Ap Biology Genetics Worksheets - PowerPoint
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.