a
Redesign Item
sit in an NGSS
Design
Standard?
Bridging from New Standards to Current
Assessment
Where does a
Redesign Item
sit in Science
and
Engineering
Practices?
Examining Student Work- LASW Protocol
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
 Gain tools to use in collaborative professional
development
What are Protocols?
• Protocols consist of….
• Agreed upon structures and
guidelines for conversation
• Vehicles for building the skills and
culture necessary for collaborative
work
• LASW Protocols enable educators to
carefully and collaboratively examine
student and/or teacher work
Rationale for Using LASW Protocols
•
•
•
Deepens exploration of important ideas
in teaching and learning
Using a protocol will enhance the
probability that everyone will have
balanced opportunities to listen, present,
examine, question, and respond
It’s a good vehicle for surfasing
assumptions, values, and beliefs in
educational practice
Why Use H-M-L Protocols
 Developing shared expectations of student
work
 Developing a rubric
Honing in on Student Performance
 Read through the HML protocol
 Identify roles in the group
 Follow the protocol
Exploring the Rubric Together
Time Out for a Bio Break
Your Turn-Score Your Work
 Score three student
assessments from your class
 Fold the scoring rubric in half
 You score on one half then
attach to paper your score
facing down
 Trade with a partner for
scoring
Peer Feedback
 Partner scores on other half of
scoring rubric
 Discuss and agree
 If you can’t agree have a
third person
 Once you get your rhythm
KEEP SCORING
Effective Feedback
 Read the first page: Feedback as Part of
Formative Assessment from How to Give
Effective Feedback to Your Students
 by Susan M. Brookhart
 Note:
√
?
!
Ideas that reinforce your ideas.
Ideas you question
Ideas that surprise you.
http://www.ascd.org/publications/books/108019/chapters/Feedback@_An_Overview.aspx
Effective Feedback
 Effective Feedback Chart
 Look at three student responses from your
group of varying quality
 On a sticky note write what type of
feedback you might give that student that
would be effective and move their learning
 Share your feedback ideas with a partner
Lunch
Marshmallow Challenge
Marshmallow Challenge
Marshmallow Support Structure
Design and build the Tallest Free-standing Structure that will
support a marshmallow
Criteria
Constraints
 The entire marshmallow
 Must use materials in the
must be on top
kit but need not use all
 Structure must be free Must remain standing at end
standing
of 18 minutes
 Collected measurement data  Structure height must be
 Building and testing
built and measured from the
completed in 18 minutes
table (can’t be suspended,
etc.)
Redesign Opportunity
Sense Making and Connections
What elements of the Design
Process did you see in the
Marshmallow Challenge ?
Given the learning from the
implementation of the Zip
Line Challenge and examining
data from the student
assessments, how can you
optimize student engagement
with the marshmallow
challenge?
Your Turn
 Take a few minutes to complete the
Marshmallow Redesign MSP Item
 Be conscientious
 Put yourself in the students’ shoes
 What is confusing
 What could foul someone up
Item Vocabulary Challenges
 Read the Marshmallow Redesign item
prompt
 Circle any words that might be “barrier
words” to your students’
understanding
 On the T-Chart place the “barrier
words” in the appropriate column
Criteria for selecting words to teach
 Think about what are the “barrier words”
◦
Does this word keep the student from understanding
the text?
 Importance of the word for understanding the text
◦
What does the word choice bring to the meaning of
the text? (E.g., precision, specificity?)
 General utility of the word
◦
Is it a word that students are likely to see often in
other texts? Are there multiple meanings?
◦ Will it be of use to students in their own writing?
Criteria for selecting words to teach
 Students’ prior knowledge of the word and
the concept(s) to which it relates
◦ How does the word relate to other words, ideas,
or experiences that the students know or have
been learning?
◦ Are there opportunities for grouping words
together to enhance understanding of a concept?
-- more at K-12 Teachers: Building Comprehension in
the Common Core
Vocabulary Instruction
 Meaning of specific words
◦ Provide student-friendly definition(s)
◦ Read the word in text
◦ Discuss examples and non-examples of the word
◦ Create semantic maps
◦ Teach multiple meanings
◦ Link new words to words students already know
◦ (CCSS Language Standard 5)
 Word-learning strategies
◦ By using contextual cues
◦ By using their existing knowledge of words and word parts
Lessons Learned
 Skim through the 2012 Lessons Learned from
Scoring Student Work document from OSPI
 Note the areas where students at your grade level
struggles with Application in particular
 Which areas of struggle could you intentionally
address with your students
 Discuss your thinking with your elbow partner
Next Steps
 Engage your students in the Marshmallow
Challenge Design Challenge BEFORE you
administer the post assessment
 Be intentional about using instructional moves
such as:
 Effective feedback
 Addressing barrier words in the challenge
 Thinking about “Lessons Learned” for Application
items
Looking Ahead…
April
th
16
 Score Marshmallow challenge task
 Strategies for reaching all students
 Looking at your materials with an eye for
APP opportunities
Evaluation
 Google Form:
 http://tinyurl.com/appiseng2