Science Leadership Network

Science Leadership NetworkWinter 2015

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Framing the DayUpdates and NewsSharing our Leadership SuccessEngaging in Model-Based InquiryLeasership GoalsElevator Speeches

high schoolDont get comfortable you will be working in grade level teams today.

The Geologic History of Science Education in the State of Washington

History of standards - Mike will add book images.Assessment Timeline

https://www.k12.wa.us/Science/NGSS/NGSS-AssessmentDescriptionTimeline.pdf

Washington State Transition Plan

Explain the WA transition timeline.How much progress have we made? Use a sticker to indicate where you think your building is now along our CBAM (Concerns Based Adoption Model) transitionA toolkit for supporting your leadershipWiggio invitationPassword: WSSLSleaderGuide to Implementing NGSS

Poster/Wiggio/ password NAVIGATE TO PAGE 45 TO DISCUSS NECESSITY OF SHIFTLeadership Stories around our regionHockinson Middle School Kim AbegglenLiberty Middle School (Camas) Sarah KankelburgOthers who would like the share the NGSS shifts you are infusing (or are considering) in your classroom this year & how you share them with your building

Since the beginning of the school year, 253 teachers have received Professional Learning around WSSLSOther State and regional updates/questions

OSPI Teaching and Learning Webinar, Thursday January 22 @ 3:30pm: OSPI Teaching and Learning in 2015: Learning Standards, Resources, Instructional Materials and More

Todays GoalsWhat does infusing some Practices and Crosscutting Concepts look like in my classroom?

Apply the practice of Developing and Using Models to instructional design.

Connect the practices called Constructing Explanations & Designing Solutions, Engaging in Argument from Evidence to Developing and Using Models and WA State Learning Standards (ELA).

Develop the capacity to engage all learners in classroom discourse and the public representation of their ideas.

Reflect on TPEP growth goal.Goals were developed based on participant feedback from Spring.Is It Developing and Using Models?

Administer the probe.

Share that they will be revisiting the probe later in the day.

Transition: What does implementing the SEPs look like in a classroom? Today we will engage in some adult experiences around SEP #2, #6, and #7

(Should we have an SEP and CCC handout? Maybe a half sheet?)The milk chocolate melts in your mouth, not in your hands. (?)

https://www.youtube.com/watch?v=RRESIYTRZzU

Do you think the advertisers have their science right?

Human ScatterplotThe milk chocolate melts in your mouth, not in your hands.

Do you agree with the claim that the milk chocolate melts in your mouth, not in your hands?

Label one side of the room with the choices (A. B. C, etc.). This is the X axis of the graph.(A) Yes(B) Sort of(C) No

Label the adjacent wall with a range of low confidence to high confidence. This is the Y axis of the graph.

Read the question and have students position themselves according to their answer choice and level of confidence in that answer. Group Based on Your Response

Yes HighTable 1Yes- LowTable 2Sort of-HighTable 3Sort of- LowTable 4No HighTable 5No- LowTable 6Have participants group together in teams of three by grade level.

Initial Thinking ModelYour group has made a claim in response to our phenomena.

Draw a labeled diagram that describes what you think happens to an M&M in your mouth and in your hand that supports your claim.

Use your best scientific explanation based on your current understanding.

What is happening before, during, and after the candy goes from your hand to your mouth?

Be prepared to share your ideas in 15 minutes.On chart paper draw the model- these will be small group models based on their current thinking. Gallery WalkScout each groups initial claimLeave a docentOn your note sheet write an affirmation and a question for each

We will regroup at 11:30Sending out the scouts --- on your note sheet write an affirmation and a question

Competing Ideashttp://ambitiousscienceteaching.org/video-series/orientation-to-ambitious-science-teaching/

How does your explanation differ from others in the room? Or is it similar?What should your model include?Are there ideas you want to consider including in your model?Show first 4:00 of T4AST video on eliciting student ideas

Identify competing ideas

Lunch!Creating a Gotta-Have ListELL/Struggling reader SupportWhat ideas do we gotta have in order to explain if the milk chocolate melts in our mouths not in our hands? This practice is designed to help you adapt upcoming instruction, based on how students are reasoning with the anchor event or driving question

Create an Explanation Checklist Bethany day 2- just before 6 minsThe "Gotta-have" explanation checklist is not a list of vocabulary words that have to be included in drawn or written explanation. As the checklist is developed, lesson by lesson, it needs to be composed of IDEAS, or RELATIONSHIPS that the students now believe are important to a final explanation. These items on the checklist are not "giving away answers." They remind students of what is important to talk about or draw out, and these are ideas that they have come up with themselves during the unit.

http://tinyurl.com/isitmeltingWe have focused on the SEPs and now we would like to look at formative assessment. Lets uncover some of our thinking.

You will select from the list online, but just think about your rule for now. You will be engaging in a protocol to develop your explanation.

Link to poll online: http://tinyurl.com/isitmelting

Keeley, P., Eberle, F., & Farrin, L. (2005). Uncovering student ideas in science (Vol. 1, p. 73). Arlington, Va.: NSTA Press.

Permissions:Permission is granted in advance for photocopying brief excerpts for one-time use in a classroom or workshop.

Make Your Probe ExplanationCl-Ev-RClaimRelevantStands AloneEvidenceAppropriateSufficientReasoningStands OutLink Between Claim and EvidenceYour team will come up with an explanation or rule for why you selected the choices you did. Follow the protocol.

HandoutAdapted from a poster designed by William Rewitz, Puyallup, WA based on Explanation Analysis from Science Formative Assessment, Keeley 2008. Based on the C-E-R Framework, McNeil et al. 2011.

Dissolving vs. Melting(Adapted from FOSS Chemical Reactions)

More Evidence

Handout:Why do M&Ms Melt in Your Mouth, but not in Your Hand? | Ask Science Gimp at JimmerUK.com. (2006, July 12). Retrieved September 22, 2014, from http://www.jimmeruk.com/Ask-Science-Gimp/why-do-mams-melt-in-your-mouth-but-not-in-your-hand.html

Participants will read the article and use the graphic organizer to support their reading.Revising Our ModelWhat new information can you include in your model?orIs there anything you want to change in your model?

ConsiderWhat happened to the different parts of the candy?What is happening at the particle level?What is happening to the matter and energy?

Go back to the Gotta-Have checklistAdding to Our Model:Sticky-Notes and Language ScaffoldsAdded to our model -

Revised our model -

Questions we still have - We added.

We are wondering.

Use the Sentence Frames!

We used to think.

Create a half sheet handout with the sentence frames on it for participants.You will need pink, yellow, and blue sticky notes for each group.Add to model * We added [describe what you added] because [evidence from activity, reading, discussions, or other groups' hypotheses]. * We think __ supports our model, but it also tells us that __ should be added to make it even more accurate. Revise model * We changed [description of what you changed] because [evidence from activity, reading, discussion with other groups]. * We used to think__, but now we think __, because __. * We think __ contradicts __ in our original model because __. Questions * We are wondering about [part of model] because __. * We think that if we knew __, it would help us explain __. Tips: * Students are often reluctant to comment on others' drawings, so we have them practice by placing notes on their own models. They learn how to write notes in full sentences that provide reasons for requesting possible changes. * We always provide students with sentence frames. * One sentence frame should be about a puzzle or a question that a group has. This opens the door to really new ideas or to gaps in the potential explanation that could not be expressed in any other way. * Allow time after the commentary for the creators of the model to read the notes and decide if they should act upon the suggestions.

Formalize your ExplanationProvide sentence frame and scaffolds For beginners, you can build in the additional scaffold of choice in the Claim-Evidence-ReasoningGradually over the course of the year, release some of the scaffoldingReflecting on Developing and Using ModelsHow have your ideas changed?

Revisit the probe. Any new insights?

What should students at your grade band know and be able to do with the practice of developing and using models? (Appendix F p.6)

Should they get page 6 as a handout?

Share answers to probe.

Reflecting on Formative AssessmentReflect on the use of the Sticky-notes and Language Scaffolds, the Gotta-have checklist, and your small group model:as an illustration of developing and modifying modelsas a formative assessment tool

Reflect on the use of the probe as an assessment tool.

Reflecting on Developing and Using ModelsReflect on the use of the sticky-notes and Language Scaffolds, the Gotta-have checklist, and your small group model:as an illustration of developing and modifying modelsas a formative assessment toolReflect on the use of the probe as an assessment tool.

Reflecting on the use of crosscutting conceptsThe intent with crosscutting concepts is to create a bridge between disciplinary concepts and have explanatory power across science and engineering. Explicit teaching of CCC enables less privileged students to make connections among ideas that cut across disciplinesCCCs should drive questioning strategies. Which CCC would best anchor the experiences in the M&Ms learning sequence? How could this CCC be more explicit during instruction?Take a 10 minute Break!Application to Our Practice

Where we are heading

Application to the classroomCreate a student growth goal related to the goals of the day.Provide scaffoldingPublish the goal on a chart or google form

Teachers should visit: http://tpep-wa.org/student-growth-overview/student-growth-teacher-resources/ for copies of the ppt.

Exhibiting collaborative and collegial practices focused on improving instructional practice and student learning

Share the checklist and rubrics. Have participants look at the difference between a level 3 and level 4. They should notice that the Distinguished level is really a leadership role.Speed dating in an Elevator Think of a group that needs to hear the message around shifting instruction to WSSLSWhat is important that they need to know? Why is this important? What happens if they dont hear the message?Share your thoughts at your table. Any Message worth its weightAligns with what the listener cares about.

Is short, simple, and repeatable to be heard often

Is included in every communication whether it be

written and oral

formal and informal.

ACTION:

What is the purpose of yourmessage?Whatdo you want people to do?

Do you want different things from different audiences?

Be specific.

REINFORCEMENT:

What are some statistics and anecdotes to reinforce your message?

Is there research that can be cited?

What personal stories help make your point?THRESHOLD:What do people need to know, believe, or care about in order to become engaged with your issue?What obstacles do you have to acknowledge and overcome to get people over this threshold?

SOLUTION:And TheWorld Will Be ABetterPlace BecauseWhat is theprojected positive outcome?Give suggestions of how, if people do what you say, the education world will bebetter for students.MAIN MESSAGE:Now examine each section and write a 60 second Main MessageSpeed dating in an elevatorTwo lines facing one another

At chime Person 1 gets 60 secs to deliver message

At chime Person 2 delivers 30 seconds of critical feedback

Reverse roles!

Step 2 persons to your rightrepeat!Back at your seat, refine and jot your messgeNow SHARE IT!!Between now and then...Consider how you will monitor the Levels of Use of SEPs/CCC/3D teaching.

What strategies will you be implementing?

What evidence will you be able to share in May at our next meeting?GoalsWhat does infusing some Practices and Crosscutting Concepts look like in my classroom?

Apply the practice of Developing and Using Models to instructional design.

Connect the practices called Constructing Explanations & Designing Solutions, Engaging in Argument from Evidence to Developing and Using Models and WA State Learning Standards (ELA).

Develop the capacity to engage all learners in classroom discourse and the public representation of their ideas.

Identify an appropriate growth goal.

Goals were developed based on participant feedback from Spring.Wrapping UpTake the AESD Survey found here...http://tinyurl.com/ESD112Science

Supporting Your Worktools4teachingscience.orgPublic representations of students thinking (PDF)

Show how to get to the document that shares the various strategies we presented today. You may want to make copies if your participants dont have access to web enabled devices, however it is 13 pages.Science Leadership NetworkSee you May 26!