MS NGSS for Oregon OSP Module #3: Formative Assessment for Equity Tasks 1-7

How Can We Develop and Use Culturally Responsive Formative Assessments for NGSS? Group Reflection and Dialogue

OSP '17-'18 NGSS4Oregon Module 3 Task 7 Overview

Components: Small group sharing of self documentation work from Task #6, individual reflective survey, small group dialogue, large group dialogue, wrap up.

Relevance: This task brings your self documentation work in Task #6 to bear on culturally responsive formative assessment in the NGSS classroom. You will have the opportunity to think with your team about possibly overlooked opportunities to connect science with your students’ lives.

Preparation for this Task: Be sure to complete your self documentation work from Task #6 and upload all three of your images to the shared online workspace that your facilitator has created specifically for your team. Be ready to share more about your images when you meet to complete this task as a group.

Group Sharing of Self Documentation work from Task #6  (in groups no larger than 6)

Your facilitator will provide you with a protocol for sharing your images and providing more background about each image.

Individual Survey in Real Time

Please complete Survey #3 in real time during this group work. Your facilitator will provide you with the group responses to use in this section of the task. Although your responses are anonymous you are welcome to share which ones are yours if you would like.

Survey #3 here.

Large Group Dialogue A

As a large group, look at the summary results of your survey. This could be provided by your facilitator or you can access the summary once you submit your survey.

Under the guidance of your facilitator, use the questions below to guide your group dialogue. Some of the questions may be of more interest or relevance to your work than others. Connect the questions below to the responses and quotes in Survey #3 that you just completed.

Please focus on what you can do and the possibilities avoiding deficit thinking and language as covered earlier in this module.

How can science instruction…

  • be inclusive to the interests and goals of all students and their communities?

  • connect the science students learn in class to experiences outside the classroom—in personally or culturally relevant ways?  

  • build on student’s experiences with natural phenomena?

  • make connections between everyday and disciplinary knowledge, discourse, and ways of knowing?

  • help students leverage or extend personal identities in relation to science?

Small Group Dialogue A

In groups of 2-4, please go to the instructions for a student self documentation project here. After taking a look at the student task, click on the student self documentation work samples from the task by clicking the image below. Every member of the group can have their own document open, or you can share your screen to go through them together. Look for interests and everyday practices that could be connected to a ‘microbiology of health’ unit. 

After you have looked at all of the samples be ready to contribute your ideas to the next large group dialogue.

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Click Image for Student Work Samples


Large Group Dialogue B

In your whole group and under the guidance of your facilitator, share your ideas and the connections you are making. The five questions below are a guide.

1. One or two interest-driven lesson connections or investigations students could engage in.

2. How you might use the self-doc instructional technique in your teaching.

3. Which curriculum units do you teach that could be connected to students’ lives outside of school?

4. How will you create a safe classroom culture where students are able to openly share aspects of their lives? How can you help them share only what they and their families are comfortable sharing?

5. You should model how STEM relates to your own cultural life. Do any self-doc task yourself before asking students to do it. What would you focus on?

Small Group Dialogue B

What cultural formative assessment purpose do you think would be the most useful in your context?

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Click Image to go to larger font

 

Large Group Dialogue C

Debrief the small group dialogue and build upon it using the prompt below for your large group dialogue wrap up.

In what different ways do you see cultural assessment guiding instruction? Use the list below to make specific connections to your context and practice.

  1. Identifying cultural endeavors from the lives of learners and relating them to instruction. This could be done at the start of the unit or by making connections along the way

  2. Identifying compelling phenomena or culturally-grounded, local investigations for students to engage in

  3. Identifying follow-on community “action projects” that connect to science concepts (e.g., public service announcements, community engagement projects)

  4. Placing students in teacher-like roles, in which they can support their peers based on their life experiences and knowledge

  5. Identifying and resourcing desired individual archetypes (i.e., kinds of people they may want to become) that fit student interests and dispositions

Going Further - Optional

Design a Self-Doc Assessment Task

  • Think about a self-doc task you could use for a specific purpose. Review the sample prompts:

    • Personally Relevant Instruction: What are the things you and your family do to stay healthy?

    • Cultural Sources or “Funds” of Knowledge: Which groups or individuals in your community engage in systematic design? What do they design?

    • Relating Science to a Community Project: What environmental challenges are faced by your community?

  • Select the purpose for the self-doc and draft a prompt for your self-doc task.

  • Share your draft with your team, review their feedback, and revise it.


Once your facilitator has concluded your time with your group, please click on the right arrow below to begin Task #8 How can we integrate the NGSS practices into assessment tasks? Individual Work on your own.
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