Ap Biology Genetics Worksheets - PowerPoint by xnf15081

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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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