Science Teacher Leader Network Meeting October 29, 2013

Science Teacher Leader Network

MeetingOctober 29, 2013

Website: GRRECSciNet.comTwitter: #kyscinet

Teresa Emmert, Instructional Specialist,

KDE

Kadi Ralston, Instructional Specialist,

KDE

Brian Womack, Science Consultant,

GRREC

Nancy Huston, Early Childhood

Consultant,GRREC

Tim Sears, Science Consultant,

KDE

Rico Tyler, SKY Teach,

WKU

Barb DeGraf, Special Education

Consultant,GRREC

Kyle Cassady, PGES Consultant,

GRREC

Sandra Baker, Associate Executive

Director,GRREC

Facilitators

Leaving early? Leave your evaluation form filled out.

What are your expectations for

the day?

K.D.E. # 7. 8: Disseminate Content Standards to schools and teacher prep programs.

K.D.E. # 9, 10: Provide or facilitate statewide training for teachers and administration on integration of standards in instruction, assessments, and improvement of higher order thinking/communication skills; collaborate with EPSB/CPE on doing the same for teacher prep.

K.B.E. # 11: Assist local districts and schools in developing and using continuous assessment strategies to provide diagnostic information to improve student progress, to improve instruction and to meet the needs of individual students.

K.D.E. # 13: Assist schools/districts in developing and using continuous assessment.

Revisiting Senate Bill 1 2009

*The Networks are attempting HIGH QUALITY and RESEARCHED BASED implementation of

these mandates, not merely compliance.

Leadership VisionEvery school district in the

Commonwealth of Kentucky has a knowledgeable and cohesive

leadership team that guides the professional learning and practice of all administrators, teachers, and staff

so that every student experiences highly effective teaching, learning and assessment practices in every

classroom, every day.

Result: Every Student College and Career Ready

Effective groups generally have a set of norms that govern individual behavior, facilitate the work of the group, and enable the group to accomplish its task.

When establishing norms consider:• Time• Listening• Participation• Expectations of group members

Maximizing ProductivityGroup Norms:

Writing Norms1. Reflect on and record behaviors you

consider ideal behaviors for a group. 2.Write one idea per post-it. 3.At your table discuss each idea. Group

similar ideas and write the norm suggested by the group of post-its.

4.Write norms on index cards and turn in.

Analyze the science and engineering practices and crosscutting concepts to understand their significance when combined with the disciplinary core ideas on student performance expectations.

Study progressions of the science and engineering practices and recognize implications for teaching and learning (noting interdependency with ELA/Math KCAS).

Today’s Learning Targets

Identify connections between NGSS implications for teaching and learning and the Framework for Teaching (FfT)/CHETL.

Explore the District Innovation Configuration (IC) Maps to identify current status of District Leadership Team efforts.

Today’s Learning Targets

• Ken Burns – TED Talk: Changing Education Paradigms

Why change science instruction?

1.Interconnected Nature of Science and the Real World

2.Focus and Coherence 3.Deeper Understanding4.Science and Engineering 5.College, Career, and Citizenship Readiness 6.Alignment to the Common Core

Appendix A – Conceptual Shifts

•What shift(s) apply to your favorite activity that you brought in Sept? •What shifts are going to be more challenging for you?

Reflection

Target: Analyze the science and engineering

practices and crosscutting concepts to

understand their significance when combined with the

disciplinary core ideas on student performance

expectations.

Sort the cards into different categories.

Card Sort

BREAK

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Digging DeeperPart 1

Groups have been assigned a practice standard.

1. Engaging in Argument from Evidence2. Constructing Explanations and Designing Solutions3. Mathematical and Computational Thinking4. Analyzing Data5. Planning and Carrying Out Investigations6. Obtaining, Evaluating and Communication Information7. Modeling8. Asking Questions and Defining Problems

Digging DeeperPart 1

• Find Appendix F in your standards packet in the first section of your binder or from website.

• Carefully read the description from the Progressions of the Science & Engineering practice which you will be working with and complete the reading guide.

GRRECSciNet.com

Practice ________________________

Why is this practice important to science learning?

Describe one thing that seems especially relevant about the learning progression of this practice.

Do you explicitly teach this practice now? Describe how you teach the practice, or will teach the practice.

Describe something new you learned about this science and engineering practice.

Digging DeeperPart 2

In your grade band group take the characteristics for your practice and identify relationships/connections among the practices.

Digging DeeperPart 3

• Join with the other grade bands for your practice.

• Discuss your findings with the new members of your practice group.

• With the other grade bands at your table, identify relationships/connections across the grade bands.– What are the LEARNING PROGRESSIONS?

Develop a storyboard that explains the learning progression for your S&E practice, so that it’s clear what the practice looks like for each grade band.

K-2 3-5

6-8 9-12

Putting the Three Dimensions of Science into REAL Lessons

Next Generation Science Standards

Physical Sciences PS 1: Matter and its interactions PS 2: Motion and stability: Forces and interactions PS 3: Energy PS 4: Waves and their applications in technologies for information transfer

Life Sciences LS 1: From molecules to organisms: Structures and processes LS 2: Ecosystems: Interactions, energy, and dynamics LS 3: Heredity: Inheritance and variation of traits LS 4: Biological Evolution: Unity and diversity

Earth and Space Sciences ESS 1: Earth’s place in the universe ESS 2: Earth’s systems ESS 3: Earth and human activity

Engineering, Technology, and the Applications of Science ETS 1: Engineering design ETS 2: Links among engineering, technology, science, and society

Disciplinary Core Ideas (DCI)

1. Asking questions (science) and defining problems (engineering)2. Developing and using models3. Planning and carrying out investigations4. Analyzing and interpreting data5. Using mathematics, information and computer technology, and computational thinking6. Constructing explanations (science) and designing solutions (engineering)7. Engaging in argument from evidence8. Obtaining, evaluating, and communicating information

Science and Engineering Practices

1. Patterns2. Cause and effect3. Scale, proportion, and quantity 4. Systems and system models 5. Energy and matter6. Structure and function 7. Stability and change

Crosscutting Concepts

Sample #1-A teacher gives each student in her class a picture of a different dinosaur. The students then do research on their dinosaur’s characteristics. They use the results of this research to create both a poster and a model of their dinosaur.

Sample #2-A teacher shares the envelope of an old letter with his students. The students are asked to examine the envelope and make a list of observations about the cover that could be clues as to who sent the letter, the purpose of the letter, and the relationship between the sender and receiver. Each group shares their observations and what these observations may imply. After all the groups have shared the class is given a list of possible scenarios about the letter. Each group then selects what they consider to be the most likely scenario along with the observations they feel support their choice.

Which of these scenarios is best supported by the evidence?

1. This letter contains registration materials for a WKU sponsored event.

2. This letter is an invitation to a wedding.

3. This letter is a thank you note for help provided to a teacher.

4. This letter is a thank you note for a wedding gift.

5. This letter is an application for a WKU summer workshop.

Example #1-A teacher uses a compressed air rocket launcher as part of a lesson. During the lesson she gives instructions on how to make a paper rocket. She uses a completed paper rocket as an example. Each student then builds and launches a rocket. The time of each flight is measured.

Example #2-Same as #1 but adding that each student builds a rocket to identical specifications except length. Each student chooses one of five different rocket lengths. The mass and length of each rocket is measured.

Example #3-Same as #2 but adding that all the rockets are launched with the same pressure. The pressure is recorded.

Example #4-Same as #3 but adding that before the class launches any rockets the teacher leads a class discussion on how the differing mass and length of each rocket might influence the flight time.

Example #5-Same as #4 but adding that students use the data collected during the flights to create a graph of length of rocket vs. rocket mass and a second graph of length of rocket vs. flight time.

Example 6- Same as #5 except after the launch data is graphed the teacher leads a discussion on how the results of actual flights compare with the discussion before the launch.

Example 7- Same as #6 except each student uses the results of the flight testing and the class discussions to design and build a rocket intended to have the longest possible flight. These designs are then built and flown. The actual flight times are compared with predicted values.

Target: Explore the District Innovation Configuration

(IC) Maps to identify current status of District Leadership Team efforts.

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Innovation Configuration MapsWhere are we? Where are we going? How do we get there?• Supports district implementation of standards, educator

effectiveness, and student assessment• Organized by the four Network pillars: KCAS, CHETL,

Assessment Literacy, and Leadership

Innovation Configuration MapsDistrict Leadership Teams (DLT)

• Leadership and Regional Network Focus: Ky contribution

• Leadership - Component 1 (pg 17): “Develops a district leadership team to guide long- and short-term KCAS implementation plans.”

• Continuum (right to left)– Level 1 = Ideal

• Assess your district’s capacity – Leadership Component 1

LUNCH

Target: Study progressions of the science and

engineering practices and recognize implications for

teaching and learning (noting interdependency

with ELA/Math KCAS).

Twitter: #kyscinetGRRECSciNet.com

GOAL

GOAL

FOUNDATION

Enablers

FOUNDATIO

N

Enablers

GOAL

GOAL

• College and Career Readiness Anchor Standards (CCR)• K-5 Reading Informational Standards• 6-12 Grade Band Standards

• Appendix M – Connections to CCSS for Literacy in Science and Technical Subjects – Highlight IMPORTANT IDEAS– Speaking and Listening: Partner A/B, 30 secs, no repeats

• Mastery Connect app – Reading and Writing Standards available

Standards for Literacy in Science and Technical Subjects

“Disciplinary literacy is undertaken to facilitate disciplinary learning, and disciplinary literacy

instruction must be embedded into disciplinary practices if students are to grow their capacities to

successfully read disciplinary texts and communicate their understandings through speaking, writing, and

creating in ways that conform to disciplinary expectations.”

Doug Buehl“Constructing Towers of Literacy”

The Exchange, International Reading Association

“Constructing Towers of Literacy”

Literacy Activity: 4 Corners

Four Corners

Towers of Literacy“Disciplinary literacy, the third growth phase, represents a significant transition from more generalized reading to high contextualized reading demands.”

Carbon CycleStrong vs. Weak ModelsStrategy #2

Document your findings on your Science and Engineering Practices Evidence Sheet

Weak Model -

Standing Meetings:Take discussion materials with you.Discuss the Guiding Questions as a group. Capture Main ideas on Standing Meeting Note Sheet AND chart paper.

TPGESDiscussion Materials: FfT

Framework, Practices Evidence Sheet, Standing Meeting Note

Sheet1. 1E: Designing Coherent Instruction2. 1F: Designing Student

Assessments3. 2E: Organizing Physical Space4. 3C: Engaging Students in Learning 5. 3D: Using Assessment in

Instruction

KCAS for ScienceDiscussion Materials: Practices Evidence Sheet, Standing Meeting Note Sheet, Other materials required for the category. 1. Seven Strategies of Assessment for

Learning2. Cross Cutting Concepts – Appendix G3. Disciplinary Core Ideas – Appendix E4. Science and Engineering Practices –

Appendix F5. Connections to CCSS for Literacy in

Science and Tech. Subjects – Appendix M and K-5 Reading Informational Standards

Three (or more) BIG ideas from table discussion about KCAS for Science Standing Meetings

Debrief at Tables for KCAS“Save the Last Word”

Target: Identify connections between NGSS implications for teaching and learning and the TPGES Framework for Teaching (FfT)/CHETL.

Which domains from TPGES are most affected by the Kentucky Core Academic Standards for Science?

State the claimInclude genuine evidence (data+analysis+interpretation)Provide a justificationOrganize argumentUse academic vocabulary (TPGES/KCAS)

Extension: Modify this protocol for your grade level.

SEP #7: A Closer LookEngaging in Argument from Evidence

Individually respond to one of the three BLOG questions from the

website. Share your insights with your tables.

Blog GRRECSciNet.com