High Quality Instruction – Part 2
Last week we took a look at some research that has been done around high-quality science instruction. This week, we look at specific research KDE’s science consultants have done to see what successful schools are doing to increase student achievement.
The science consultants have polled those schools in Kentucky that have shown significant and steady improvements on CATS in science and asked them what they are doing to increase student achievement. Those schools most commonly reported the following:
- dedicating time daily to science instruction
- teaching that reflects a passion for science
- aligning curriculum with the Program of Studies and Core Content for Assessment
- recognizing the importance ALL teachers play in preparing students for success
- having high expectations for ALL
- engaging students in hands-on activities followed by deep discussions and reflective writing
- emphasizing “Proficient” work (using models and examples)
- reading across the content areas
- reviewing CRITICAL vocabulary
- using formative assessment
- using instructional technology to promote student engagement
- allowing students to spend multiple years with the same science teacher
- coaching students to proficiency
- collaboration between classroom teachers and lab teachers/tutors/volunteers
One common thread among schools showing steady improvement in science is that they do not credit their successes to reliance on an off-the-shelf program, extensive grant funding or other “magic bullets.” Rather, these schools attribute their successes to implementation of research-based classroom practices and an emphasis on high standards of quality for all students. Most of the practices these schools have implemented may be reproduced in any school in the state, regardless of demographic differences. It is worth noting that our highest-achieving schools in science in Kentucky are also those schools where strong teachers are nurtured and best instructional practices are consistently implemented.
For more information, you can contact the Math/Science Branch in the Office of Teaching and Learning at (502) 564-2106.
Developing High-Quality Open Response
The Kentucky Department of Education’s “Open Response Questions in the Classroom” manual has been revised. The updated manual now contains guidance for constructing both KCCT-like open response and multiple choice items. Tips for creating scoring guides and improving classroom practice, as well as an electronic open response template, are also included.
To access the manual, go to Developing Quality Open Response and Multiple Choice Items for the Classroom.
ACT/CATS Alignment Study
As part of the integration of the ACT into Kentucky's testing and accountability system, reviewers have analyzed the alignment between the Kentucky Core Content for Assessment 4.1 standards and the ACT assessments for English, reading, mathematics and science. See documents from the analysis by going to ACT Alignment Study May 2007.
Quotable Quotes
“A good leader inspires people to have confidence in the leader, a great leader inspires people to have confidence in themselves.”
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