Watch the video from 15:15 to 18:30
What am I trying to collect evidence of?
Write a post reflecting on the following:
- Do you have a correct balance of learning targets being assessed in your Science instruction?
- Looking into the future of Science/STEM standards, Id like you to take a look at the Next Generation Science Standards that are currently being developed and could be implemented in the next few years in NY State.
Here is a link to a 4th grade unit on Energy: CLICK HERE
-What do you notice about the Practices, Core Ideas and Concepts related to Energy? Do you see a change in the way we instruct in Science, and how does this then relate to assessment and what we are trying to collect evidence of?
I assess my students in a variety of ways, including writing pieces, discussions, experiments, charts/diagrams, etc. When looking at the 4th grade unit, I notice a lot of emphasis on discussions-asking questions, defining processes, cause and effect, and working in teams, which is quite different from the standard science curriculum of testing and writing in definitions. It seems as though the shift is moving towards student centered learning, through the use of these methods and investigations, with experiments and explanations being more of a focus for students in all grade levels.
ReplyDeleteExactly Wendy! So, in turn our assessments must also turn to student centered :-)
DeleteUsing my AP class as an example, there are many learning targets that I meet. The AP standard of course, but also many state standards especially those that make up Standard 1,2 and 7 of the current MST framework. Even though most students have taken Regents Biology and Earth Science, many content standars from those courses are expanded to a higher level of understanding. I also cover some of the Common Core reading and writing standards. Although I have never thought of Habits of Mind as being a standard I do deal with 5 in each of my classes: Imagination, Curiousity, Skepticism, Openmindedness and Intellectual Honesty.
ReplyDeleteAs I looked at the Unit on energy I noticed a much higher emphasis on product, demonstration and process. I would be careful to say recall is deemphasized, because without the knowledge of vocabulary students would struggle when being assessed in terms of product or demonstration. Instead I would say assessing at just the recall level is not as evident in the document.
I feel this switch allows teachers to assess not only what they know in terms of content but also how they can use their knowledge and apply it to a variety of situations related to the topic.
Thats an important point to make Richard! It can never go away just de-emphasized. The problem I find is then finding the time to instruct in that manner as well as allow process and demo time!
DeleteIn science, we assess our students with comprehension checks, vocabulary quizzes, chapter tests, writing pieces, and projects. We were able to incorporate summative projects throughout the year that are authentic, but I still feel as though we could do more with dispositions and habits of minds learning target. We are covering the standards, but there is only time for science and social studies alternated every six weeks. We do use ELA assessments as a way to test students in science as well.
ReplyDeleteSTEM is an amazing program that gets students interested in math and science. Two years ago during grad school, I participated in a summer camp and taught a STEM class to elementary students. I had the students complete a webquest on recycling and there were several activities to go along with it. These standards on energy seem very involved and specific. They have students constructing and designing solutions for assessments. This is highly different from assessing students through stand-alone tests, which has been common in science over the years. I believe the goal of these standards is to get students involved in the learning process and not just memorize the material. It also explains how what learned with these standards connects to the technology and engineering in the real-world.
Yes Nicole!! It is definitely up and coming and in the next few years they will be required standards for NY State!
DeleteI think I have the correct balance based on the instruction in science. I feel based on the amount of time I devote to science instruction in the classroom , I assess appropriately. I do believe I address the standards, but I am not able to address them with the amount of rigor needed to completely teach and assess.
ReplyDeleteLooking at the NGSS, I see many changes in what the students will be expected to do and learn. They will become more immersed in the processes, and be expected to show what they have learned through demonstration. I like the way these standards have a strong connection to other of the disciplinary core ideas from the same grade levels and other grade levels, as well as many ELA/Literacy connections. With the way technology changes in our world, I like that these new standards have a focus on the engineering practice and how science can be seen in the real-world. The students will be expected to not just show what they have learned by conducting a teacher-driven experiment, but to show what they have learned by solving a problem in the design or structure of something.
I am all for using STEM, we have a STEM lab in all of our buildings in the district. However, the same issue regarding time management limits my ability to spend more time in the lab. Perhaps with the Next Generation Standards we can incorporate more science into ELA and strike a better balance.
I agree with your concerns Stefan, i have had the same when im attending my STEM conferences. What i have found is that it comes down to being creative with time and almost every school is doing it differently!
DeleteI believe most classrooms have been more focused on State Standards until recent changes in curriculum. Now, there is a shift towards Common Core and with that shift a change in thinking towards how students think versus the outcomes they achieve. With the addition of STEM labs, students are now afforded a more hands on approach to topics. This approach seems to get students to think more about the processes than getting the answer, which forces students into the role of critical thinkers and ultimately makes them better problem solvers.
ReplyDeleteThe NextGen standards seem to follow this line of thinking. The standards are more about doing and thinking rather than knowledge of facts and data. Focus is on what students can do with their knowledge and skill to accomplish tasks which demonstrate their ability to connect materials and know how to produce solid conceptual knowledge.
We definitely have a balance of assessment currently with quizzes, vocab, unit test, labs and write ups, participation and homework. Problem solving is really the heart of STEM investigations. Providing students with real-world problems to solve fuels their curiosity and investigative interests. I believe as many others had stated, very useful and productive.
ReplyDeleteThere is definitely a shift in the learning towards group and student centered activities. As far as middle school science this is all that the kids do in our classes now. I understand that this can be challenging for the lower grades due to time and safety concerns, but at the middle school level it works great. The kids are constantly given a problem and then asked "what to you think will happen next, or how will this react with that". Groups and collaboration work great!
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