Time & Duration Agenda/Topic Description/Notes/Process Materials/Logistics 8:00- 8:30 Sign-In Participants will need to identify/bring the following: A unit of study that will occur before the next Session. An investigation from the unit that generates data (or an activity that has data) that lends itself to constructing a Conclusion. Remind participants to sign in Notebooks TPEP Reflection Handout (2 minute warning for the opening) Parking Lot Poster Table boxes Journals Box of handouts Sign in sheet Name tags Music 8:30- 8:45 10 Opening: Framing the Day Welcome Participants Logistics & Session Design Rest Room location Locate the Parking Lot Poster (or describe electronic alternative) Goals & Agenda (See TPEP Reflection sheet w/doc camera) TPEP Reflection Sheet can be used to capture ideas to improve instruction throughout the day Frame: This 3-session series will focus on strategies for improving student performance on Conclusion Writing in science as measured on the MSP and EOC. In addition, the series will lay the foundation for moving from conclusion writing to the NGSS Science & Engineering Practice of Arguing from Evidence. Participants will develop and administer Washington State science assessment-like items and analyze their students’ performance. Display Goals Designed to support teachers K-12, this 3-session series will focus on strategies for improving student performance on Conclusion Writing in science as measured on the MSP and EOC. In addition, this series will lay the foundation for moving from conclusion writing to the NGSS Science & Engineering Practice of Arguing from Evidence. As a result of this series, participants will develop and administer Washington State science assessment-like items and analyze their students’ performance. Parking Lot Poster (or electronic alternative) TPEP Reflection Sheet Time & Duration Agenda/Topic Description/Notes/Process Materials/Logistics
10:15- 10:30 15 Pre-Reading: Looking at Data – Page 21 Process: Read the text of the packet. Return to Table 2.1. Use the strategy “Highlights, Comments, and Captions” to analyze Table 2.1. (See 3 PPT slides and prompts) HO: Color Variation in Venezuelan Guppies 10:30- 10:35 5 Pre-Reading: Looking at Data – Page 22 Direct participants to Page 21. Encourage them to connect the data of page 21 to the map on page 22. HO: Color Variation in Venezuelan Guppies Time & Duration Agenda/Topic Description/Notes/Process Materials/Logistics 10:35- 11:00 25 Stage 2 – Generation of a Tentative Argument: Analyze data Stage 2 - Generation of a Tentative Argument: Gallery Walk #1 Transition: Now you should analyze all of the data from the scenario for trends and patterns Process: Groups should look for patterns, trends, differences or relationships in the data provided on p21-22 Ask groups to create a chart of their summarized, supportive data. Prepare for Gallery Walk #1. It’s time to gather more data from other groups. You will use this collective data to make a claim about improving a factory subsystem. Process Collaborate with your group to create a poster that summarizes observations and other data from the scenario. Groups will display their data posters. Have participants look at the results of other groups. Provide about 10 minutes to look for patterns, trends, differences or relationships. Add data harvested from other posters to your group’s data. Incorporate a quick break into this “gallery walk”.
11:00- 11:15 15 Stage 2 - Generation of a Tentative Argument Process: Ask groups to create the graphic (see slide) on chart paper Groups should identify their question, claim, and any evidence from their group or other groups that had a similar question. Groups should bring their question, claim, and evidence together to make a justification about the answer to their question NOTE: We have altered the template here slightly from the Sampson article so that the writing frame more closely resembles the MSP/EOC writing frame. Time & Duration Agenda/Topic Description/Notes/Process Materials/Logistics 11:15- 12:00 45 Construction of a Viable Argument:– Stages 3-4 Process: Stage 3 – Gallery Walk #2 - 20 Minutes Distribute Gallery Walk Interview Questions and have participants read. Groups should keep an expert with their tentative argument while others rotate to other groups. (In the classroom teachers might want to structure this more tightly) Ask participants to go to three different groups to gather the ideas from that group regarding their arguments. Use the Interview Questions to guide conversations at each poster. Participants should listen to the docent’s answers to questions from others. Avoid repeating questions. Provide positive feedback related to observations and data to the docents. You may want to use your EL Achieve Discussion Cards here, or use sticky note protocol for asking questions and providing feedback. Stage 4 - Original groups reconvene and discuss what they learned by interacting with individuals from other groups. HO: Argumentation Gallery Walk Interview Questions
Constructing Items Facilitation Note: Depending on who’s in attendance, this work can be by grade-level, independent… H/O template and allow some processing time for participants to draw parallels between the template and the C-E-R framework from the morning session. ***Decide on an active sharing strategy for item prompts. ***Remind teachers before Session 1 to bring in an example. Have examples from your own kits on hand in case teachers do not bring a sample. Process: Participants will need to identify/bring the following: A unit of study that will occur before the next Session. An investigation from the unit that generates data (or an activity that has data) that lends itself to constructing a Conclusion. Craft the prompt for the Conclusion Writing Item Provide a Conclusion Writing Item template to participants Share Conclusion Writing Item prompts with others in the room, provide/receive feedback. Incorporate feedback to refine Conclusion Writing Item prompts HO: Conclusion Writing Item template Time & Duration Agenda/Topic Description/Notes/Process Materials/Logistics Next Steps Facilitation Note: Discuss the idea that we do not want the teacher to provide instruction on the process of arguing from evidence with the prompt they’ve developed. Suggest however using the process with a different investigation or data set. This will provide great discourse for session 2. Expectations: Use Conclusion Writing Items with students Return with unscored student responses Homework See slide prompts