HIGH SCHOOL SCIENCE CIA MONDAY MAR 26, 2007
I) Summer Programs and Opportunities
PEABODY FELLOWS BIODIVERSITY/INFECTIOUS DISEASE
Certification/Highly Qualified 9th Grade: GENERAL SCIENCE (Chem?)
Lesson Plans Require: LEARNING Objectives, Activities, Assessment
III) FEEDBACK ON CAPT REVIEW:
CAPT TEST FEEDBACK
Based on SOME Q3 Content in Pacing Guide
Also Based on PostIt Lab since all did it after Feb Break.
Give Assessment March 29-April 5, Scantrons Due Back by April 13 (after break).
Scantrons: TEACHERS responsible for checking student ID correct,
Course #/Teacher correct, Course Code (Phy/Chem, Bio or Chem ) correct.
V) REVIEW OF Q2 Results………… Why did we improve???
VI) WRITING, How do we improve their writing skills?
One IDEA. Lead from Oral Answer to Written
1) Whole Class Discussion of questions, teacher takes notes
2) Whole Class Discussion of question, student takes notes
3) Small Group Discussion, student take notes
4) Pair Discussion, partner takes notes
5) Pair Discussion, indiv take notes
6) Indiv discussion
DISCUSS ANSWERS AND RUBRICS!!!
VII) Pacing Guide ………….. Last Chance for Input.
Submit Favorite Activities/Significant Tasks
Review Q2 Results and Q3 Questions, Come up With Ideas to Teach better written open ended response to writing.
Review Pacing Guide.
OPEN ENDED SCIENCE QUESTIONS:
Requires student to apply and explain a science concept.
Has more than one aspect to a correct answer, or more than one correct answer.
Requires higher order thinking, and relevant prior knowledge to answer completely.
EXPLANATION OF SCORING FOR SCIENCE OPEN ENDED ITEMS (for short answer exam questions)
Each score category contains a range of student responses which reflect the descriptions given below:
This response is an excellent answer to the question. It is correct, complete, and appropriate and contains elaboration, extension, and/or evidence of higher-order thinking and relevant prior knowledge. There is no evidence of misconceptions. Minor errors will not necessarily lower the score.
This response is a proficient answer to the question. It is generally correct, complete, and appropriate although minor inaccuracies may appear. There may be limited evidence of elaboration, extension, higher-order thinking, and relevant prior knowledge, or there may be significant evidence of these traits but other flaws (e.g., inaccuracies, omissions, and inappropriateness) may be more than minor.
This response is a marginal answer to the question. While it may contain some elements of a proficient response, it is inaccurate, incomplete, and/or inappropriate. There is little if any evidence of elaboration, extension, higher-order thinking or relevant prior knowledge. There may be evidence of significant misconceptions.
The response, although may be on topic, is an unsatisfactory answer to the question. It may fail to address the question, or it may address the question in a very limited way. There may be no evidence of elaboration, extension, higher-order thinking, or relevant prior knowledge. There may be evidence of serious misconceptions
IDEAS/SUGGESTIONS TO TEACH OPEN ENDED WRITING EXPERIMENTATION QUESTIONS FROM CIA GROUP DISCUSSION: