+ CKEC Instructional Support CKEC Instructional Support Leadership Network Leadership Network October 16 October 16 th th , 2014 , 2014 Today’s materials can be accessed at: Today’s materials can be accessed at: http://www.debbiewaggoner.com/ oct-2014-isln.html
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+ CKEC Instructional Support Leadership Network October 16 th, 2014 Today’s materials can be accessed at:
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+ CKEC Instructional Support CKEC Instructional Support Leadership Network Leadership Network
October 16October 16thth, 2014, 2014
Today’s materials can be accessed at:Today’s materials can be accessed at: http://www.debbiewaggoner.com/
oct-2014-isln.html
+CKEC ISLN Facilitation CKEC ISLN Facilitation
TeamTeam
+
+ NormsNorms
Be an ambassador of “lifelong learning.” Show your enthusiasm for the work, support the learning of others, be willing to take risks, participate fully.
Come to meetings prepared. Be on time, any preparations/ readings completed, with necessary materials.
Be focused during meetings. Stick to network goals/ targets, use technology to enhance work at hand, limit sidebar conversations.
Work collaboratively. All members’ contributions are valued and honored, seek first to understand, then be understood.
+ ISLN Meeting IMPORTANT NOTES
What do I want to remember?
How will I use this information, and how will I share it with others in my district?
PINK Sheet
Also don’t forget your
YELLOW Evaluation sheet
We Need your FEEDBACK!
+ CKEC ISLN October 16CKEC ISLN October 16thth, 2015 Meeting AGENDA, 2015 Meeting AGENDA -Welcome, Introduction, District Team Reflection Review-Authentic Use of Data – Data, Data, Data article and Video Interview with guiding questions – Cherry BoylesConcurrent Sessions:
Social Studies Update – Teaching Kids to Ask Their Own Questions Review/Preview Social Studies Network Meeting – Debbie Waggoner
Science Update – 3D Science Lesson Plan Development Review/Preview Science Network Meeting – Terry RhodesPGES Update – Using Multiple Sources of Evidence to Establish Baseline data for Student Growth Goals – Becky Woosley & Kelly Philbeck
-PGES Review of Resources – Mike Cassady -District Action Plan – Cherry Boyles -Meeting Evaluation
Today’s Agenda
Inside Cover
Pillars again
TPGES –Teacher Professional Growth and Effectiveness System
• Hold summer trainings on the new science standards – the same info would be presented at both sessions to allow teachers to attend either date.
• Have all teachers together (do not separate by levels)• Present to teachers on the progressions
What is the progression assessing The deconstructed standards/progressions 2 – 3 hands on experiences for each aligned standard in each progression
Resources for each progressionVideos, Books, Works samples, websites, etc.
• Give them an Alternate Aligned Science Vocabulary dictionary
Alternate Science Standards Progressions
Earth Science4-ESS2-1 6-ESS2-4 HS-ESS2-5
Engineering and Technology3-5-ETS1-1 MS-ETS1-1 HS-ETS1-3
Life Science 13LS1-1 7-LS1-5 HS-LS4-5
Life Science 23LS4-3 6-LS2-2 HS-LS2-6
Physical Science 12-PS1-1 7-PS1-2 HS-PS1-2
Physical Science23-PS2-2 6-PS2-2 HS-PS2-3
+
• Obtain Information• Ask Questions/Define Problems• Plan & Carry Out Investigations• Use Models to Gather Data• Use Mathematics & Computational
Thinking
• Evaluate Information• Analyze Data • Use Mathematics and Computational
Thinking• Construct Explanations/Solve Problems• Developing Arguments from Evidence • Use Models to Predict & Develop Evidence
• Communicate Information• Using Argue from Evidence (written/oral)• Use Models to Communicate(Moulding, 2012)
Packet pages 7-12
Lesson Plan Idea T
emplate
Sample Le
sson Plan
Idea
October KSLN
Article-”This is not a lesson plan”Reflections on Lesson Plan Ideas implemented since last meetingWaves 3-Dimensional Lesson IdeaLooking at assessments through 3-D lensDesigning AssessmentsScience Formative Assessments
+ Seven Essential Skills for Today’s Students
Critical thinking and problem-solving
Collaboration
Agility and adaptability
Initiative and entrepreneurialism
Effective oral and written communication
Accessing and analyzing information
Curiosity and imagination
http://vimeo.com/53913251
Attribute
As a table, look at the attributes anddiscuss reflection questions in terms of the attributes…how can we make the shift to equipping our students for success in the classroom and beyond?
A-FA-F Side HallwaySide HallwayPGES UpdatePGES Update
Main RoomMain RoomSocial Studies Social Studies Network UpdateNetwork Update
Front RoomFront RoomScience Network Science Network updateupdate
G-OG-O Main RoomMain RoomSocial Studies Social Studies Network UpdateNetwork Update
Front RoomFront RoomScience Network Science Network updateupdate
Side HallwaySide HallwayPGES UpdatePGES Update
P-ZP-Z Front RoomFront RoomScience Network Science Network updateupdate
Side HallwaySide HallwayPGES UpdatePGES Update
Main RoomMain RoomSocial Studies Social Studies Network UpdateNetwork Update
+
Debbie WaggonerKDE Regional Instructional
Specialist Social Studies & Mathematicswww.debbiewaggoner.com
CKEC ISLNSocial StudiesUPDATE
October 2014
Packet pages 13-23
+Projected Timeline At A Projected Timeline At A Glance…Glance…
September 2014 Targeted Focus Groups
October 2014 First Read KBE and compile feedback
November 2014 Representative sub-group of standards writers will meet to review Feedback and Refine Draft
December 2014 Second Read
January 2015 Public Comment Period
2015-2016 Implementation
+ Focus on Inquiry enhances classroom practice…
+THE QUESTION FORMULATION
TECHNIQUE (QFT)
Students' Questions as a Catalyst for: Deeper Learning, Joy in Teaching and a Healthier
Democracy Based on the Keynote presentation for Ky Council of Social
Studies Conference September 2014 Erlanger, KYBy Dan Rothstein
The Right Question Institute: Cambridge, MA
+The Big Idea
Students are more successful when they learn to ask their own questions
+The Vision: High School Students in Boston, MA
“When you ask the question, you feel like it’s your job to get the answer.”
ENGAGEMENT!ENGAGEMENT!
+
A Question Focus
Rules for Producing Questions
Producing Questions
Categorizing Questions-Open/Closed
Prioritizing Questions
Next Steps
Reflection
Components of the Question Formulation TechniqueTM
Packet pages 13-15
+Rules for Producing Questions Ask as many questions as you can.
Do not stop to answer, judge, or discuss.
Write down every question exactly as it was stated.
Change any statements into questions.
Packet pages 16-17
+Experiencing the Question Formulation TechniqueTM
+Question Focus
Some students are not asking questions in my
classroom
Packet pages 16-17
+Producing Questions
Some students are not asking questions in my
classroom1.Ask Questions
2.Follow the Rules
3.Number the Questions
Packet pages 16-17
+Categorizing Questions: Closed/OpenDefinitions:
Closed-ended questions can be answered with a “yes” or “no” or with a one-word answer.
Open-ended questions require more explanation.
Directions: Identify your questions as closed-ended or open-ended by marking them with a “C” or an “O”.
+Discussion
+Change Closed to Open andOpen to Closed -Ended QuestionsDirections: Take one closed-ended question and change it into an open-ended question
+Prioritizing Questions
Review your list of questions
Choose the three questions you consider most important.
While prioritizing, think about your QFocus:
Some students are not askingquestions in my classroom
+Prioritizing Questions
Why did you choose those three questions as the most important?
Where are your priority questions in the sequence of your entire list of questions?
+Share
1.Questions you changed from closed to open
2.Your three priority questions and their numbers in your original sequence
3.Rationale for choosing priority questions
+Reflection What did you learn?
How did you learn it?
What do you understand differently now about asking questions?
+Classroom Example: SecondaryTeacher: Megan Harvell, Boston, MATopic: American History –The Civil WarPurpose: Pre-reading activity to engage students
QuestionFocus:
+Student Questions
1. Why are they fighting?
2. Are they fighting?
3. Are they part of the government?
4. Where were they?
5. Who are they?
6. Were they signing anything?
7. Who else was there?
8. Why are you hitting him?
9. Why didn’t they call 911?
10. Was this related to slavery?
11. Why is he hitting him with a bat?
11. Why are you taking a pen?
12. Why are they in court?
13. Who hit who first?
15.Who died?
16. Why are they smiling?
+
1. Why are they fighting?
2. Are they fighting?
3. Are they part of the government?
4. Where were they?
5. Who are they?
6. Were they signing anything?
7. Who else was there?
8. Why are you hitting him?
9. Why didn’t they call 911?
10. Was this related to slavery?
11. Why is he hitting him with a bat?
11. Why are you taking a pen?
12. Why are they in court?
13. Who hit who first?
15.Who died?
16. Why are they smiling?
Compelling Questions“Focus on enduring issues and concerns. They deal with curiosities about how things work; interpretations and applications of disciplinary concepts; and unresolved issues that require students to construct arguments in response.”
C3 Framework p.23
Supporting Questions“Focus on descriptions, definitions, and processes on which there is general agreement within the social studies disciplines, and require students to construct explanations that advance claims of understanding in response”
C3 Framework p.23
C3 Dimension 1
+Educator Observations
Novice Teachers “I’ve never seen my students so engaged as when they are
using the QFT.”
Veteran Teachers “I’ve prided myself in my 33 years of teaching in the good
questions I ask of my students. But, I saw that they go through this process and they ask great questions that I never, ever would have thought of.”
University Professors “I have been stunned by the depth and breadth of questions
that my students have created during QFT sessions – and I feel that I am just beginning to learn how to use the technique.”
+The Skill of Asking Questions
For getting to better answers
For increasing engagement and ownership
For demonstrating inquiry in the classroom
For a little more joy in a very demanding profession
And…
+The Research Confirms the Importance of Student QuestioningSelf-Questioning (metacognitive strategy):
Students formulating their own questions proved to be one of the most effective metacognitive strategies
Engaging in pre-lesson self-questioning improved students rate of learning by nearly 50% (Hattie, p.193)
Visible Learning: A Synthesis of Over 800 meta-Analyses Relating to Achievement by John Hattie. 1st Edition, December 26, 2008.
+ Tools for QFT Tips for Facilitating the QFT – Question Formulation
Technique packet pages 18-19
Designing the Question Focus packet pages 20-21
Assessing Facilitation of the QFT packet page 22
QFT on one page packet page 23
Also on the Agenda… Design a Question Focus to try the QFT for your grade level
Reading Strategies for Social Studies
21st Century Curriculum Implications and district planning
Burning Questions about the Disciplinary Content Strands
WindowsFor the 2014-15 SY, there are Fall and Spring Student Voice Survey windows available to gather student perception. The Fall window occurs from November 3rd through November 21st. The Spring window occurs from March 4th through March 25th. Districts may elect to participate in one or both survey windows.
+Self-Reflection and PGP
By now self-reflection and PGP should be completed by teachers
Self-reflection and PGP entered into CIITS by teachers
Teachers should reflect throughout year (two additional windows)
PGP should be part of mid-year review
+
Next Steps:Next Steps:
Leadership Team Commitments
Packet page 24 and Blue sheet for your district
+Please complete the yellow
evaluation before you leave.
We need your feedback!We need your feedback!
+ CKEC Instructional Support Leadership Network 2014-2015