– [Allen-Sanchez] You need to find out which angle
shows the largest increase in temperature.
You need to design anexperiment that shows that.
It’s a design challenge.
– I mean, it’s going up.
The temperature’s going up.
– [Student] Oh, my god, really?
– [Student] What temperature is it at?
– [Holthuis] At the Stanford Center ofAssessment, Learning, and Equity
we produce some curriculumthat was aligned
that was aligned to the new standardsthat had just come out at that point.
The curriculum really engages students,
and I think that some of that comesfrom having
interesting projects that they’re working on
and providing the options, the choice,
the decision making.
And really turning oversome agency to them.
This really is a wholedifferent way of thinking about science education.
– [Ryan] What we were committed to was adopting
and using a curriculum that would break thecycle of predictability
of who would succeed in science courses
based upon their gender and ethnicity.
– [Holthuis] Performance assessment is one
that engages students, is really rich,
and measures much morethan just what do you know,
what facts can you tell me or regurgitate.
– You’re designing an angleof incoming light experiment.
– They’re really often projects.
They ask students to bring in skills,
they ask them to bring in their content,
to make connections, and to pool
all that together into a larger product.
– [Allen-Sanchez] The assessment itself isreally taking the information
that they’ve learned and applying it.
So as opposed to giving them a page
and saying fill in this blank, circle this letter,
give me this definition.
– It’s going up really fast.- It’s at about 79.
– [Student] It’s at 90 degrees.
-‘Cause really any kid can memorize any of that information,
but can they apply it to an actual real-world application?
– [Ryan] We recognize thatstudents walk in the door
of this classroom withissues of status behind them.
That they recognize themselves
as being a science personor a non-science person.
– So, this would be a 90 angle
or a right angle, and then when it goes out…
– And that it’s through
student discourse and group work
that they will startto dispel those beliefs
about not only themselvesbut about their peers.
– [Holthuis] So that’s where we developed,and why we developed,
an entire unit for teachers to implement
at the start of the yearwhere they help students think
about what kind of behaviorsare expected of you
when you’re working in small groups.
– It has to be a directangle to the experiment.
– Direct angle? Or aretheir any other angles?
– Well, you could doany other angle, but…
– The group roles reallyhelp kids understand
that they have a task and
they really can’t just be idle
and by themselves and hide in a corner.
– So, my job is the recorder/reporter.
So with that job, I have to write down
all our notes and all ourstep-by-step stuff like this.
– Right, they have to actually participate
in order to achieve whatever it is that they’re trying to achieve.
– [Ryan] Ongoing professional development
is coming from the communities of teachers at science collaborating,
making decisions about their own practice,
and then also giving us feedback.
– The roadblock I find with some
of the students who finish really quickly,
is that they’re doing it because they want
to do that piece, they want to do
an extra piece that they’re interested in.
– [Holthuis] To have somebody who has been involved
in the development of the curriculum,
that same person takes it back to their own classroom and tries it out,
you get really deep insight.
It makes for much more robust curriculum,
because you’re getting awayfrom content, content, content
and saying, okay, do you know the content,
and can you do something with it?
– [Allen-Sanchez] I think it’sbeen really fruitful.
The students seem to have amuch more focused perspective
on what we’re supposed to do.
I have a much more focused perspective on what we’re supposed to do.
– [Holthuis] It has really
supported student learning tremendously.