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Curriculum Report Card Implementation Presentation

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18 views

Curriculum Report Card Implementation Presentation

Uploaded by

Zaw Ye Htike
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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CURRICULUM

REPORT CARD
IMPLEMENTATION
PRESENTATIONS
Science
Report Cards
 Where to start?

 In the classroom and with the curriculum.


Science
WHAT IS A SCIENTIFIC
LITERACY?
Think about what you feel are the
characteristics you want to see in
your students so that they will be
successful in science?
A successful science student . . .
Making Connections
 How do you see your statement matching the
report card categories?

 Knowledge and Understanding


 Scientific inquiry
 Design Process/Problem Solving
Artifact 1: Science – Report Card Categories
and Indicators
CATEGORY INDICATORS–GRADES 1 to 4 INDICATORS–GRADES 5 to 8
KNOWLEDGE AND - demonstrates knowledge of life science, physical - demonstrates knowledge of life science, physical
UNDERSTANDING OF science, earth or space science science, earth or space science
SCIENCE CONCEPTS
Student demonstrates understanding
of grade-specific science concepts
and skills.
SCIENTIFIC INQUIRY - demonstrates a curiosity by asking questions - formulates questions that lead to investigations
PROCESS - makes predictions - makes predictions/hypotheses
Student asks questions, generates - creates a plan to answer questions - designs a fair test or a plan to answer questions
possible explanations, collects and - manipulates instruments appropriately and in a - manipulates instruments appropriately and in a safe
analyzes evidence, and reaches safe manner manner
conclusions based on evidence. - observes, predicts, collects data and information, - makes relevant observations, collects data and
measures, classifies information, measures, classifies
- compares and discusses data, and generates - analyzes and interprets data to draw conclusions that
possible explanations and new questions explain data
- identifies possible sources of error as well as strengths
and weaknesses of the experimental protocol
DESIGN PROCESS AND - Identifies practical problems to solve - Identifies practical problems to solve
PROBLEM SOLVING - Seeks solutions to problems and creates a written - Seeks solutions to problems and selects and justifies a
Student applies science knowledge plan which includes criteria, steps to follow and a method to be used to find a solution
to seek solutions to practical labeled diagram - Creates a written plan which includes materials, steps to
problems. - Constructs and tests an object using pre- follow, safety considerations, and detailed diagrams
determined criteria - Develops criteria to evaluate a prototype or consumer
- Identifies and makes improvements to an object product
and explains the changes - Constructs and tests a prototype or consumer product
using pre-determined criteria
- Identifies and makes improvements to a prototype and
justifies the changes
- Evaluates a consumer product based on predetermined
criteria
Learning, Teaching and Assessing
Science

 To promote scientific literacy among future citizens, it is crucial to


recognize how students learn, how science can best be taught, and how
learning can be assessed. Students are curious, active learners who
have individual interests, abilities, and needs. They come to school
with various personal and cultural experiences and prior knowledge
that generate a range of attitudes and beliefs about science and life.

 Students learn most effectively when their study of science is rooted in


concrete learning experiences, related to a particular context or
situation, and applied to their world where appropriate. Ideas and
understandings that students develop should be progressively extended
and reconstructed as students grow in their experiences and in their
ability to conceptualize. Learning involves the process of linking
newly constructed understandings with prior knowledge and adding
new contexts and experiences to current understandings.
Learning, Teaching and Assessing
Science
 Development of scientific literacy is supported by
instructional environments that engage students in the
following processes:
 scientific inquiry: students address questions about
natural phenomena, involving broad explorations as well
as focussed investigations
 technological problem solving (design process):
students seek answers to practical problems requiring the
application of their science knowledge in various ways
 decision making: students identify issues and pursue
science knowledge that will inform the issues
How do you assess the design and inquiry processes?

 1. What is design process?


 2. What is the inquiry process?
What is Inquiry?
What is Design?
Cluster 0
Overall Skills and Attitudes Chart

 What is cluster 0?
 The purpose of the charts is to provide support
related to the tracking of the development of
the skills and attitudes across several grades.
Concrete Learning Experiences
 Discuss with your shoulder partner how you have
or would teach and assess knowledge, design and
inquiry within a cluster?
A Guiding Rubric
 Look on the table for a sample guiding rubric for
Grade 2 (Artifact 2) and Grade 5 (Artifact 3)
Inquiry and Design Processes.
 Look at the sample lesson plans from York
University (Artifact 4). Several lessons include
assessment rubrics.
ce
COLLECTINGcollecte
DOCUMENTATION OF EVIDENCE

d over
Conversations : over the shoulder,
conference, peer, journals, book talks

time
From a
varietyObservations : focused,
Products:
of
journals, around the room,
portfolios, projects, skill individual/partner/group,
applications checklists

source
Adapter from A. Davies, Making Classroom Assessment Work, Second Edition ©
2007 Connections Publishing, p. 52.)
Target one or two outcomes
Identify a small number of
students to observe
Note what you ‘see and hear’ these
students ‘do and say’ See

Collect observations over a period Hear Notice


-Wonder
of time as students provide
evidence in using criteria and
meeting expectations
FOCUSED
OBSERVATION
Independent Together
Supporting the Multilevel Learning Community
Student Self Assessment
 Look on the table for a sample of a student self
assessment template (Artifact 5).
 Students can think about their progress in science
and set goals.
Science
 Students learn most effectively when their study of
science is rooted in concrete learning experiences,
related to a particular context or situation, and
applied to their world where appropriate.

 Great OMO Commercial - Dirt Is Good.lnk

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