An Effective Standards-Based K-12 Science and Technology/Engineering Classroom

Transcription

1 Science and Technlgy/Engineering Classrm The MADOE's Science and Technlgy/Engineering team and the Science Liaisn Netwrk have develped a shared visin f standards-based science and technlgy/engineering (STE) learning and teaching. Based n this visin, we have articulated characteristics f an effective standards-based science and technlgy/engineering classrm, applicable t grades K-12. Additinal indicatrs illustrate and exemplify these characteristics. This dcument represents the present state f this wrk and is meant t be adjusted ver time. The purpse f this dcument is t supprt activities that advance standards-based educatinal practice and enhance classrm instructin. Such activities may include: frmal study, dialgue and discussin, classrm bservatins, ne-n-ne prfessinal develpment, caching supprt, mentr-mentee cllabratins, and ther prfessinal grwth pprtunities. A Shared Visin f Science and Technlgy/Engineering Learning and Teaching Students learn when they are persnally invested and engaged, and there is arguably n mre engaging subject than science/technlgy/engineering! Students actively participate in learning when they understand the relevance f a lessn, regularly cmmunicate their thinking, reflect n their experience, and apply cntent knwledge, inquiry skills and engineering design t the wrld arund them. Facilitating learning requires knwledgeable teachers wh use a variety f instructinal methds and standards-based assessments t differentiate instructin. Teachers cntinually encurage students t reach their full ptential, and have and apprpriately use time and resurces t maximize pprtunities fr student intellectual grwth and inquiry. We believe all students can meet r exceed Massachusetts standards in science and technlgy/engineering t develp critical understandings necessary fr participatry citizenship in ur scientific and technlgical sciety. 1

2 Science and Technlgy/Engineering Classrm I. Student Engagement Characteristics Students learn science and technlgy/engineering when 1.1. they value and find meaning in each learning experience they examine, reflect, and cmmunicate their thinking and understandings f the cncepts in each lessn. II. Instructinal Design and Delivery Students learn science and technlgy/engineering when 2.1. learning bjectives and lessns are standards-based cncepts are accurate and vcabulary is precise thughtfully integrated labratry and investigative experiences enhance student develpment f cntent knwledge, inquiry skills, and the design prcess lessns elicit student experience, prir knwledge, and miscnceptins while addressing readiness and learning styles differentiated learning experiences supprt the range f learners in the classrm frmative assessments and student respnses t prbing questins infrm instructinal decisins. III. Student Expectatins Students learn science and technlgy/engineering when 3.1. the learning bjective(s) f each lessn are evident and clear t all students all students are expected t participate and demnstrate their learning f the learning bjective(s). IV. An Envirnment fr Learning Students learn science and technlgy/engineering when 4.1. the classrm atmsphere is rderly, respectful, and fcused n student learning students are physically safe. V. Dcumentatin and Cmmunicatin f Student Learning Students learn science and technlgy/engineering when 5.1. classrm assessment systems dcument the prgress f student learning tward each standard multiple types f diagnstic and summative assessments are regularly used t gauge student understanding and prvide feedback t students. 2

3 Science and Technlgy/Engineering Classrm I. Student Engagement 1.1 Students learn science and technlgy/engineering when they value and find meaning in each learning experience. Can explain the purpse and ratinale fr States the bjectives f the lessn and the lessn. prvides students with a ratinale fr Have an pprtunity t chse hw they learning. learn (nt what they learn). Cnnects new learning with students prir Tackle real-wrld prblems and knwledge and experiences. applicatins. Paces the lessn t ensure that all Make cnnectins between the lessn and students are actively engaged. persnal experience. Respnds t student feedback and makes Relate their persnal and academic adjustments t prmte active student interests t their learning f STE. participatin. Indicate engagement thrugh questins, respnses, and attentiveness. 1.2 Students learn science and technlgy/engineering when they examine, reflect, and cmmunicate their thinking and understandings f the cncepts in each lessn. Discuss and debate their STE Mdels thinking using apprpriate STE understandings. cncepts, skills, and vcabulary. Articulate their understanding using Explicitly teaches thinking and reasning apprpriate STE language. skills and strategies. Supprt their reasning with data and Asks students t explain their thinking and evidence. prvide evidence t supprt their claims. Ask questins and make cmments that Prvides students with adequate time fr indicate their understanding f and sense-making and meaningful clsure. reflectin n STE cncepts. Prvides pprtunities fr students t Mnitr their wn understanding and selfadvcate when they need assistance. cnceptins. identify and challenge their wn pre- Identify and crrect their miscnceptins Clearly addresses cmmn thrugh explratin and discussin. miscnceptins. Respectfully crrect ne anther s thinking r explanatins. Make interdisciplinary cnnectins. 3

4 Science and Technlgy/Engineering Classrm II. Instructinal Design and Delivery 2.1 Students learn science and technlgy/engineering when learning bjectives and lessns are standards-based. Knw the standards-based learning Creates learning bjectives based n State bjective(s) f the lessns. STE standards and district curriculum. Ensures that all cmpnents f the lessn (learning activities, hmewrk, assessment, etc.) cntribute t the lessn bjectives and t student mastery f the standard(s). 2.2 Students learn science and technlgy/engineering when cncepts are accurate and vcabulary is precise. Can accurately explain the central cncepts learned using apprpriate vcabulary. Demnstrates accurate cntent and mdels the use f apprpriate, precise vcabulary. Can explain STE cncepts and ideas in multiple ways t scaffld student understanding. Presents STE as a dynamic field where the knwledge is cntinually enriched by cnjecture, investigatin, analysis, and/r justificatin. Can identify student miscnceptins and respectfully redirect students t develp accurate STE understanding. 2.3 Students learn science and technlgy/engineering when thughtfully integrated labratry and investigative experiences enhance student develpment f cntent knwledge, inquiry skills, and the design prcess. Can explain hw the labratry experience relates t prir learning activities (lectures, reading, discussin, activities). Knw what they are ding and why it is imprtant. Apply Scientific Inquiry Skills and/r the Engineering Design Prcess Skills t slve prblems. Identify a need r prblem Raise questins Research the need r prblem Frmulate a hypthesis/develp a slutin and prttype Design and execute experiments/test and evaluate slutins Gather and analyze data Cnstruct scientific arguments and explanatins Clearly cmmunicate findings and results Apply learning t new prblem/mdify the slutin and redesign. Designs labratry experiences that have cntent, inquiry, and/r design prcess bjectives. Sequences the labratry experience int the instructinal unit t maximize student learning. States the purpse f the labratry and prvides a ratinale fr the experience. Facilitates fllw-up discussin, analysis, and/r sense-making f the lab. 4

5 Science and Technlgy/Engineering Classrm 2.4 Students learn science and technlgy/engineering when lessns elicit student experience, prir knwledge, and miscnceptins while addressing readiness and learning styles. Draw n their existing knwledge and their Uses a pre-assessment t gauge students experience f the wrld arund them t level f understanding infrm their learning. Cnnects current student learning with Express their understandings and ideas in bjectives and cncepts frm previus and multiple mdes. subsequent lessns. Knws students abilities, readiness, and learning styles and apprpriately prepares learning pprtunities. Respnds t individual student learning styles and interests. Plans pprtunities that require students t draw upn their existing knwledge. Wrks cllabratively with ther teachers t plan instructin (ex: ELL teachers, inclusin teachers, ther science teachers). 2.5 Students learn science and technlgy/engineering when differentiated learning experiences supprt the range f learners in the classrm. Engage in a variety f activities targeted t help them learn the lessn bjective(s). Use technlgy t enhance their learning (ex: Prbes; Internet; Digital Cameras). Chse activities and assignments that mst interest and engage them. Engage in activities apprpriate in terms f cmplexity and pacing fr their current level f knwledge and skill, but which challenge them t mve frward. Accmmdates different learning styles by including a variety f relevant learning activities in each lessn. Prvides pprtunity fr students t make chices abut hw (nt what) they learn. Selects apprpriate grup cnfiguratins and cmpsitin fr the task and learning bjective. Prvides clear guidelines and expectatins fr grup wrk and hlds students accuntable fr their cntributins t grup wrk. Effectively takes advantage f teachable mments. Prvides students with multiple pprtunities t demnstrate mastery. Uses instructinal technlgy t enhance student learning pprtunities. 2.6 Students learn science and technlgy/engineering when frmative assessments and student respnses t prbing questins infrm instructinal decisins. Ask fr teacher input and help. Asks pen-ended questins. Respnd thughtfully t questins frm the Scafflds student thinking and explanatin teacher and ther students. thrugh sequenced questins. Cnvey a sense that the lessn is f an Uses student respnses t direct apprpriate level f rigr r challenge. discussins and infrm instructin. Re-teaches based n student input and respnse. 5

6 Science and Technlgy/Engineering Classrm III. Student Expectatins 3.1 Students learn science and technlgy/engineering when the learning bjective(s) f each lessn are evident and clear t all students. Easily lcate learning bjectives (n an Psts the STE standards-based lessn agenda, pster, handut, etc). bjective(s) in age-apprpriate, studentfriendly language. Knw what cnstitutes a high quality prduct by referring t descriptins (written Makes specific verbal reference t the r ral, in age-apprpriate language), standards that students are expected t rubrics, r exemplary wrk. understand. Develps rubrics that cmmunicate what the students shuld knw and be able t d. Prvides cncrete examples r exemplary prducts (teacher generated, student generated, r bth) that represent mastery 3.2 Students learn science and technlgy/engineering when all students are expected t participate and demnstrate their learning f the learning bjective(s). Revise and edit wrk t meet expectatins. Spend the majrity f class time develping new knwledge and skills. Engage in learning pprtunities available in the lessn. Expects all students t master the learning bjectives f the lessn. Prvides all students, regardless f current knwledge, entry int the lessn. Hlds all students accuntable fr cmpleting wrk, participating, and learning. Prvides all students with accurate and cnstructive feedback, explicitly guiding cntinuus student prgress tward mastery f the standard(s). Allws all students multiple pprtunities t demnstrate prficiency. Uses wait-time effectively t allw all students meaningful participatin. 6

7 Science and Technlgy/Engineering Classrm IV. An Envirnment fr Learning 4.1 Students learn science and technlgy/engineering when the classrm atmsphere is rderly, respectful, and fcused n student learning. Use respectful and apprpriate language in Establishes a cnsistent lessn structure the classrm. (ex: activatr r bell wrk t pen the Demnstrate respect fr prperty and lessn; a summary fr clsure; a ticket ut materials. the dr fr assessment). Begin wrk when they enter the rm. Facilitates learning rather than directs. Knw the gal(s) f the lessn and wrk Establishes clear standards fr student tward meeting the bjective(s). cnduct and teaches apprpriate behavir. Fllw classrm rutines well enugh that Respnds apprpriately t misbehavir. minimal time is spent n receiving Spends minimal time n rganizatinal directins. details (e.g., attendance, distributin f Transitin smthly between learning supplies). activities. Displays student wrk related t the STE Feel cmfrtable asking questins and standards and learning bjectives. cntributing thrughut the lessn. Mdels psitive, respectful, and Demnstrate psitive, respectful apprpriate language and behavir. relatinships (student teacher r Encurages students t share their thinking student student). and pse questins. Keeps students fcused n learning bjectives. 4.2 Students learn science and technlgy/engineering when students are physically safe. Safely use equipment and materials. Knw what t d in an emergency. Mnitr ne anther fr safety practices. Understand the elements f the schl safety cntract. Prvides clear access t the eyewash, safety shwer, and ther classrm safety equipment. Mdels safety practices, including wearing apprpriate safety equipment and apparel. Actively mnitrs and cmments n students safety practices. Prepares students fr any ptential hazards befre an activity, lab, r demnstratin. Knws what t d in an emergency. 7

8 Science and Technlgy/Engineering Classrm V. Dcumentatin and Cmmunicatin f Student Learning 5.1 Students learn science and technlgy/engineering when classrm assessment systems dcument the prgress f student learning tward each standard. Knw that their grade reflects their level f Uses the standards t establish and mastery relative t the standard. publish assessment criteria. Can explain the system used t dcument Cnsistently dcuments student prgress their prgress. tward learning the standard. Uses students perfrmance tward the standard as the basis fr grades. Cmmunicates students prgress and system fr assessment t parents. 5.2 Students learn science and technlgy/engineering best when multiple types f frmative and summative assessments are regularly used t gauge student understanding and prvide feedback t students. Are aware f the learning bjectives that are being assessed in the lessn and unit. Receive feedback willingly. Use feedback t fcus future study and learning activities. Can describe what tpics they have mastered and what they need mre wrk n. Uses data frm assessments t infrm instructin. Mnitrs student understanding using frequent assessments, including: Student respnses t questins Grup interactins Student wrk Student/grup presentatins Jurnals/written-reflectins Student prjects Student explanatins f activities r labs Tests and quizzes. Prvides students with timely feedback regarding their understanding f and prgress tward learning the standards. Prvides additinal, targeted learning pprtunities t meet student needs (fr interventin and enrichment). 8