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Digital Learning Day! February 5th

Digital Learning Day
First of all, thanks so much to those of you who are nudging your Teacher Consultants and teachers you’re working with to participate in Digital Learning Day and Beyond activities…..and to add classroom and school activities to the national DLD map. You can see the map and the CWP impact already in evidence here ( by far the majority of events/activities entered there are CWP-connected): http://www.digitallearningday.org/events/state-and-local-celebrations/.
Please reach out to TC s you know have classroom or school info to post, and if you have site activities planned with a digital learning focus—continuity, youth programs, inservice sessions, conferences—please do the same and enter them here: http://www.digitallearningday.org/events/create-an-event/

Nano High: A series of Sat. lectures for HS students and teachers focused on the cutting-edge scientific issues of the day

Nano High LectureThe 2013-2014 program of Nano-High, a series of Saturday morning talks for high school students by internationally recognized leaders in the forefront fields of science and engineering, has been announced.   Sponsored by the Lawrence Berkeley Laboratory, in collaboration with UC Berkeley, the National Science Foundation and the National Institutes of Health, the program is designed for students regardless of their primary academic interest or the extent of their scientific knowledge.  Times and locations of the talks are on the program website:  www.lbl.gov/nanohigh  Registration in advance on the website is required, but you only need to register once for the entire year.  All classroom teachers are welcome but they need not accompany the students.

Jan 25, 2014 – FREE Saturday Seminar – Transitioning to Meaningful Assessments

Saturday Seminar Logo

The Bay Area Mathematics Project, The Bay Area Science Project, and The Bay Area Writing Project are pleased to present:

Saturday Seminar: Transitioning to Meaningful Assessments
Join colleagues across grade levels, subject areas and school districts as we learn to design and refine formative assessments and use the results to target our instruction. How can we equip students with the language and skills they need to meet Common Core Standards and demonstrate their understanding? How can we work together at our schools and in our districts to make sense of what students produce and use their work to inform our teaching? This morning will be devoted to using the Cycle of Inquiry to improve instruction and performance.

FREE and OPEN to all Bay Area Teachers

Where: Albany Middle School
1259 Brighton Avenue
Albany, CA 94706
Google Map

When: January 25, 2014
8:45 am – 12:45 pm
Keynote begins promptly at 9:00 am
Light refreshments: Coffee, tea, and bagels


8:45 am – 9:00 am – Register, Network, and Sip Coffee

9:00 am – 10:15 am Keynote Presentation

Comparing Writers to Themselves: Some Thoughts on Formative Assessment

Students’ written work provides what might be the ideal opportunity to guide further instruction, but assessing writing, even as a formative assessment, is hard. The arrival of Common Core Standards and imminent Next Generation Assessments has done nothing to make this easier, yet these reform efforts have increased the calls for formative assessment. These calls are supported by a growing body of research on the power of formative assessment (Andrade & Cizek, 2010; Hattie, 2008; Ruiz-Primo & Furtak, 2007; Black & Williams, 1998; Fuchs & Fuchs 1986).

This interactive presentation will engage us in a variety of formative assessment practices and seek to generate some principles of practice for assessments that truly inform instruction. And if we are lucky, just maybe make assessing writing, if not easy, at least less hard.

Keynote Presenter: Tim Dewar

Tim Dewar is the Director of the South Coast Writing Project at the University of California, Santa Barbara, where he teaches undergrads, credential candidates, and graduate students, drawing on his experience as a secondary English language arts teacher, research, and, most importantly, the expertise of writing project teachers. He is particularly interested in how teachers come to frame the challenges they encounter in student work and craft an identity that makes for a sustainable career in education. That and the latest things his daughters have written or read.

10:30 am – 11:30 am – Keynote Follow-up and Discussion

Comparing Writers to Themselves: Some Thoughts on Formative Assessment

This workshop will present opportunities for further dialogue with the keynote presenter. We will continue to think about formative assessment and discuss our varied successes (and maybe a few failures) with assessment that feeds instruction and student learning. We will grapple with the realities of numerous students, limited time, and the desire to have something resembling balance in our lives.

Presented by: Tim Dewar

11:40 am – 12:40 pm – Workshops


Formative Assessment in Math Class

Grades K-12

Research shows that teaching is more effective when it adapts in real time to the needs of students, which it can only do if the teacher has access to those needs (Black & Wiliam, 1998). In this workshop, we will survey the research and available resources and practice some formative assessment ourselves.

Presented by: Lew Douglas, Bay Area Mathematics Project (BAMP)


Science Writing Task: Teaching Evidence Supported Argumentation Through Science

Grades K-6
The presenters will discuss the cross-curricular collaboration between literacy and science specialists in creating an authentic, Common Core State Standards-aligned performance-based argumentative writing assessment for grades 3-5 in Oakland Unified School District. The presentation will include models of the task and discussion of the design, rubric creation, and scoring processes.

Presented by: Michael Ray and Elizabeth Woodward, OUSD


Promoting Excellence on New Assessments

Grades K-12

How can we prepare students across grades and disciplines to perform at high levels on new assessments? We will demystify what is required by unpacking test items and addressing instructional gaps.

Presented by: Dr. Lanette Jimerson, 9th Grade English Teacher, Academic Research and Program Manager at Stanford University, and Faculty Member at UC Berkeley

Please share this message with teachers at your school who may not have received this information

For more information or for questions please email or call Carolyn Billingsley at (cbillingsley@berkeley.edu) or (510) 642-7154