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Ap Biology Genetics Worksheets document sample
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Different Strategies for meeting the
needs of all science students…
Today’s Agenda
What is differentiated instruction?
How do assessment and differentiation
work together?
What is tiered learning?
How do I manage stations in my
classroom?
Planning for success
My favorite way to be assessed is... I know that I have really
learned something when...
Name
I typically assess students by... When I think about student learning,
I think that…..
ONGOING ASSESSMENT
Some teachers Some teachers
talk about--- talk about---
VS.
LEARNING GRADES
• Can these two coexist peacefully?
• Should one receive emphasis over the other?
Most teachers assess students at the
end of an instructional unit or sequence.
When assessment and instruction are
interwoven, both the students and the
teacher benefit. The next slide suggests
a diagnostic continuum for
ongoing assessment.
On-going Assessment:
A Diagnostic Continuum
Preassessment Formative Assessment Summative Assessment
(Finding Out) (Keeping Track & Checking -up) (Making sure)
On-going Assessment:
A Diagnostic Continuum
Feedback and Goal Setting
Preassessment Formative Assessment Summative Assessment
(Finding Out) (Keeping Track & Checking -up) (Making sure)
Pre-test Conference Exit Card Unit Test
Graphing for Greatness Peer evaluation Portfolio Check Performance Task
Inventory 3-minute pause Quiz Product/Exhibit
KWL Observation Journal Entry Demonstration
Checklist Talkaround Self-evaluation Portfolio Review
Observation Questioning Post Test
Self-evaluation
Questioning
SOME THOUGHTS ON ASSESSMENT
Assessment refers to what happens on a daily basis in the classroom.
“…ways to use instruction to inform next steps”
…continual feedback that helps students progress over time.
“Assessment-Instruction Cycle”
used to be instruct, instruct, instruct, then assess
now assessment and instruction are interwoven
Students should be learning to self-assess, make adjustments, and
improve performance.
Not helping students gauge their performance can be costly
to them.
We need to give students models for what we are asking
them to do.
“Assessment is today’s means of
understanding how to modify
tomorrow’s instruction.”
Carol Tomlinson
What is it like?
What is it?
What is it not?
Assessment
Examples
Let’s Take a Look at Data…
Performance Level
Biology Physical Science
Spring 08 EOCT
TCSS State TCSS State
Meets & Exceeds 52 61 42 63
Exceeds Standard 15 21 5 28
Meets Standard 37 40 37 35
Does Not Meet 45 38 58 37
More Data…
GHSGT
DATA
Spring 08 SCIENCE
BL 109 BL Below Proficient - below 200
GP
BP 282 S BP Basic Proficient - 200-234
Sc AP Advanced Proficient - 235 - 274
AP 238
ale
H 94 H Honors - 275+
723
TCSS
Basic Proficiency or higher (200+) have met the graduation requirement for these
BL 15.1% GPS-based tests and will be classified as Proficient for AYP calculations in ELA.
BP 39.0%
AP 32.9%
H 13.0%
84.9%
Pretest/Posttest Data
_______________________
_______________________
____________________
Goal 1: Goal 2:
_______________________________ _____
_______________________________
_______________________________ _______________________________
______________________________ ______________________________
Strategies
__________________ Evidence (Look For/Ask Evidence (Look For/Ask Strategies
__________________ About) About) __________________
__________________ __________________ __________________ __________________
__________________ __________________ __________________ __________________
__________________ __________________ __________________
__________________ __________________
__________________ __________________
__________________ __________________
__________________ __________________
Take a moment to think about the following questions:
1. At the end of the school day are you and your students exhausted?
2. At the end of the day, Are you done…no work in hand?
3. When someone walks in your room, can they find you
easily?
4. Do you really know your students?
5. By the middle of the year, do your students describe your class
as an active participation sport?
6. Do a lot of your students enjoying their first success in science in
your classroom?
7. Do you and your colleagues have a real reason to meet and share?
8. Do you have few classroom management problems?
9. Do you smile frequently throughout the day?
10. Are administrators at a loss on your teacher evaluations/observations?
If you answered “yes” to 5 or more questions, you might be a differentiated
instructor!
Pair up with a partner
and list several ways you typically assess
students in your classroom.
WHAT CAN BE DIFFERENTIATIED?
READINESS INTEREST LEARNING
PROFILE
• Interest Surveys • Areas of Strength
Content • Interest Centers and Weakness
Skills • Self-Selection • Work Preferences
Knowledge • Self Awareness
Concepts
There are many variations to differentiate using these
elements
Chunk Learning
Profile
Chew According
to Student
Check Interest
Information Readiness
“Lite-n-Lean” Activities for
differentiation
Discussion/Journaling Varying Text
Offering Student Levels
Choices Memory
Graphic Organizers Techniques
Vocabulary Learning Profile/
Instruction Interest-Based
Projects
Kryza, K., Stephens, S., & Duncan, A. (2007). Inspiring Middle and Secondary Learners. California: Corwin Press.
“Insanity is doing the same thing
over and over again and expecting
different results.”
-Albert Einstein
Traditional vs. Differentiation
Traditional Classroom Differentiated Classroom
Whole Class-lectures,
demonstrations, videos,
Choice!
etc. Variety including
Seat Work-collaborative higher level thinking
pairs, small group, Accountability
summarizing strategies,
etc
Assessment-feedback,
grades,etc.
Both can co-exist!!!!
Tier 1 : Basic knowledge, understanding. The student builds on
his/her current level of core information.
Tier 2 : Application or manipulation of the information learned in the
1st layer. Problem solving or other higher level thinking tasks can be
placed here.
Tier 3 : Critical Thinking and Analysis. This layer requires the highest
and most complex thought.
What can a tier look like?
Use colors to indicate what level of vocabulary
readiness you want to assign:
Green-basic
Blue-average
Black-Advanced
Example: Vocabulary - going from green level
“need to know” vocabulary to blue level “nice to
know” vocabulary to black level “for those of you
who are really motivated to go way beyond
what’s expected” vocabulary.
Let’s Try a Tiered Activity
Genetics
Readiness based on
Vocabulary and Prior
Content Knowledge
Biology teachers -groups of
3 Please!!!
Anatomy teachers can work
together in teams
In class, I would place you
into your groups based
on pre assessment
The mantra of change….
slowly, slowly, easy, easy!!!
Traditional
Day 1:Forces
Chunk-Lecture and ppt on gentics
with a graphic organizer
Chew- worksheet packet finish
for hwk.
Check-finished worksheet packet
Tiered Assignments
Day 1-Tier 1 assignments
Chunk-lecture and ppt with graphic organizer or
foldable
Chew- Here is where you can begin to tier based on
readiness:
•Genetics Readiness Tiered Assessment
(see handouts)
Or anatomy
•Body Systems Green, blue or black assignments
•Blood Cell Cartoon
Check-Quiz on assignments or graded projects
Grading Criteria
What is the purpose? Can they answer the
essential question?
2 options for grades:
5 points for worksheets, 5 points for self
grading worksheets, 15 points for quiz
5 points for collage/poster, 5 points for 4 or
more website sources, 15 points for quiz
Days 2-4 are the same format for Tier 1
Moving on in the unit
Day 5/6-Lab Tier 2 lesson
Everyone in class will complete a lab
Tier 3
Day 6-Research a topic in the library
-Real world application/debates or use your
text book
Choose 1
Find out more on genetics lab technician (basic)
Write a play or activity involving your classmates,
to explain the various processes that occur in
meiosis (average)
Use the documents based questions from Mendel’s
work (advanced)
Or let them choose a R.A.F.T. (Role, Audience,
Format,Topic)
Your Turn to Tier!
Take one acquisition
lesson and build in
tiered lessons-start
small!!!! Talk it out
with your group.
Be prepared to
share in 45 minutes!
Outcomes
Part 2-Differentiated Instruction
Identified 3 ways to differentiate
Take it Slowly, Slowly, Easy, Easy
Developed an Acquisition Lesson
with tiered assignments.
Discussed Assessment criteria-
rubrics, point systems, etc.
Background
based on the work of Carol Ann Tomlinson
Centers are areas in Stations are different
the classroom where places in the
students refine a skill classroom where
or extend a concept students work on
Writing center tasks simultaneously,
Anchor activity center and whose activities
are linked
Multiple Intelligences
What would the classroom look
like?
2 ideas
• Whole class warm-up • Whole class warm-up
• Review station assignments • On grade level focus lesson for
made based on pre-assessment most of the class
• Pull a group to the teacher’s • Above grade level students work
station for a structured focus
on an anchor
lesson.
• Other students work at their • After focus lesson, students
stations. You move around to refine their understanding at a
monitor their progress when specific station or through an
students at the teacher’s anchor activity
station are working in pairs or
independently. • Above grade level students
receive their focus lesson at the
• Whole class closure activity. teacher’s station.
• Whole class closure activity.
There are 4 stations:
Essential question and indicators
TEACHER'S STATION PROOF PLACE PRACTICE PLAZA THE SHOP
dir ect instruction use manipulatives/drawings repit it ion apply skil s to new sit uations
constructivist to explain and defend practice a skil fiIdeas forfor Mr. Fuddle
x mistakes
performance
assessments
Preparation
Use pre-assessment
data to determine
which indicators your
students need to
cover.
Collect tasks from
your textbook
resource, online
supplemental
resources, and your
own “files.”
Teacher’s Station
Focus Lessons
Review lesson
Accelerated pathway
lesson
More guidance at-risk
students
Addressing individual
needs
Proof Place
Super Source tasks that
have been modeled
(whole class focus lesson
or Teacher’s Station)
20 Thinking Questions
Tic-Tac Toe
Assessments
Other Formative
Assessments
Great websites for differentiation
http://www.isu.edu/biolearn/index2.html
includes lesson plans, labs and links to
current articles for students.
http://www.sln.org/
Science Learning Network
Practice Plaza
Choice Menus work
great
Student Workbook
practice lessons
Old files
The Shop
Use pre-assessment
or formative
assessment
data/errors as tasks.
Summarize with
“writing to win”
strategies
Use R.A.F.T.s
RAFT ASSESSMENTS
Role Audience Format Topic
writer self journal issue relevant
artist peer group editorial to the text or
character government brochure/booklet time period
scientist parents interview topic of
adventurer fictional video personal
inventor character(s) song lyric interest or
juror committee cartoon concern for
judge jury game the role or
historian judge primary audience
reporter activists document topic related
rebel immortality critique to an essential
therapist animals or biographical question
journalist objects sketch
newspaper article
Sample Writing to Win Strategies
Acrostic –Use the following word: Genetics-Try It!
Gene, Electrophoresis(gel),neucleotide, enzyme,
Tryptophan, Intron,Codon, Sex cell
Quad Cluster-Develop sets of 4 words from the word
wall where 3 words fit and doesn’t. Explain why you
clustered your chosen words.
“ What I thought you taught me”-Choose 5 summary
words and develop those into a paragraph.
Either/Or -“Which is more important, meiosis or mitosis
50 Minute Instructional Block:
Day 1
Pre- 14 ready for “required” = group A
28 students in a
assessment 7 need “required + review” = B
heterogeneous class data show that 7 ready for “acceleration” = C
Warm-up 5 min. Everyone participates
A and B do “required” focus
Instruction, Part 1 20 min. lesson with teacher; C works on
anchor
C does “accelerated” focus lesson
Instruction, Part 2 20 min. with teacher; A @ Proof Place; B
@ Practice Plaza
Everyone participates in
Closure 5 min.
an Exit Card
50 Minute Instructional Block:
Day 2
two B’s “got it;” five B’s didn’t
28 students in a Exit cards show one C and five A’s need help with
heterogeneous class that “required” concepts
A=9+2; B=7-2; C=7-1; D(mix)=1+5
Warmup 5 min. Everyone participates
B’s work with teacher
Instruction, Part 1 25 min. A’s and C’s @ Practice Plaza
D’s @ The Shop
D’s work with teacher
B’s @ The Shop
Instruction, Part 2 25 min. C’s@ Proof Place
A’s work on Anchor Activity
Everyone participates in
Closure 5 min.
journal writing
Management
Remember - “Science Stations” is a
strategy for differentiating instruction.
Students only need to go to stations that
will help them in mastering the indicator.
Have an anchor activity center already in
place for students who finish their station
work, or who don’t need to work at a
station that day.
Management continued…
Students do not move from station to station in a
round-robin style. You determine which station
and when!
Build in time at the TS for you to circulate.
Spend a week modeling the type of work found
at, and the expectations for each station.
Collaborate with your team to develop tasks for
review, practice, and enrichment.
Trying it out…
think BIG-start small
Call me for help! Use stations only
Don’t worry about when the strategy will
perfection. help you differentiate
Try one station at a your instruction. Not
time. all units work!
Model, model, model
Ticket out the Door
“What I thought you taught me”
Choose 5 summary words and develop those
into a paragraph about today’s content day.
Thanks for a great work day!!!!
Please fill out the evaluations before you leave.
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