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CCRS Implementation Team
SCIENCE
Quarterly Meeting #3
2015-2016
http://alex.state.al.us/ccrs/
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Dr. Bice’s Absolutes
 Teach to the standards for each of the required subjects
 Through a clearly articulated and locally aligned K-12 curriculum
 Supported by aligned resources, support, and professional
development
 Monitored regularly through formative, interim/benchmark
assessments to inform the effectiveness of the instruction and
continued learning needs of individuals and groups of students
 With a goal that each student graduates from high school with the
knowledge and skills to succeed in post-high school education
and the workforce without the need for remediation as evidenced
by multiple measures achieved through multiple pathways to
meet the graduation requirements set for students in Alabama. 2
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Prepared Graduate
 Possesses the
knowledge and
skills needed to
enroll and succeed
in credit-bearing,
first-year courses at
a two- or four-year
college, trade
school, technical
school, without the
need for
remediation.
 Possesses the ability to
apply knowledge and
skills to real-world
situations and to
collaborate with peers
in problem solving,
critically thinking, and
defending their
decisions verbally and
in writing, and a desire
to continue to learn.
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Outcomes
Digging Deeper into Learning Targets
• Revisit learning targets based on QM#2 feedback
• Distinguish between effective and ineffective targets
Experiencing a Lesson
• Participate in a hands-on lesson
• Evaluate a lesson using learning targets and an
instructional sequence map
Developing a Lesson Plan
• Build a lesson using your instructional sequence map
and resources.
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Digging Deeper into Learning Targets
Say Something:
 Read the text in section chunks.
 At the end of each reading chunk,
turn to your partner and “say
something” about the text.
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Digging Deeper into Learning Targets
 Learning targets are…
goals for lessons, projects, units, and courses.
derived from standards.
used to assess growth and achievement.
written in concrete, student-friendly language.
shared with students.
posted in the classroom.
tracked by students and teachers during
the process of learning.
• discussed and analyzed by students.
•
•
•
•
•
•
•
Leaders of Their Own Learning, R. Berger et al., p.22
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Digging Deeper into Learning Targets
 Learning targets are…
 Critique examples of learning targets
• Whole group – review examples of effective,
ineffective, and somewhat effective learning targets
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Digging Deeper into Learning Targets
I can compare and
contrast the two types
of waves (P and S)
caused by seismic
activity.
Elementary/Middle School
Response
Choices:
Effective
Somewhat
Effective
Ineffective
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Digging Deeper into Learning Targets
I can describe the
impacts of
overpopulation of
species on individual
habitats and
ecosystems.
High School
Response
Choices:
Effective
Somewhat
Effective
Ineffective
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Digging Deeper into Learning Targets
I will be able to
understand the
properties of water.
Response
Choices:
Effective
Somewhat
Effective
Elementary School
Ineffective
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Digging Deeper into Learning Targets
I can describe how
materials change when
they are heated or
cooled.
Middle School
Response
Choices:
Effective
Somewhat
Effective
Ineffective
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Digging Deeper into Learning Targets
I can identify covalent
bonds.
Response
Choices:
Effective
Somewhat
Effective
Middle/High School
Ineffective
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Digging Deeper into Learning Targets
 Learning targets are…
 Critique examples of learning targets
 Identify learning targets as effective,
somewhat effective, or ineffective
 Tweak an ineffective target or somewhat
effective target to make it effective
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Digging Deeper into Learning Targets
 Examine the Learning Targets written at
QM#2
 Self-Assessment: Determine if each is
Effective, Somewhat Effective, or Ineffective
 Edit, as needed, to make them Effective
 Partner Assessment: Discuss with a partner
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With Clear Targets We Can Do All the
Following…
 Know if the assessment adequately covers and samples
what we taught.
 Correctly identify what students know and don’t know
and their level of achievement.
 Plan next steps in instruction.
 Give detailed, descriptive feedback to students.
 Have students self-assess or set goals likely to help them
learn more.
 Keep track of student learning target by target or
standard by standard.
http://www.fsusd.org/site/handlers/filedownload.ashx?moduleinstanceid=11314&dataid=9868&FileName=Targets%20and%20Deconstruction.ppt
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Outcomes
Digging Deeper into Learning Targets
• Revisit learning targets based on QM#2 feedback
• Distinguish between effective and ineffective targets
Experiencing a Lesson
• Participate in a hands-on lesson
• Evaluate a lesson using learning targets and an
instructional sequence map
Developing a Lesson Plan
• Build a lesson using your instructional sequence map
and resources.
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Experiencing a Lesson
 How do Learning Targets and the
Instructional Sequence look in
classroom instruction?
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Experiencing a Lesson
 How do Learning Targets and the
Instructional Sequence look in instruction?
 Evaluate the lesson you just experienced using
the “Ask the Right Questions” section on the
Learning Targets handout.
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Experiencing a Lesson
 How do you determine if a lesson has what
you need?
 Evaluate a grade/course level lesson using the
“Ask the Right Questions” section on the
Learning Targets handout.
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Outcomes
Digging Deeper into Learning Targets
• Revisit learning targets based on QM#2 feedback
• Distinguish between effective and ineffective targets
Experiencing a Lesson
• Participate in a hands-on lesson
• Evaluate a lesson using learning targets and an
instructional sequence map
Developing a Lesson Plan
• Build a lesson using your instructional sequence map
and resources.
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Backward Design Process and the
5E+IA Instructional Model
Stage 2
• Identify desired
results (learning
targets) from the
standards
(performance
expectations) in
the Course of
Study.
Stage 1
• Determine acceptable
evidence of learning –
performance
expectations.
• Design evaluate
activities for 5E+IA
Model.
• Develop learning
experience and
activities.
• Design engage,
explore, explain,
and elaborate
activities for 5E+IA
Model.
Stage 3
Adapted from Bybee, 2013, p. 60
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Developing a Lesson Plan
 Use the Instructional Sequence Map
you created last time, or a new one
you’ve developed, as your guide for
designing a lesson plan.
 Use resources you brought and the
Internet, if available.
 Consider…
http://www.dreamstime.com/photosimages/cartoon-treasure-map.html#details23094030
 the sequence of learning targets needed
to get students to mastery.
 what will be acceptable evidence of
student learning and what formative
assessments will provide you this
information.
 the questions from the Learning Target
handout.
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Developing a Lesson Plan
 Choose a template for
your lesson plan:
 Instructional Strategies
Project (ISP) Lesson Plan
Template
 your LEA designated
template
 other.
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T-time!
 On chart paper, create a T-chart outlining
each E and the corresponding FA.
5Es
Engage – elicit prior
knowledge about
alternative fuels
FA
Dot-Jot
 Circle up with your grade-level peers to
share your chart.
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Checkpoint
http://cdn.funcheap.com/wp-content/uploads/2011/01/speed-dating1.gif
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Next Steps
 Turn in your Instructional Sequence Map
 Use the lesson you just created (or
create a new one using the same
process) in the classroom prior to
Quarterly Meeting #4.
 Bring back student work samples (class set)
generated during the lesson.
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Turn Around
 How might turnaround of this training look
for your district/LEA?
 Share your ideas.
 Turn Around resources can be found on
the ALEX website (scan the QR code).
http://alex.state.al.us/ccrs/
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SurveyMonkey
 Link to QM #3 Survey February 2016
https://www.surveymonkey.com/r/CQQFQSV
 QR Code for QM #3 Survey