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Methods Training
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· Direct Instruction · Formative Assessment
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· How to Use Responders · Social Constructivism · Introduction to NJCTL · PSI-PMI Pedagogy · Summative Assessment & Grading · Collaboration · Top 10 SMART Notebook Tips
Agenda Slide 4 / 165
Introduction to NJCTL
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Slide 5 / 165
CTL is a Not-for-Profit founded by the New Jersey Education Association with the mission: To empower teachers to lead school improvement. CTL is supported by NEA, NJEA, and other leaders in education, business, and philanthropy.
Slide 6 / 165 Science and Mathematics
Science and mathematics are becoming priorities to states and countries for reasons of Social Justice AND International Competitiveness
SLIDE 2 Slide 7 / 165
Social Justice requres that we provide all students fair access to math and science. Global Competitiveness requires the same; societies prosper by realizing the capacity of their people.
Science and Mathematics Slide 8 / 165 PSI-PMI
The Progressive Science Initiative (PSI) & Progressive Mathematics Initiative (PMI) are CTL's main programs. PSI-PMI provide a new technology-enabled efficient system that results in student learning and engagement, as well as teacher satisfaction and increased effectiveness.
Slide 9 / 165 PSI PMI
K-12 Science aligned to, and exceeds, NGSS Grade 8 - 12 also aligned to College Board Advanced Placement K-8 Math; Algebra I & II; and Geometry align to CCSS Pre-Calculus, Calculus AB & BC) aligned to College Board Advanced Placement
Slide 10 / 165 The Design Goals of PSI-PMI
PSI-PMI is designed to be: Welcoming: A pathway for all students to learn science and mathematics. Rigorous: Aligned with NGSS, CCSS and College Board Advanced Placement practice and content standards.
Slide 11 / 165 The Design Goals of PSI-PMI
A new paradigm was needed, since the traditional paradigm tends to compromise either rigor or warmth....leading to low outcomes for many students. This new paradigm requires a lot of preparation work, more than can be handed by lone teachers. So, CTL has provided that preparation in materials that can be used as they are, or edited by teachers.
Slide 12 / 165 Origin of PSI-PMI
“Start by doing what is necessary, then what is possible, and suddenly you are doing the impossible.”
SLIDE 3 Slide 13 / 165 What was Necessary in 1999
Started public school teaching in 1999. Launched a pre-engineering program at a New Jersey vocational-technical high school. Taught sixteen 9
th grade students to begin program.
Told my students had completed Algebra I in 8
th grade.
Slide 14 / 165 The Challenge
Only 3 of my 16 students had taken Algebra I, but they were scheduled for Geometry and Biology. They weren’t prepared for Geometry. Biology wouldn’t help with Algebra or Engineering
Slide 15 / 165 The Solution
Used 2 hours of the vocational time I had with them to create an on-ramp to STEM: · 40 minutes of Algebra I. · 40 minutes of mathematically rigorous Algebra- Based Physics. · 40 minutes of Engineering.
Slide 16 / 165 Why Algebra-Based Physics?
· Requirement for almost all STEM career paths, more than any other subject. · The foundation for science; it makes science make sense. · Provides a use for math; motivating students.
Slide 17 / 165 The Second Challenge
· Textbooks to teach mathematically rigorous Algebra-Based Physics didn’t exist. · In the U.S. mathematically rigorous Physics was taught with Trigonometry or Calculus. · Books that used just Algebra, were not mathematically rigorous.
Slide 18 / 165 The Solution
Wrote a book for mathematically rigorous Algebra-Based Physics. Topics were chosen to prepare students for Chemistry & AP Physics B. AP Physics was critical to recognize what these Vo-tech students had achieved.
SLIDE 4 Slide 19 / 165 The Third Challenge
My room had no tables, chairs, blackboard or whiteboard, just computer stations. I went to: · The faculty lounge to get a few five foot diameter round tables. · The cafeteria to get chairs. · The storage room to get a blackboard on wheels.
Slide 20 / 165 Round Tables - a Lucky Break
· These students had not been very successful in science or mathematics. · But, they liked talking to each other, and working
- n questions and problems together.
· This led to a pedagogy which was welcoming to all students.
Slide 21 / 165 Social Constructivism
· Brief direct instruction. · Students building mental models by solving increasingly complex problems. · Working together at round tables.
Slide 22 / 165 The Result
Pre-engineering students loved math & science. · Enjoyed problem-solving with their friends. · Learned that mathematics is useful. · Learned that science makes sense, it’s not memorization.
Slide 23 / 165 The Result
Students in the other majors petitioned to take Algebra-Based Physics in 9th grade. · By 2003, all students in the school were taking Physics in 9th grade. · No tracking, all students in the same course. · Many went on to AP Physics B.
Slide 24 / 165 The Result
By 2005 - 13 times the state rate of students were taking and passing AP Physics B. · #1 in the state; double the #2 school. · Became 2006 New Jersey State Teacher of the Year.
SLIDE 5
Slide 25 / 165 The Possible: Extending the Work
The NJ DOE wanted to build this on-ramp to STEM careers in more NJ schools. The NJEA formed the NJ Center for Teaching and Learning (CTL) and put me on the board. A major goal of CTL became to extend this work.
Slide 26 / 165 The Challenge in 2007
Extending this work broadly required: · Schools to stop teaching HS science backwards. · Developing free OER science and mathematics course materials that could be shared and edited. · Many more Physics teachers.
Slide 27 / 165 The PSI-PMI Paradigm
The PSI-PMI paradigm uses: Technology to integrate curriculum, pedagogy and assessment. Free, editable course materials from CTL to enable the new paradigm. Physics to connect and improve outcomes in all of K-12 science and mathematics.
Slide 28 / 165 The Pedagogy of PSI-PMI
Rather than tell you about the pedagogy, we're going to let you experience what it's like to learn something that is, hopefully, new to you. You'll be able to feel the sense of struggle and then success that marks all of PSI-PMI teaching and learning. This example is from mathematics, science would be similar but include experiments.
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We're going to use SMART VE for polling this morning. We can talk about other polling solutions later today. Now, please go to this site:
response.smarttech.com
Student Polling Slide 30 / 165
1 Are you signed in and ready to start the lesson? Yes No
response.smarttech.com
SLIDE 6
Slide 31 / 165 Demonstration Lesson: Binary Numbers Slide 32 / 165 Base 10 (Decimal) System
Base 10 is the number system we usually use. So much so, that most people think this is the only, or a naturally preferred, basis of numbers. This system uses ten digits 0, 1, 2, 3, 4, 5, 6, 7, 8 and 9 Why do you think we use Base 10?
Slide 33 / 165 Base 10 (Decimal) System Slide 34 / 165 Base 2 (Binary) System
The Base 2 (binary) system uses only two digits: 0 and 1 Why do you think we use Base 2?
Slide 35 / 165 Base 2 (Binary) System
Electrical switches are either on or off, representing 1 or 0. Vacuum tubes could act like switches. Then, transistors could as well. And, integrated circuits contain many "switches" which are either on or off...1 or 0.
Slide 36 / 165 Base 2 (Binary) System
SLIDE 7
Slide 37 / 165 Base 2 (Binary) System Slide 38 / 165 Converting from Base 10 to Base 2
Since we're used to Base 10, the numbers seem natural to us - it's easy for us to picture the magnitude of a number represented by the Base 10 system. In the base 10 system, the number 11 represents In the base 2 system, the number 11 represents:
Slide 39 / 165
4 x 10 2 400 2 x 101 20 7 x 100
7
+ + + +
Base 10 Slide 40 / 165
1 x 21 2 0 x 2 0
+ + + +
Base 2 Slide 41 / 165
1 x 22 4 0 x 2 1 1 x 20
1
+ + + +
Base 2 Slide 42 / 165
1 x 22 4 1 x 21 2 0 x 2 0
+ + + +
Base 2
SLIDE 8
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2 How would the Base 2 number 11 be written as a base 10 number?
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3 How would the Base 2 number 101 be written as a base 10 number?
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4 How would the Base 2 number 111 be written as a base 10 number?
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5 How would the Base 2 number 1011 be written as a base 10 number?
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6 How would the Base 10 number 5 be written as a base 2 number?
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7 How would the Base 10 number 8 be written as a base 2 number?
SLIDE 9
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8 How would the Base 10 number 15 be written as a base 2 number?
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9 How would the Base 8 number 10 be written as a base 10 number?
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10 How would the Base 8 number 111 be written as a base 10 number?
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11 How would the Base 8 number 100 be written as a base 10 number?
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12 How would the Base 10 number 15 be written as a base 8 number?
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13 How would the Base 10 number 75 be written as a base 8 number?
SLIDE 10
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14 How would the Base 10 number 115 be written as a base 8 number?
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1 x 82 64 1 x 81 8 0 x 8 0
+ + + +
Base 8 Slide 57 / 165 So, how would you read this now? Slide 58 / 165 PSI-PMI
Founding course PSI Algebra-Based 9th-grade Physics
Goodman - Classroom Closeup.mp4
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PSI-PMI Pedagogy
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Slide 60 / 165 Pedagogy
PSI-PMI materials have been designed to support a pedagogy that connects together: Direct Instruction and Social Constructivism Through the use of Formative assessment
SLIDE 11 Slide 61 / 165
Direct Instruction
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Slide 62 / 165 The Role of Direct Instruction
Students cannot be expected to discover all of math and science on their own, and in fact, it took the world’s brightest minds more than 2000 years to do so.
Slide 63 / 165 The Role of Direct Instruction
Teachers should directly explain concepts and ideas to students when "discovering" them is impractical or would consume excessive time. Students must quickly be challenged to apply what they have just been taught to solve new problems, so that they can construct mental models using what they have been taught...learning it. This is easiest done in a social setting: social constructivism.
Slide 64 / 165 Facilitating Direct Instruction
Interactive White Board (IWB)
Notebook presentation Student Polling Teacher as part of social group
Slide 65 / 165 Goal of Direct Instruction
Students obtain a foundation or constructing knowledge. Some kids get it right away, other kids need to hear it again, in another way, or from their friend instead of the teacher. The students will then use this foundation to shift from direct instruction to social constructivisim.
Slide 66 / 165 Flipped Classroom in Class
Your direct instruction is like a flipped classroom video a student would watch at home. Brief and to the point. But, in this case, you know that all the students got that instruction, but you can not be sure students will watch a video at home.
SLIDE 12
Slide 67 / 165 Direct Instruction Methods Slide 68 / 165
Deliver basic knowledge/information to students Model Problem Solving Process (Metacognitive Modeling) Introduce new concepts Expand on prior knowledge Provide insight on challenging concepts
CTL Methodology
The Goal of Direct Instruction
Slide 69 / 165 Direct Instruction Strategy #1
Limit the amount of time you are talking - try to keep your talk time for a new topic around five to seven minutes, and no more than ten minutes. After that, you may be talking but most students won't be hearing you.
Slide 70 / 165 Direct Instruction Strategy #2
Students should be working together 75% of the class time, with you addressing them for about 25%. Time yourself to see if that's about what you're achieving. It can vary from day to day, but your talk time should be averaging no more than 25%.
Slide 71 / 165 Direct Instruction Strategy #3
When relevant, bring in your own life experiences to the topic. Also, any applications that you think will resonate with students. Don't just read slides, speak about them and how you relate to them. But, keep it short; students want to talk to each other more than listen to you.
Slide 72 / 165 Direct Instruction Strategy #4
Don't raise the cognitive load on students. Your examples and comments should simplify the topic, not complicate it.
SLIDE 13 Slide 73 / 165 Direct Instruction Strategy #5
Students should be focused on what you're saying since they know it will be brief and they need to understand it to answer a question in a few minutes. Students should be noting anything beyond the slides that you explain and that they consider useful.
Slide 74 / 165 Direct Instruction Strategy #6
Every student doesn't have to learn the topic from your direct instruction. Many will learn it from each other. Don't keep talking until everyone "gets it." If 1/3 of the class does, that will work out.
Slide 75 / 165
Social Constructivism
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Slide 76 / 165 Zone of Proximal Development (ZPD)
The role of the educator is to give the learner experiences that are within the ZPD, encouraging advancement in learning. Vygotsky: "Advancing development of the child is the key goal of education."
Slide 77 / 165 Zone of Proximal Development (ZPD)
What the learner knows and can do independently What the learner can do with help What the learner cannot yet do
Zone of Proximal Development
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Zone of Proximal Development Anxiety Boredom Challenge Pace
Zone of Proximal Development
SLIDE 14
Slide 79 / 165 Facilitating Social Constructivism
Round Tables Group Problem Solving Heterogeneous setting Peer Teaching
Slide 80 / 165 Pedagogy: Social Constructivism
Teacher Actions Providing problems to solve Facilitating problem solving by setting group expectations Being part of the social group (teaching by wandering around) Encouraging students to work together Maintaining strong classroom management
Slide 81 / 165 Pedagogy: Social Constructivism
Student Actions Working in groups Formative Assessment questions Class work Labs Building on prior knowledge and constructing new, meaningful knowledge together Focusing on problem solving process Peer teaching
Slide 82 / 165
Goals of Social Constructivism
Students construct knowledge and understanding together that would take much longer alone Students solve increasingly complex problems that would be too challenging when working in isolation Students learn in their Zone of Proximal Development Students reach higher levels of rigor and mastery Students achieve
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Keep everyone involved in the learning Provide encouragement to students to work together and help each other. Both benefit, the tutor and the tutee. Chain reaction tutoring: you taught some of the kids, and they teach the rest.
Social Constructivism Strategy #1 Slide 84 / 165
Create tasks that appropriately challenge students Assign classwork and homework problems you know students need to practice based on formative assessment. Keep students in their ZPD!
Social Constructivism Strategy #2
SLIDE 15 Slide 85 / 165
Noise is Normal Your classroom will be noisy, but as long as that noise is constructive you are allowing the appropriate amount of time and that's the sound of learning. Wander around to confirm students are on task.
Social Constructivism Strategy #3 Slide 86 / 165
Scaffold learning - universal design Start with lower level concepts and questions and build on them to get to higher level thinking and advanced problems.
Social Constructivism Strategy #4
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Social Constructivism Strategy #5
Rotate group members at your discretion Keep group arrangements heterogeneous by moving students if some groups are struggling and others are bored. On the fly, encourage members of a group that is having difficulty to move learn from another group. "Ask 3, then me."
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Social Constructivism Strategy #5
Rotate group members at your discretion SMART Tool: Random Group Picker
Slide 89 / 165
Formative Assessment
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Slide 90 / 165
"You're a good teacher. You really care about whether your students learn. So as you lecture you watch their faces for clues and ask yourself, 'Do they get it? Are they enthusiastic about what I'm saying?' You stop and ask them, 'Does anybody have any questions?' Students nervously look at each other. No
Good you think to yourself, no one had a question- they must be following my presentation and understanding the subject." ~ Douglas Duncan - Clickers in the Classroom
Are Students Learning?
SLIDE 16 Slide 91 / 165 Pedagogy: Formative Assessment
Frequent Formative Assessment provides: Active engagement for students Evidence of where students are in the learning progression Feedback that feeds forward Feedback that helps students identify their own strengths & weaknesses during a lesson Feedback that is ungraded
Slide 92 / 165 Why use polling?
Polling keeps people engaged! It allows them to: Participate individually Answer anonymously Constantly evaluate what he/she knows and can do Focus and remain engaged
Slide 93 / 165 Neuroscience and Video Games
People like to struggle, and then win. If there's no struggle, they're bored. If there's no winning, they're frustrated. Struggling and then winning releases dopamine, resulting in pleasure and memory retention.
Slide 94 / 165 Neuroscience and Video Games Slide 95 / 165 Why use polling?
Polling allows teachers to: Get feedback from the entire class at once Shift the class to student-centered participation Gather real-time data that informs their teaching The result is that the teacher can ask increasingly difficult questions, at the fastest possible pace, so that students remain challenged, but can work with peers to "win." The teacher always knows where the students "are."
Slide 96 / 165 Why use polling?
Based on student answers the teacher can: Reteach Review
Move on
SLIDE 17 Slide 97 / 165 F.A. Strategy Number #1:
Establish a daily routine for student polling Establishing a routine. Students should login everyday unless asked not to. If you're using hardware responders keep them
- accessible. For instance:
At the front of the room for students to take as they enter. On each group of desks with enough responders for each group.
Slide 98 / 165 F.A. Strategy Number #2:
Start class with a Reponse question. Part of the polling routine might include do-now questions that are on the board as students walk into the class: A question from the previous night's homework A question similar to that homework but highlighting a skill that might have been difficult A question that reviews a skill needed for the next topic A question that will lead to the next topic
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Polling is a tool for both the students and the teacher. Let students know that the polling questions: Will let them participate anonymously Will not be graded Should be answered honestly Will provide both student and teacher feedback
F.A. Strategy Number #3:
Teach students to answer honestly
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Don't assume that the students know the content just covered; have them answer the questions. Do questions one at a time. Most often, students should try the questions in their groups and enter their own answers without teacher aid. Sometimes, the teacher may want to do a question with the students first. (like "I do," "we do," "you do").
F.A. Strategy Number #4:
Always poll students after teaching a new concept
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There are two approaches to consider: Show the question, start it, and then circulate. If students are already used to working on the problems and discussing them, this may work best. Show the question, circulate, and then start the response question. If students are putting answers in too quickly, not thinking about the problem, then try this approach.
F.A. Strategy Number #5:
Be strategic about when to start the question.
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Once the question is started, make sure that the response panel stays open. This allows you to see how many students have answered and also allows you and the class to see how much time has passed. Open the panel and uncheck the circled box to keep the panel open.
F.A. Strategy Number #6:
Keep the response panel open during a question.
SLIDE 18
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While students are working on questions, walk the room: Find out how students are doing Encourage students to work together Facilitate student-student conversations Decide when to intervene for a group of students, or the entire class
F.A. Strategy Number #7:
Work the Room
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Struggling with new problems is key for learning. Students will often ask teachers to help them before they submit their answer. Don't answer at all, or Answer a question with a question, or Ask students to ask other class members, or Remind students to look back on their notes and course materials
F.A. Strategy Number #8:
Don't answer student questions during a problem.
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Some questions may take less than a minute to answer, while others will require more time. If all students in the class have submitted their answers, stop the question. If most students have answered, and students are no longer discussing the problem remind them to enter their answers and then stop the question (you can also remind them individually). If you notice that all students are struggling, stop the question and discuss with the class, ideally with the Socratic methods of asking questions of them.
F.A. Strategy Number #9:
Be strategic about stopping the question.
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After a question has been stopped, the learning continues: Display the results to the class DO NOT reveal the correct answer Ask students to find someone with a different answer and discuss Ask students to analyze the results Discuss the results as a class
F.A. Strategy Number #10:
Guide class discussion once a question has stopped.
Slide 107 / 165 After Stopping the Question
It's easy for teachers to analyze these problems but it is far more powerful for the students to do so through careful questioning.
Slide 108 / 165 After Stopping the Question
Here are some questions you could ask: · What is the first step in solving this problem? · Look at the answer of 0.347. What was the person thinking who answered that way? · What could you do to assist a person who answered 0.50? · Why is it necessary to line up your decimals?
SLIDE 19 Slide 109 / 165 After Stopping the Question
If all students are correct, ask a similar response question, a verbal follow up, or move onto a more difficult question. If most students are correct, the students or teachers should try to identify why someone may have chosen a different answer. Only then should the answer should be confirmed.
Slide 110 / 165 After Stopping the Question
If the class is split, employ a variety of discussion/debate strategies such as: Ask students to explain their answers to the class Have each student find someone with a different answer Ask students to explain how another student could have arrived at a different answer Then restart the question and have students re-vote.
Slide 111 / 165 After Stopping the Question
If only a few students are correct, this may be due to a miscommunication, gap in prerequisite knowledge, and/or a misunderstanding. To help identify the cause and a solution: Ask students to tell you what they know about the question, one piece at a time Go back to the slides and ask them about each one, revise or add information as needed Re-teach the content; try the same question again or ask a similar question; and/or review a sample problem.
Slide 112 / 165 Practice More and Moving On
Students will need to practice more through classwork and homework. To do the homework, students need to show that they can struggle and succeed in class. If students have shown enough understanding to do the classwork, and there's time, start the next topic.
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15 Based on the following pie chart of student
responses, what should the class do?
A
reteach
B
review
C
move on
D
not sure correct
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16 Based on the following pie chart of student
responses, what should the class do?
A
reteach
B
review
C
move on
D
not sure correct
SLIDE 20 Slide 115 / 165
17 Based on the following pie chart of student
responses, what should the class do?
A
reteach
B
review
C
move on
D
not sure correct
Slide 116 / 165
18 Based on the following pie chart of student
responses, what should the class do?
A
reteach
B
review
C
move on
D
not sure correct
Slide 117 / 165
Summative Assessment & Grading
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Slide 118 / 165 Summative Assessment
Used to assess what each student knows and can do independently. Quizzes Tests Quests (science courses only) Labs (science courses only)
Slide 119 / 165 What We Grade
Only summative assessment tasks are graded: quizzes, tests, quests, and labs. There are no points awarded for: participation, attendance, class work, or homework. There is no extra credit work.
Slide 120 / 165 Why only grade summative assessment?
Grades only reflects what a student knows and can do. The teacher doesn't give grades, students earn them. The teacher can't change a grade without a student getting a better result on an assessment, showing improved mastery. The teacher and student both want grades to go up, but
- nly the student can achieve that by earning the higher
grade. The teacher and student can develop a plan to improve mastery...and raise the student's grade.
SLIDE 21 Slide 121 / 165 Why only grade summative assessment?
Objective grading also increases the correlation between the student's course grade and their end-of-course test. Too many students get good grades during the year just to do poorly on the state test or AP exam. Objective grading allows the grades of students to be compared from teacher to teacher and from school to school.
Slide 122 / 165 Retakes
Students are able to retake all quizzes, quests, and tests. Retakes of all assessments are provided by CTL website Students can retake an assessment as necessary; but most
The student should be able to explain what additional steps they took to achieve higher mastery The highest grade earned replaces the lower grade. The grades are not averaged together. Once graded, return to students for them to see their grade, however students should not keep these retakes.
Slide 123 / 165 Why do we give retakes?
Retakes encourage persistence Retakes keep students motivated to learn Retakes reflects the real-world view of failure as feedback to inform work If your child doesn't know how to tie his shoe, are you going to just give him extra credit or tell him to continue to practice?
Slide 124 / 165 How is each assessment graded?
Quizzes are generally 10-25 points each. Quests are generally 50 points each. Tests are 100 points each. Labs are usually equivalent to a quiz grade. Many of the assessments posted have corresponding answer keys that show point breakdowns. There are also general point guidelines specific to different types of problems in different courses.
Slide 125 / 165 Student's Earned Grade to Date
Students appreciate knowing what their grade is at all times. So, it is helpful to not only put the grade of the assessment
- n top of a paper when handing it back, but also the
student's grade to date. A student's grade to date can change if they take retakes. student's grade = points earned total possible
Slide 126 / 165
Grading High School and AP
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SLIDE 22 Slide 127 / 165 Calculating Test & Quest Grades
Sample: Using 60% weight on the free response and 40%
A student earns 21/25 points possible on the free response and 26/30 points possible on the multiple choice. 21= 0.84( 0.6) = 0.504(100) = 50.4 25 26 = 0.87(0.4) = 0.348(100) = 34.8 30 50.4 + 34.8 = 85.2% This is not the student's final grade for this assessment! Next we have to use a grading correlation.
Slide 128 / 165 Why We Use a Correlation
Each unit test is designed to be as rigorous as the end of course exam. Using questions with this high level of rigor helps to ensure that students are adequately prepared for the exam and are not surprised by what they see. End of course exams such as the AP test provide a high standard for student achievement and it is possible that struggling students will perform poorly and likely fail. The AP exam grants a 5, the highest grade possible, for any score equivalent to about 65% or higher on the exam. In a traditional classroom setting, a score of 65% would be considered failing or a sign of poor performance.
Slide 129 / 165 Why We Use a Correlation
Where struggling students will fail in the traditional model, high performing students will appear to be performing below average. Students who fail tend to lose motivation, which impacts their ability to persevere and continue
- learning. This leads to many students losing interest
in taking challenging courses.
Slide 130 / 165 Why We Use a Correlation
Colleges often grant college credits to students who pass AP exams while other schools view taking and passing an AP exam as proof that a student took a challenging course. If colleges and universities place value on these results, then student grades should reflect the same level of success. Therefore, if unit tests are at the same level of rigor as AP exams or end of course exam, then students should receive a grade that aligns with their performance on the test.
Slide 131 / 165 How We Apply a Correlation
We address the challenge of maintaining rigor, student motivation, and grades with meaning by correlating each student's grade to the equivalent on the appropriate AP or end
Using a piece-wise function that mimics the approach used by The College Board, creator of *AP. This piece- wise function creates a compression curve that is the mechanism used to correlate a raw score to a grade. *AP exams are college level exams, similar to A-levels in the British System
Slide 132 / 165 How We Apply the Correlation
As a student's raw grade increases, the effect of the correlation is reduced. This is done since students who perform very well need less to correlate their raw scores to the grade they receive while students who perform poorly require a significant change to correlate their raw scores. Makes student achievement clear to the students instead
- f punishing them for what
should be considered success.
SLIDE 23 Slide 133 / 165 Correlation for High School Science
Since unit tests assess a smaller number of concepts than the AP exam, the unit test is not at the same level of rigor, so students are not eligible for the full effect of the correlation. If students are tested on all the concepts within a course then they should receive the same level of correlation. The following values, and any value in between, can be used in the correlation program developed by CTL.
Quiz
Quest Test
Midterm/ Final
Modifier 0
0.50 0.5 - 0.7 1.0
Note: It is individual assessment grades that have the correlation applied, not the final grade in the course.
Slide 134 / 165 Using the Correlation for Grades 4-12 Math
Since unit tests assess a smaller number of concepts than the AP exam or an end of course assessment, the unit test is not at the same level of rigor, so students are not eligible for the full effect of the correlation. If students are tested on all the concepts within a course then they should receive the same level of correlation. Quizzes - no correlation is applied Unit Tests - 0.25 to 0.5 of the correlation is applied These values can be used in the correlation program developed by CTL. Note: It is individual assessment grades that have the correlation applied, not the final grade in the course.
Slide 135 / 165 Using the Correlation Slide 136 / 165 Using the Correlation
Case Study: Bergen Technical Schools in Teterboro use of the curve for students in AP Physics B Found that there was a correlation factor of 0.8 between grades in AP Physics B and student achievement on the AP Physics B exam. This means that students who get an "A" in the class will likely receive a 4 or 5 on the AP exam, those who get a "B" will likely receive a 3 or 4, etc. This result creates a very accurate predictor for students and sends a strong message that success in their course will translate into success on the exam.
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19 A student earns a score of 82/100 on a summative
- exam. Using a 0.5 modifier, what is her correlated
score on the exam?
Slide 138 / 165
20 A student earns a score of 65/100 on a summative
- exam. Using a 0.75 modifier, what is his correlated
score on the exam?
SLIDE 24 Slide 139 / 165
21 A student earns a score of 19/35 on a unit test in
- Physics. You and your fellow teachers determine a
0.5 modifier should be used for this exam. What is the student's final score?
Slide 140 / 165
Collaboration
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Slide 141 / 165 Collaboration
Collaboration between teachers in different schools Collaboration between teachers within the same school And One of the key components for success with the PSI-PMI is collaboration.
Slide 142 / 165 Common Materials
PSI-PMI materials were developed through Smart lesson study. They were developed by groups of teachers working together to continuously improve materials through their use and refinement. When students move from one grade level to the next, the teachers have common materials to refer to and the ability to discuss the measurable progress the students have made. Teachers can focus on the HOW of teaching, not the WHAT to teach.
Slide 143 / 165 Latest Versions of Materials
Since PSI-PMI materials are continuously improved, newer versions of existing files are frequently posted on the website The newest version will appear posted first with the date next to it. Older versions may still be accessed. Select dropdown to access older versions
Slide 144 / 165 Suggestions for Improvement
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SLIDE 25
Slide 145 / 165 Collaboration within Schools
Collaboration between teachers within the same grade- level, school and district is key. But how do we collaborate without common planning time? Email Staff Meetings Peer Observation Google chat Google groups Dropbox Google Docs
Slide 146 / 165 Unit Planning
All materials are editable, including presentations, assessments and unit plans. Unit plans include: Topics and Standards Essential Questions Knowledge and Skills Sequence of Assessments Order of Topics, Classwork/Homework and Labs Suggested Pacing based on 40 minutes/day
Slide 147 / 165 Student Materials
At the start of a new unit for grades 4 -12 math and high school science, each student should be given the following... A complete printout of the notebook presentation. All of the classwork and homework problems for the unit. At the end of the unit, teachers should distribute the multiple choice and free response review questions.
Slide 148 / 165
Classroom Materials
Interactive Whiteboard Student responders Printer Internet access Printouts of Notebook Presentations Printouts of Quizzes, Tests, Labs Lab materials
Slide 149 / 165
Student Materials
Presentation printout or personal digital access during class Homework/Classwork Problems Calculator Pencil
Slide 150 / 165 Daily Lesson at a Glance
Students arrive in the classroom and immediately get out their unit handouts and login to for polling. A review question should be ready on the board for students to input their answers. Students can ask questions about homework problems if they have any. The day should be spent alternating between direct instruction, formative assessment, and solving of classwork problems. A short mention of what was covered in class that day, what the homework assignment is, and what will be taught tomorrow.
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Slide 151 / 165
The Unique Role of Physics
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Slide 152 / 165 The Unique Role of Physics
The approach described in the previous slides was first developed to address a specific need in 1999: Sixteen students in a new pre-engineering program in a new vocational-technical high school had to be brought up to speed in mathematics and science...quickly. The new pedagogy you experienced (at first without the technology) was a key part of the solution. But, it wouldn't have been enough.
Slide 153 / 165 The Unique Role of Physics
In order to get students to quickly master Algebra I, an algebra-based physics course was developed. This course would be the foundation for chemistry and then biology. It would also provide a context in which to practice and see meaning in mathematics.
Slide 154 / 165 The Unique Role of Physics Slide 155 / 165 The Unique Role of Physics
This proved very successful. A school with students who were below the state average in mathematics and science achievement in middle school became #1 for the percentage of students taking and passing Advanced Placement Physics courses. As a result, I was named the 2006 New Jersey State Teacher of the Year. Also, I documented the approach in my doctoral dissertation later that year and in a peer-reviewed journal article the next year, providing the foundation for PSI-PMI.
Slide 156 / 165 The Unique Role of Physics
This led to the NJ Department of Education and state government providing regulations and laws which would allow the newly formed NJ Center for Teaching and Learning to scale this up. That led CTL to become the #1 producer of physics teachers in the United States and a major producer of chemistry teachers.
SLIDE 27 Slide 157 / 165 The Unique Role of Physics
This also led to the development of the free, editable materials that enable the integration of pedagogy, curriculum and assessment through the use technology. In the last twelve months, more than 1.8 million files of K-12 mathematics and science materials have been downloaded by 255,000 unique users in 180+ countries and all 50 states.
Slide 158 / 165 The Unique Role of Physics
CTL is continuing to construct a strand of K-5 physics; providing explanations, problems and experiments which tie directly to both NGSS and to CCSS Math, thereby connecting them to each other. By using the mathematics called for by CCSS in each grade to do experiments which then connect to the other sciences in that grade, physics will be used to improve understanding of both science and mathematics...as it has proven it can do in middle and high school.
Slide 159 / 165 The Unique Role of Physics
In addition to content standards, it is clear that CCSS Mathematics and NGSS have close related standards for mathematics, engineering and science. These standards are embraced by CTL. This strand of physics will make the connection between NGSS and CCSS explicit and clear.
Slide 160 / 165 The Unique Role of Physics Slide 161 / 165 The Unique Role of Physics
When CTL was vetted to become a 100Kin10 partner reviewers were very positive.
- Dr. Phillip Griffiths saw CTL as
standing out for its recognition
- f the unique role of Physics.
- Dr. Griffiths is a Fields Medalist
and Director Emeritus of the Institute of Advanced Study.
Slide 162 / 165 Quote from Dr. Phillip Griffiths
“Physics education is of singular significance. The laws of physics are integral to much of natural science, with applications in chemistry, biology, astronomy, and earth and atmospheric sciences, among other fields. Efforts to solve physics problems spawned the development of calculus in the 17th century, and questions originating from physics permeate mathematics to this day. Problem-solving in the context of conceptual theory, with solutions tested by experiment, is a combination unique to physics.”
SLIDE 28 Slide 163 / 165 Tour of the Website www.njctl.org Slide 164 / 165 Survey
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