Science Leadership Support Network Welcome! Enjoy some breakfast and networking! Sponsored by: PIMSER and KDE.

Science Leadership Support Network

Welcome! Enjoy some breakfast and

networking!Sponsored by:

PIMSER and KDE

Goals of SLSN

Participants will:• Articulate the “big ideas” in science, together with

teacher and student understandings (content, process, relevance) that underlie them.

• Develop a broader understanding of assessment and how to use a variety of assessment strategies in support of student learning.

• Develop and act on a personal vision of leadership for sustainable improvement in their school or district.

Group Norms

• Start and end on time

• Put cell phones on silent

• Be respectful of all comments

• Everyone participates

• Exercise the rule of “two feet”

• Come prepared for the meeting

Roadmap for January

Loose Ends

Performance Assessment

Effective Instruction

Instructional Model

Writing in Science

Roadmap for the Day

Instructional Model

Share Fair

Ed LeadershipArticles

Grading and Reporting

Instructional Model

• If output expectations have changed, how can we inform the input?

• I can identify factors in an instructional sequence that promote learning.

Outlearning the Wolves

• Think-write-pair-share• Write the moral to the

story as it relates to effective instruction.

• “Sometimes, the hardest part of learning new things is unlearning old ways.”– Dr. Phillip C. McGraw, TV talk show host

and family counselor

21st Century Expectations

• Examine the 21st Century Skills information, the 5 Habits of Mind, and the College Readiness Standards.

• What generalizations might you make about expectations for student learning?

INPUT OUTPUT

• Imagine that you are on trial for your life for a crime that you did not commit. The jury – your students. Will they be able to weigh evidence, examine conflicting views, recognize bias? We want to graduate students who are jury ready!– Tony Wagner

• Greater rigor doesn’t happen at the high school level; greater rigor begins in first grade.”– Rick Stiggins

What is memory and how does it work?

• Read the article.

• Underline important information in each paragraph.

• After reading each paragraph, summarize it in words and/or pictures on the “sticky” note.

• Create a visual metaphor or a diagram demonstrating your understanding of how memory works.

What will I do to help students effectively interact with new knowledge?

• Considerations from Ch. 2:• Previewing• Presenting in small chunks, then allowing

for discussion, descriptions, predictions• Elaborating• Writing out conclusions and representing

learning• Reflecting on learning

Combination Notes

Regular notes Symbols, pictures, or graphic

Summary

Sinking and FloatingExplore 1• If we add to or subtract mass from an object, does it

affect whether or not the object sinks or floats? (Volume is constant.)

• Determine the volume of the canister. Record the volume.

• Change the mass of the canister until you have a few examples of both “sinkers” and “floaters.” Record the mass with each change and describe in words and/or pictures.

Explain 1• Graph the data (v,m) and label each point.• Generate a rule: what makes something sink or float?

Sinking and FloatingExplore 2• If we change an object’s volume, does it affect how the object

sinks or floats? (Mass is constant.)• Determine and record the mass of the object you will use.• Determine and record the volume of the three containers you

have.• Add the object to each container and observe if it sinks or floats.

Record your observations.Explain 2• Graph the data (v,m) and label each point.• Revisit your rule from Explain 1. Add to or adjust the rule

based on your observations in Explore 2.

Sinking and Floating

Explore 3• Change the quantity of each material (chocolate bar,

apple, potato, water, etc.) and determine if that quantity sinks or floats. Record the mass and volume each time as well as your observations.

Explain 3• Graph the data (v,m) and label each point.• Revisit your rule from Explain 2. Add to or adjust the

rule based on your observations in Explore 3. Include a mathematical description of what makes something sink or float.

Sinking and Floating

Reflection• What was new?• About what was I

right/wrong?• About what am I

sure/not sure?

• If we teach only for facts, rather than for how to go beyond facts, we teach students how to get out of date.– Robert Sternberg, pg.25, Educational

Leadership, Dec/Jan 2008

What will I do to help students effectively interact with new knowledge?

• Examine the ‘Action Steps’ on pgs. 40-57.

• Identify components in the demonstration lesson.

• Discuss how these components might help students effectively interact with new knowledge.

• Discuss how these components are/are not compatible with brain research.

What will I do to help students effectively interact with new knowledge?

• Previewing– What do you think you know; preview questions

• Grouping students– Groups of 2 or 3

• Chunking information– Small chunks, description, discussion

• Elaborating on information– Combination notes, graphing, questions, generalizations

• Writing out conclusions and representing learning• Reflecting on learning

– Return to preview question, reflection questions

• We don’t learn from experience. We learn from reflecting on our experience.– John Dewey

Share Fair

• I can share formal and/or informal ways in which I have used materials and strategies from SLSN. Share Fair

Share Fair• Meet with your “meaning making” group.• Brainstorm ways that you have used materials, strategies,

etc. from SLSN. Consider both formal (i.e., conducted a workshop) and informal (i.e., shared an article with a colleague) ways.

• Record on a T-chart on an index card. (3 min.)• If you have used the materials formally, record how you

have garnered support, the structure of the event(s), and the effectiveness of it/them.

• Share with your “meaning making” group.• Consider how the SLSN could assist you in sharing.

• “If we're growing, we're always going to be out of our comfort zone.”– John Maxwell

Article(s) Debrief

• I can share important points and insights from the article I selected with others.

Article(s) Debrief• Meet at the chart with the title of the article that you

read.• Designate a facilitator, recorder, and a reporter for your

group.• Discuss the important points from the article, questions,

and reactions that you had to it. Explain whether you would recommend this article to others to read.

• Create a poster summarizing your group’s consensus, including a rating for usefulness (scale of 1-5, 1=not useful, 5=extremely useful).

• 2 minute reporting out per group.

• What really counts is what happens after the assessments.– Thomas Guskey, pg. 34, Educational

Leadership, Dec/Jan 2008

Grading and Reporting

• I can weigh evidence of accuracy for various methods of grading, in order to determine a more accurate way to report student understanding of the standards.

Pre-reading Activity• Select a quote from those on your table.• Find 2 others who selected the quote and discuss your

reaction to it, why you selected it, and questions you have as a result of it.– Note: the different quotes are color coded, so find 2 others who

have selected the same colored paper.

• Return to your seat and complete the reflection concerning how well grades communicate student learning.

• Also, check whether you agree or disagree with each of the 5 statements on your guide. (You will add evidence of support or rebuttal as you read.)

• [Grading] practices are not the result of careful thought or sound evidence,…Rather, they are used because teachers experienced these practices as students and, having little training or experience with other options, continue their use.– Thomas Guskey, 1996, Communicating Student

Learning: The ASCD Yearbook

Roadmap for the Day

Instructional Model

Share Fair

Ed LeadershipArticles

Grading and Reporting

Wrap-up

• Since the output expectations of schools have changed, input changes are needed.

• Critical input experiences must be selected carefully and must utilize various macrostrategies to help students interact with new knowledge.

• Assessments inform us of where our students are with respect to the learning target(s), as well as what our next steps instructionally should be.

Preview

• Next meeting: March 21

• Read Ch. 9 in CASL• Complete the reading

guide• Continue with

instructional model and grading & reporting