Summary of Wednesday:
Richard Duschl - "Diagnostic Assessments & Assessment Conversations"
Encouraging 3-part harmony of conceptual, epistemic, and social components are all crucial for creating a community of collaborative thinkers who understand and apply science concepts.
- Science is a group and social task, not individual task (social)
- Two most powerful interventions: adaptive instruction (conceptual) and dialogic teaching with student groupings (social)
- Good teachers are teachers who give good feedback; students should give feedback, too! (can be conceptual, epistemic, and social)
- Questioning cycle: Making students’ thinking explicit
- assessments to capture performance, gauge progress: embedded, benchmark, performance
- evidence centered design for those creating assessment
o What are the skills and understandings to be assessed? – domain model
o What is the evidence that would justify particular inferences about a student? Student model
o How could that evidence be generated? (task design)
o How would the evidence be evaluated? (scoring
o Gitomer & Duschl, NSSE, 2007
o Developing Learning Performances (IQWST) Joe Krajcik University of Michigan
I was again impressed with my own lack of understanding of the powerful role of allowing students to be in control of data, analysis, and feedback. This is a level of teaching mastery which I have only personally observed in 2 classrooms and not even at the level discussed today. What is preventing that level of
teaching/learning?Doug Clark, Vanderbilt University
“Digital Games, Simulations, and Science Learning: What Does Research Demonstrate Across NRC Strands of Science Proficiency?”
Go to sites.google.com/site/nsela2011 to see a list of numerous sites that have FANTASTIC simulations. Again, it highlighted all that I haven't learned about science education - this time through argument driven inquiry.
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