Welcome Biology
Teachers
DAY 1 AGENDA
• Housekeeping – Roster, Title IIA Database, Charter
School additional paperwork, Restrooms , Break, etc.
•Quick Hands on Labs
•Discuss Data / Findings
• LUNCH (1 hour)
• Marzano in Science
•Begin Biology Action Plan
Welcome Biology
Teachers
DAY 2 AGENDA
• Housekeeping – Roster, Follow Up, Break, etc.
•Common Core Application
•Test Item Specs & Assessment
• LUNCH (30 minutes)
•Virtual Labs
• Data Review + Biology EOC Action Plan
Welcome Back From Lunch
**Please sign in for p.m.
session. No signature = no
points = no $$$**
Marzano Model in
The Science Classroom
Introduction to the Art and Science of Teaching Framework
KK Maxwell
Norms
 If you think it, say it
 Ask questions
 Take care of your neighbor – please
be mindful of others i.e. cell
phones, distracting sounds
 Take care of yourself
 What is said here stays here; what
is learned here leaves here
 It’s Ok to have fun and suffering is
optional
Materials
• eCopies will be available
on CAB conference in
July
•Secondaryscience.pdshrd.wikispaces.net/Biolog
yEOCworkshop
•Copy websites off board
Grouping for Learning
GROUP GOALS
 Take a moment to think about the overview of the training
series and what you want to take away from this afternoon’s
training.
 Confer with your learning group
 As a learning group decide on a learning goal to share with
the whole group
 We will check in on these goals during the course of the
session
Teacher Evaluation Done
Differently
What is the goal?
The Goal: An expectation that all teachers can
increase their expertise from year to year which
produces gains in student achievement from
year to year with a powerful cumulative effect
Teacher Evaluation Metrics
 2011-2012 – 60% IP to 40% VAM
 2012-2013 – 50:50
Focus: Instructional Practice
Value
Added
Measures
, 50%
Instructional
Practice,
50%
Instructional Practice
is the means for
teachers to improve
the VAM score
Five Conditions to Support
Teacher Expertise
Common
Language of
Instruction
Recognition
of progress
Teacher
Expertise
Clear
Criteria for
Success
and Plan for
Success
Focused
Feedback
and
Deliberate
Practice
Opportunity
to Observe
and Discuss
Teaching
and
Learning
Links to Student Achievement
Domain One
Domain Two
Domain Three
Domain Four
Group Activity
 Using the Marzano Learning map (placemat)
 Each table group will discuss the assigned design
question and determine what the elements mean or
look like in the Biology classroom.
 Create a chart of your table’s thoughts indicating the
DQ # and descriptor as the title. Place date on back.
 Be prepared to report out.
 From this we will craft a “cheat sheet” tailored to
Science.
Teacher Evaluation Model
STUDENT
ACHIEVEMENT
Domain 4:
Collegiality
and
Professionalis
m (6 Elements)
Promoting a
Positive
Environment
(2 Elements)
Promoting
Exchange of
Ideas (2
Elements)
Promoting
District and
School
Development
(2 Elements)
Domain 1: Classroom Strategies and Behaviors (41
Elements)
Routine Segments (5 Elements)
Content Segments (18 Elements)
On the Spot Segments (18 Elements)
Domain 2: Planning and Preparing (8 Elements)
Lesson and Units (3 Elements)
Use of Materials and Technology (2 Elements)
Special Needs of Students (3 Elements)
Domain 3: Reflecting on Teaching (5 Elements)
Evaluating Personal Performance (3 Elements)
Professional Growth Plan (2 Elements)
Domain 4:
Collegiality
and
Professionalis
m (6 Elements)
Promoting a
Positive
Environment
(2 Elements)
Promoting
Exchange of
Ideas (2
Elements)
Promoting
District and
School
Development
(2 Elements)
18
Domain 1
Begi
n201
2
2013
Domain 2-4
Levels of Performance
 Scales: continuum of teaching behavior that documents growth
over time and can be used as a formative feedback tool or a
summative assessment. Example from Domain 1: Processing
New Information
Innovating (4)
Applying (3)
Developing
(2)
The teacher
adapts and
creates new
strategies for
unique student
needs and
situations
The teacher
engages
students in
summarizing,
predicting, and
questioning
activities and
monitors the
extent to which
the activities
enhance
student
understanding
The teacher
engages
students in
summarizing,
predicting, and
questioning
activities
Beginning (1)
The teacher
uses the
strategy
incorrectly or
with parts
missing
Not Using (0)
The strategy
was called for
but not
exhibited
Video Classroom Visit
 Use your protocol to determine elements covered.
The Marzano Framework organizes 9 of 10
Design Questions into three Lesson
Segments
Lesson Segment
Involving Routine
Events
Lesson Segment
Addressing Content
Lesson Segment
Enacted on the Spot
Design Question 1: What will I
do to establish and
communicate learning goals,
track student progress, and
celebrate success?
Design Question 2: What will I
do to help students effectively
interact with the new
knowledge?
Design Question 5: What will I
do to engage students?
Design Question 6: What will I
do to establish or maintain
classroom rules and
procedures?
Design Question 3: What will I
do to help students practice and
deepen their understanding of
new knowledge?
Design Question 7: What will I
do to recognize and
acknowledge adherence and
lack of adherence to classroom
rules and procedures?
Design Question 4: What will I
do to help students generate
and test hypotheses about new
knowledge?
Design Question 8: What will I
do to establish and maintain
effective relationships with
students?
Design Question 9: What will I
do to communicate high
expectations for all students?
Lesson Segment
Involving Routine
Events
Focus
Focus
Design Question 1: What will I do to establish and
communicate learning goals, track student progress,
and celebrate success?
Providing Clear Learning Goals and Scales to Measure
those Goals
Tracking Student Progress
Celebrating Student Success
Design Question 6: What will I do to establish or
maintain classroom rules and procedures?
Establishing Classroom Routines
Organizing Physical Layout of the Classroom for Learning
DQ 1: Learning Goals &
Scales
Make a Distinction Between Learning
Goals and Learning Activities or
Assignments
A learning goal identifies what students will
learn or be able to do as a result of
instruction, separate from what they do to
demonstrate the learning.
Learning activities and assignments
help students reach learning goals.
Learning Goals Activities and
Assignments
Learning Goal
Objectives
Activity
Guided learning
experiences that take
place in a classroom
setting
Assignment
Learning experiences
designed to be completed
independently in a class
or as a homework
opportunity to extend
classroom learning
Learning Goals-Activities and Assignments: Example
Subject
Biology
Learning Goal
Students will be
able to identify
similarities and
differences
between
photosynthesis
and cellular
respiration.
Activity
Assignment
Students will watch a
video that
demonstrates the
relationship between
photosynthesis and
cellular respiration.
Students will
construct and present
a paperless picture
note (graphic
organizer) in small
groups to represent
understanding.
Read pp 103 – 115
and complete a
foldable graphic
organizer that will
represent
individual
understanding of
the interrelated
nature of
photosynthesis
and cellular
respiration
Learning Goals vs. Activities Task
1. Consider the statements from different subject areas.
(See chart)
2. Determine whether each statement is a learning goal or
an activity/assignment.
3. Finally, describe how the attributes of a learning goal
and learning activity/assignment are different in the
space provided.
Go to participants’ packet
Using Scales/Rubrics to Track Student
Progress in Biology
 Scales: A Continuum of Teaching Behavior Leading
to Expertise
If
Then
• goals provide
clear targets
for learning
• feedback
facilitates the
process of
reaching
those targets.
Example of a scale for: Typical Lab
4
3
• Entire station is sparkling and looks clean. The floor and
bench area are dry. The clean materials are returned to
storage or initial setup. Waste is discarded in appropriate
receptacle. Group report submitted early by all.
• The station is generally clean. All materials are clean, put
away and most are in order. The floor and bench area are
slightly wet or show sign of solid residue. Waste is
disposed. Lab report submitted on-time by all.
Example of a scale
(cont’d)
2
1
• Some materials are clean, put away or station not in
original form. Either floor or bench area shows
signs of wetness or solid residue. Waste is not
properly discarded. At least 2 members failed to
submit report on-time.
•Lab station and surrounding floor is a complete
mess. Materials are unclean and left at station. In
addition to water, the entire area is dirty. Waste never
make it to the trash bin. No report submitted by group
or excessively late.
Development of a Scale for Student Learning
Scale
Comments
Score 4.0
Demonstrates all of Level 3 and significant depth of understanding in the
Level 3 or in new challenging applications or situations. No major errors or
omissions regarding the 3.0 content
Score 3.0 Essential Target
Knowledge (Standards)
Demonstrates all the foundational knowledge of Webb’s DOK Level 2 and
complex knowledge of Level 3
Score 2.0 Essential
Foundational Knowledge
Demonstrates simpler foundational knowledge. No major errors or
omissions
Score 1.0
With help, demonstrates some understandings or partial success
Score 0.0
Even with help, cannot demonstrate
Development of a Scale for Student
Learning: Example
Scale
Score 4.0
Comments
The student will be able to investigate the relationship between
photosynthesis and cellular respiration.
TEACH
Score 3.0
Demonstrate that the student:
Will be able to identify similarities and differences between
photosynthesis and cellular respiration
EXPLAIN TO PEER
Score 2.0
The student will be able to explain critical features of either
photosynthesis and cellular respiration.
KNOW BASIC
Score 1.0
The student will be able to recognize or recall basic details about
either photosynthesis or respiration
RECALL SOME
Score 0.0
Even with help, no success
CLUELESS
LEARNING SCALE
Scale
Comments
Score 4.0
I get it & I can teach it
Score 3.0
I get most of it and can explain what I know
Score 2.0
I sort of get it.
Score 1.0
I don’t understand any of it.
Score 0.0
Even with help, no success
Task: Develop Your Own Scale
1. Using your table learning goal or one of the goals
suggested on the Learning Goals versus Activities task,
create your own scale.
1. Identify scale level expectations for levels 2, 3, 4 on the
template.
3. Share your scales with a partner, make revisions based on
the feedback you receive.
Questions?
 Discuss some “AHA” moments from today
 How can we infuse these changes into our classrooms
or share with our colleagues?....
 TAKE A 5 minute break!
Lesson Segment Involving Routine
Events
Design Question 6: What will I do to establish
or maintain classroom rules and procedures?
Establishing Classroom Routines
Organizing Physical Layout of the
Classroom for Learning
Change the
Way We Do
Education
Lesson Segments
Addressing Content
Design Question 2: What will I
do to help students effectively
interact with the new knowledge?
Design Question 3: What will I
do to help students practice and
deepen their understanding of
new knowledge?
Design Question 4: What will I
do to help students generate and
test hypotheses about new
knowledge?
Design Question 2: What will I do to help
students effectively interact with the new
knowledge?
• Identifying Critical Information
• Organizing Students to Interact with New Knowledge
• Previewing New Content
• Chunking Content into “Digestible Bites”
• Processing New Information
• Elaborating on New Information
• Recording and Representing Knowledge
• Reflecting on Learning
Design Question 3: What will I do to help students practice and deepen
their understanding of new knowledge?
• Reviewing Content
• Examining Similarities and Differences
• Examining Errors in Reasoning
• Practicing Skills, Strategies, and Processes
• Organizing Students to Practice and Deepen Knowledge
• Using Homework
• Revising Knowledge
Design Question 4: What will I do to help students generate and test
hypotheses about new knowledge?
• Organizing Students for Cognitively Complex Tasks
• Engaging Students in Cognitively Complex Tasks
• Providing Resources and Guidance
Engaging Students in Cognitively Complex Tasks
Engaging Students in Cognitively
Complex Tasks
Experimental
Inquiry
Problem
Solving
Decision
Making
Investigation
• The process of generating and testing explanations of
observed phenomena
The process of overcoming constraints or limiting
conditions that are in the way of pursuing goals
• The process of generating and applying criteria to select
from among seemingly equal alternatives
• The process of identifying and resolving issues about past
events about which there are confusions or contradictions.
Experimental Inquiry
Make a
prediction
based on
observations
Design an
experiment to
test the
prediction
Examine the
results in light
of the original
prediction
Explain the
results and
your
conclusions
Lesson Segments
Enacted on the Spot
Design Question 5: What
will I do to engage
students?
Design Question 7: What will I
do to recognize and
acknowledge adherence and
lack of adherence to classroom
rules and procedures?
Design Question 8: What will I
do to establish and maintain
effective relationships with
students?
Design Question 9: What will I
do to communicate high
expectations for all students?
Lesson Segment
Enacted on the Spot
Design Question 5: What
will I do to engage students?
Design Question 7: What
will I do to recognize and
acknowledge adherence and
lack of adherence to
classroom rules and
procedures?
Design Question 8: What
will I do to establish and
maintain effective
relationships with students?
Design Question 9: What
will I do to communicate high
expectations for all students?
Design Question 7: Adherence and Lack
of Adherence to Rules and Procedures
Verbal and
Non-verbal
recognition
Tangible
recognition
Home
recognition
Withitness
Direct Cost
Consequences
Contingency
Thank You’s
Token
Economies
Phone Calls
Scanning
Time Out
Home
Smiles, Nods,
Winks
Goal Sheets
Emails
Intervening
Promptly and
Accurately
Natural
Consequences
Group
Speaking
Softly
Individual
Recognition
Notes Home
Occupying
the Room
Overcorrection
Stimulus
Cueing
Group
Recognition
Certificates
Graduated
Action
Questions?
 Discuss some “AHA” moments from today
 How can we infuse these changes into our classrooms
or share with our colleagues?