Kentucky Science

Leadership Network

2013-2014

CKEC KSLN Facilitation Team

Terry Rhodes

CKEC/KDE

Dr. Becky KrallUK

KellyPhilbeck

CKEC/KDE

Dr. Eve Proffitt

UK

Debbie WaggonerCKEC/KDE

MindyCurless

KDE

David HelmFayette

Co Schools

Kelly Carter

KDE

http://todaysmeet.com/KSLN2

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

2013-14 Science Leadership Network NORMS

Procedure for addressing “NORM violations”

1. Hold up the ‘NORM’ fan2. Shout ‘NORM’ a la “Cheers”3. Ask for the group to revisit the 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

Agenda

• Introduction• NGSS Analogy Activity• Progressions • Performance Expectations• Lunch• Finish Performance Expectations• Looking at Teaching Through the Lenses of NGSS

and FfT• Balanced Assessment

Today’s Targets

• I can describe a progression of the science practices and the implications for curriculum development.

• I can analyze performance expectations in order to be able to determine what students need to be able to do.

• I can analyze my level of understanding of balanced assessment in order to begin to develop learning intentions and assessments

• I can analyze the science and engineering practices and the cross cutting concepts to understand their significance when combined with the disciplinary core ideas on student performance expectations.

• I can describe the implications of NGSS and FfT for instruction and assessment.

Kentucky Core

Academic Standards for

Science

(KCAS-Science)

Three Dimensions Intertwined

The NGSS are written as Performance Expectations

NGSS will require contextual application of the three dimensions by students.

Focus is on how and why as well as what

Execute a recipe for Caramel Apple Fantans

PERFORMANCE EXPECTATION

• IngredientsDough1 (1/4-oz.) envelope active dry yeast 1 cup warm water (105° to 115°) 1 teaspoon granulated sugar 1 large egg 1/4 cup granulated sugar 1/4 cup butter, melted 1 teaspoon salt 1 1/2 to 2 cups bread flour 1 1/2 cups whole wheat flour Filling9 tablespoons butter, softened and divided 3 cups peeled and diced Braeburn apples (about 3 large) 1/2 cup golden raisins 1/4 cup firmly packed light brown sugar 3/4 cup granulated sugar 1 tablespoon ground cinnamon 3/4 cup chopped toasted pecans Glaze1/3 cup butter 1/3 cup firmly packed light brown sugar

• Preparation 1. Prepare Dough: Combine first 3 ingredients in bowl of a heavy-duty electric stand mixer; let stand 5 minutes. Stir in egg, next 3 ingredients, and 1 1/2 cups bread flour. Beat at medium speed, using paddle attachment, 1 minute or until smooth. Gradually beat in whole wheat flour and enough remaining bread flour to make a soft dough.2. Turn dough out onto a well-floured surface, and knead until smooth and elastic (6 to 8 minutes), sprinkling surface with bread flour as needed. Place dough in a lightly greased large bowl, turning to grease top. Cover with plastic wrap, and let rise in a warm place (85º), free from drafts, 45 to 55 minutes or until doubled in bulk….

Disciplinary Core Ideas

Science/Eng. Practices

Crosscutting Concepts• Tips1. Use any firm cooking apple, such as 'Jonagold' or 'Honeycrisp,' or a combo for extra flavor and texture….

Was the Apple Caramel Fantan the best analogy for stressing the importance of intertwining the 3 Dimensions of the NGSS?

At your table, take a few minutes to critique this analogy for strengths and weaknesses.

Now, as a group, come up with a working analogy that you can use back in your district to help teachers understand. Put on chart paper and hang on the wall when completed.

Homework Assignment!!!

Go back to your district and use this activity with a group of teachers; have them make an analogy. Be prepared to share at the November meeting.

To illustrate the way we (KDE) want to encourage and support schools and districts to be moving forward this year, here are some Take Away Messages:

Take Away Messages

Make the decision to afford ALL kids - EVERY year -the opportunity to wonder, think critically about the world around them, and build solid arguments and positions with data they collect and analyze.

Take Away Messages

Make sure that those opportunities allow them multiple ways to demonstrate and communicate what they LEARNED-- not just recount what they DID.

Take Away Messages

Develop curricula (units, learning experiences, assessments) that require students to learn more about their own surroundings-- native plants and animals, issues impacting the school, community, state, local neighborhoods, local businesses/attractions

I can describe the LEARNING PROGRESSION of one Science & Engineering Practice in detail, and learn from my colleagues

about the other seven practices.

Part 1

• Carefully read the description from the Framework of the Science & Engineering practice assigned to your table and complete the reading guide.

• Discuss this practice with your table-mates and amend your reading guide, if appropriate.

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.

Part 2

• Focus on the details of the grade band you teach, and note the points you feel are most relevant for your students to master this S&E practice.

• Discuss your findings with a partner in your grade band.

• Discuss the LEARNING PROGRESSION with the other grade bands at your table.

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

Share Out & Gallery Walk

• Share some key ideas from the S&E practice you investigated.

• What strikes you as most significant with respect to learning progressions for this practice?

Homework Assignment!!!

Explicitly teach your students to use one of these S&E practices to learn science, and be prepared to share when we meet next time (Nov 25).

From Standards to Implementation

Where do we begin?

Performance Expectations

Performance Expectations Are NOT Objectives

Knowledge, skills, and practices necessary for students to demonstrate performance expectations.

Disciplinary Core Ideas

Disciplinary Core Ideas

Knowledge and Core Ideas of Science

Science and Engineering Practices

Science & Engineering Practices

Cross Cutting Concepts

Cross Cutting Concepts

Your Task…1. Select the DCI for your grade band (next slide)2. Make a list of the scientific knowledge and skills

necessary to demonstrate PE3. Consider

– DCI– Performance Expectation– Cross Cutting Concepts– Science and Engineering Practices

DCI: LS3.C - KindergartenDCI: LS2.B – Grades 5, 6, HS

Checking for Standard AlignmentWith your list of skills, knowledge and practices, review the standards for alignment: 1. Have you address all of the Science and Engineering Practices2. Have you address the Cross Cutting Concepts?3. Have you addressed the concepts and abilities in DCI? 4. Have you selected Performance Expectations connected to

the DCI?

Use the graphic organizer to assess standards alignment and identify any additional skills, knowledge, and practices necessary for your unit

Planning Reminder 1The Next Generation Science Standards are student outcomes and are explicitly NOT curriculum. Even though within each NGSS performance expectation Scientific and Engineering Practices (SEP) are partnered with a particular Disciplinary Core Idea (DCI) and Crosscutting Concept (CC), these intersections do not predetermine how the three are linked in the curriculum, units, lessons, or instruction; they simply clarify the expectations of what students will know and be able to do by the end of the grade or grade band. Though considering where Performance Expectations (PEs) will be addressed within courses is an important step in curriculum development, additional work will be needed to create coherent instructional programs that help students achieve these standards.

Planning Reminder 2

When creating units, consider thematic connections across standards for grade level rather than one NGSS page

From Standards to Implementation

• Step 1: Review Standards • Step 2: Identify the outcomes (PE)• Step 3: Identify skills, knowledge, practices,

and abilities necessary for outcomes• Step 4: Organize skills, knowledge, practices,

and abilities into categories (goals)• Step 5: Transform skills, knowledge, practices,

and abilities into learning objectives

Disciplinary Core Ideas

Scientific knowledge and core ideas

LS2.A: Interdependent Relationships in Ecosystems

Grade 2: LS1.C: Organization for Matter and Energy Flow in Organisms Food provides animals with the materials they need for body repair and growth and the energy they need to maintain body warmth and for motion. (secondary to 5-PS3-1) Plants acquire their material for growth chiefly from air and water. (5-LS1-1)

Teaching is complex…

“Teaching is a profession more complex than medicine.”

Lee Shulman, “The Wisdom of Practice”

Domain 1: Planning & Preparation

Domain 2: Classroom Environment

Domain 3: Instruction

Domain 4: Professional Responsibilities

Domain 5: Student Growth

What Is “a Framework for Teaching” ?

• A description of the teacher responsibilities that promote improved student learning.

• A definition of what teachers should know and be able to do in the exercise of their profession, based on research and best practice.

• A common language that allows opportunities for educators to discuss good teaching.

• A structure designed to address the complexities of teaching applicable to all practitioner levels from novice through accomplished.

1. Planning and Preparation 2. Classroom Environment

4. Professional Responsibilities 3. Instruction

Student Growth

Student Growth

Student Growth

Student Growth

Student Growth

Common Language

Performance Levels: Key Words

Ineffective Developing Accomplished Exemplary

UnsafeLack of

UnawareHarmfulUnclear

PoorUnsuitable

None

PartialGenerally

InconsistentlyAttempts

AwarenessModerateMinimalSome

ConsistentFrequent

SuccessfulAppropriate

ClearPositiveSmoothMost

SeamlessSolid

SubtleSkillful

PreventativeLeadershipSTUDENTS

Always

Teacher-directed success!

Student-directed success!

Levels of cognition and constructivist learning increase

Which Components match each Domain in the Framework for Teaching?

• Spread out the five lavender Domain cards

• Discuss at your table under which domain each of the white Component card should be placed

Framework for Teaching

Domain 4: Professional Responsibilities•Reflecting on Teaching•Maintaining Accurate Records•Communicating with Families•Participating in a Professional Community•Growing and Developing Professionally•Showing Professionalism

Domain 3: Instruction•Communicating with Students•Using Questioning and Discussion Techniques•Engaging Students in Learning•Using Assessment in Instruction•Demonstrating Flexibility and Responsiveness

Domain 1: Planning and Preparation•Demonstrating Knowledge of Content and Pedagogy•Demonstrating Knowledge of Students•Setting Instructional Outcomes•Demonstrating Knowledge of Resources•Designing Coherent Instruction•Designing Student Assessments

Domain 2: The Classroom Environment

•Creating an Environment of Respect and Rapport

•Establishing a Culture for Learning•Managing Classroom Procedures•Managing Student Behavior•Organizing Physical Space

Looking at teaching through the lenses of NGSS and FfT

• As you watch the first time, identify the links to NGSS in terms of

• Practices• DCI• CCC• Progressions

Discuss at your table what you noticed in each video in terms of your lens.

Carbon Cycle Lesson

Create your Own Biology Lab Lesson

As you watch the second time, you will be looking through the lens of FfT, specifically • 2B-The Classroom Environment (establishing a culture for learning)

and

• 3C-Instruction (engaging students in learning)

Carbon Cycle Lesson

Create your Own Biology Lab Lesson

At your tables, discuss what you saw in terms of the Domain and Component you were looking for.

How is the FfT impacted by NGSS?

How is the NGSS impacted by FfT?

Balanced assessment

Pillars againHi

ghly

Effe

ctive

Teac

hing

and

lear

ning

Asse

ssm

ent L

itera

cy

Lead

ersh

ip

Kent

ucky

’s Co

re A

cade

mic

Sta

ndar

dsKC

AS in

clud

ing

CCSS

& N

GSS

TPGES –Teacher Professional Growth and Effectiveness System

Pillars of Network MeetingsNetwork Foundations….

Formative Assessment Review

Which Formative Assessment Strategies

did you use in professional learning meetings

in your school/district since our Sept. meeting?

Discuss then record on:Today’s Meet

District Innovation Configuration Map – Assessment Literacy

Choose one of the 6 components of Assessment Literacy.

At what level is your district now?

What do you need to do to move to the next level?

KEY Results from the Balanced Assessment Survey

KEY Results from the Balanced Assessment Survey

Review the Balanced Assessment Survey

Highlight key words or phrases from the survey that you felt were important

Domain One: Planning and PreparationFocus on 1F - Designing Student Assessment

Domain Two: The Classroom EnvironmentFocus on 2B - Establishing a Culture for Learning

Domain Three: InstructionFocus on 3D - Using Assessment in Instruction

Domain Four: Professional ResponsibilitiesFocus on 4D - Participating in a Professional Community

Domain Five: Student GrowthFocus on 5A – Student Growth

Balanced Assessment in the Framework for Teaching

Count off 1-5. Each group will review one component of the framework to compare to the key words or phrases from the balanced assessment survey. What connections do you see?

The KCAS for Science: What you need to know

Herald Leader Article: State educators push ahead with preparations for new science standards.

Concerns: Misconceptions About the Regulation

What can YOU do?

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=GRAeGH5uMF1IOM&tbnid=olLhiDUsIWlWnM:&ved=0CAUQjRw&url=http://www.flickr.com/photos/jamiedfw/3288899945/&ei=21ZVUsnDHqGO2AWzkYDYBg&bvm=bv.53760139,d.b2I&psig=AFQjCNEsSLFL2u4aFVJkdRHBFylx76cBdA&ust=1381410736090538

KSLN Dates

September 23October 21November 25January 27February 24March 24

Go to www.terryrhodes1science.com and click on the Evaluation icon to give us feedback on today’s meeting