CKEC -Kentucky Science Leadership Network

CKEC -Kentucky Science Leadership Network

April 28, 2014

Today’s materials can be accessed at: http://www.terryrhodes1science.com/presentations.html

Welcome, Who is in the

room?

Learning

Teaching

Enhancing

Supporting

Sharing

Burgin Independent SchoolOver 100 years of Excellence

Terry Rhodes, KDE/CKEC Instructional Specialist –

Science

Debbie Waggoner, KDE/CKEC Instructional

Specialist – Math & Social Studies

Dr Rebecca KrallDirector of Graduate StudiesAssociate Professor, Dept. of

STEM EducationUK

Mindy CurlessSTEM Initiatives Consultant

KDE

David HelmLearning & Innovation

Specialist, Fayette County Public Schools

Dr. Eve ProffittDirector, P20 Innovation

UK

CKEC KSLN Facilitation Team

To access today’s materialswww.terryrhodes1science.com

Click on Professional Learning and scroll to bottom

AGENDA

Introductions/Expectations Overcoming Barriers to Success: Analogy Activity Guided Practice: Giving Depth to Deconstructions WKEC Deconstruction Feedback Lunch/Updates/Summer Info FAL Activity How Do they Go Together? Thinking About

Bundling Long-range Planning for Deconstruction and

Units Debrief/Reflection/Evaluation

KSLN Meeting: Stop and Reflect

What do I want to remember?

How will I use this information, and how will I share it with others in my school and/or district?

Yellow

Sheet

Also don’t forget to

do the online

Evaluation. We Need

your FEEDBACK!

Norms• 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.

http://todaysmeet.com/KSLN-6

Throughout the day, please post comments or questions to the website below; it will be monitored throughout the day and responses posted to your questions and comments.

Documents from todays meeting can be found on my website under “Professional Learning/Presentations”

www.terryrhodes1science.com

Today’s Targets• Identify successes and barriers to

deconstruction/implementation of NGSS

• Increase awareness of depth and rigor in deconstruction

• Provide feedback to WKEC on deconstructions

• Analyze a FAL lesson as a way to get to student understandings and misconceptions

• Identify options for bundling PE’s

• Develop a long-range plan for deconstruction and implementation

What was the most valuable part of the day?

What will you take back and use?

What suggestions do you have for the next meeting’s agenda?

What questions/concerns do you still have?

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TPGES –Teacher Professional Growth and Effectiveness System

Pillars of Network MeetingsNetwork Foundations….

Overcoming Barriers to Success

• Look at the picture on your table; think about the barriers that had to be overcome to achieve that success.

• Now think about the work ahead with the standards: building capacity in your district, deconstruction, implementation, assessment.

• Using the picture and your thoughts about the work ahead, create a T-chart of Successes and Barriers.

• Find another group with a different picture and share your thoughts/ideas/successes/barriers

Guided Practice: Giving Depth to Deconstructions

Move into grade band groups of 3-4; at this point, don’t worry about matching up content areas or grade levels…just Elem, MS and HS.

Choose roles within the group, making one person responsible for addressing misconceptions, one for the appendices, one for the Framework and someone to record on the feedback form

Step 1: Read the PE, Clarification

Statement and Assessment Boundary

Step 2:Read Practices,

DCI and XXC

Write

down your

notes!!!

Step 3: Look at the

progressions in Appendices

E,F,G

Step 4: Are there any

misconceptions that need to be

addressed?

Write

down your

notes!!!

Step 5: Look at the

Framework for additional

clarification

Now, collectively look at the targets as

written

Write

down your

notes!!!

1. Are the targets clear as written?

2. Do the targets

collectively reach the intended learning?

3. Are the targets

categorized appropriately?

If you responded NO to ANY of those questions, you must provide feedback and support with evidence from your conversations (notes)

Now, find another group in your grade band to compare feedback forms. Be prepared to defend your feedback.

Do you feel more confident now in your process?

WKEC Deconstruction Feedback

Grade level Deconstructions

Contents:

Grade Specific Deconstruction Misconception packet 2 feedback forms Blank paper for notes

Make sure each group has a

standards book and access to the

Framework

IMPORTANT:Each deconstruction must be

looked at by 2 separate groups.

WKEC Deconstruction Feedback

Elementary teachers to side hallway(Terry/Debbie)

Middle School teachers to front hallway (Becky/Mindy)

High School teachers stay in main room(David/Eve)

Time for LUNCH

Please sit in district groups

• Summer opportunities

• Summer Learning Plans

Primary teachers (K-3) from CKEC Member-Schools can now register for a FREE summer PD called

"NGSS in Primary: Building a Foundation for Science Literacy"July 7-11 at CKEC

Link is on the homepage atwww.terryrhodes1science.com Limited to 40 participants!

5 full days of content review, performance expectation deconstruction and unit development with teachers from

across the region at YOUR grade level!

June 19-CKEC

Feedback from WKEC

CKEC Science and Social Studies Summer Network meeting:

Friday, July 25th with Ken Mattingly – CASL in action

HELP WANTED!Looking for those with content area expertise, and the best candidate will also have Gov. Cup or academic competition experience.

Needs: Multiple-choice Written Assessment exams on 5th, 6th, 8th, 9-10 and 11-12 levels

Content links:5th (Elementary): http://bit.ly/1rtYDGL 6th (Sixth Grade Showcase): http://bit.ly/1ilvUMF 8th (Middle Grades Gov. Cup): http://bit.ly/1nuesO99-10 (JV Challenge): http://bit.ly/1lPPRiO11-12 (High SchooL Gov. Cup): http://bit.ly/1kdeIO1 Ability to write clear, concise, assessment questions. Writers will work with KAAC representatives to obtain proper content and difficulty level. Apply: http://www.kaac.com/question-writing/ (Can be found on Terry’s homepage)

32

--What plans do you have

for sharing information this

Summer in your district?

Interpreting Distance-Time Graphs

Matching a Graph to a Story

P-34

A. Tom took his dog for a walk to the park. He set off slowly and then increased his pace. At the park Tom turned around and walked slowly back home.

C. Tom went for a jog. At the end of his road he bumped into a friend and his pace slowed. When Tom left his friend he walked quickly back home.

B. Tom rode his bike east from his home up a steep hill. After a while the slope eased off. At the top he raced down the other side.

Distance from home

Time

Matching Cards

P-35

• Take turns at matching pairs of cards. You may want to take a graph and find a story that matches it. Alternatively, you may prefer to take a story and find a graph that matches it.

• Each time you do this, explain your thinking clearly and carefully. If you think there is no suitable card that matches, write one of your own.

• Place your cards side by side on your large sheet of paper, not on top of one another, so that everyone can see them.

• Write your reasons for the match on the cards or the poster just as we did with the example in class. Give explanations for each line segment.

• Make sure you leave plenty of space around the cards as, eventually, you will be adding another card to each matched pair.

Sharing Work

P-36

• One student from each group is to visit another group’s poster.

• If you are staying at your desk, be ready to explain the reasons for your group's matches.

• If you are visiting another group:• Write your card placements on a piece of paper.

• Go to another group’s desk and check to see which matches are different from your own.

• If there are differences, ask for an explanation. If you still don’t agree, explain your own thinking.

• When you return to your own desk, you need to consider as a group whether to make any changes to your own poster.

Making Up Data for a Graph

P-37

Time Distance

0

2

4

6

8

10

P-38

P-39

1. Pre-Assessment – Individual student work

2. Intro Lesson

3. Collaborative Activity

4. Whole Class Discussion

5. Post-Assessment

Determine FEEDBACK QUESTIONS

Written FEEDBACK QUESTIONS

Oral FEEDBACK QUESTIONS

Formative Assessment Lesson

How Do They Go Together?Thinking About Bundling

Work in grade level groups of 2-3 Lay out the strips that contain the Performance

Expectations for your grade level Begin having discussions about what fits together At this point, leave your standards book CLOSED…

consider the content in front of you and how it fits together

How do they fit together? How will you teach them? What are the unit topics?

Chart Paper• Place Unit Topics• Place PE’s beneath the unit

topic in which you plan to teach them

Some will

go in more

than one

topic!

They may

look

different, but

that’s OK!!Take a

picture to

help you

remember!

Long Term Unit Planning

Have grade level

discussions about

long term planning;

Word copy on

website with

today’s materials

Deconstructions

Once long-term planning is complete, begin working on grade

level deconstructions; Word deconstruction forms on website

with today’s materials

Access Online Evaluation on home pagewww.terryrhodes1science.com

Please fill out the online evaluation form nowbefore you leave. We need your feedback!

A pep talk from Kid President to Youhttp://youtu.be/l-gQLqv9f4o

ISLN/KLA June 26th – 27th, CASL in Action with Ken Mattingly July 25th

See you there!