Sign in Grab your Participant Notebook Find a spot Get a refreshment We will start at 8:30 am

Sign in

Grab your Participant Notebook

Find a spot

Get a refreshment

We will start at 8:30 am

Welcome to the Institute for Systems Biology

Welcome to the Institute for Systems Biology

Building Logistics

Workshop Logistics

Sign in Name tag Workshop notebook ISB media release Contract (RSD only) Lunch

A Math and Science Partnership Award from Washington’s Office of Superintendent of Public Instruction

STEM Professionals and Educators

www.MyFutureMyScience.org

See p. 2 in your Notebook

This is Her Future:Debrief

What does this video tell us about the work here at ISB?

What does this video suggest for our work as K-8 educators?

I love it when a plan comes together.

John “Hannibal” Smith- The A Team

Today

OpeningProject OverviewHow do we Do Science?The Framework for the Next Generation Science StandardsPractices of Science & EngineeringLUNCH with a ScientistLearning about Practices Wrap Up & Evaluation

Today’s Goals

Gain an

understanding of

the PSEP Project

Build relationships between partners and participants

Increase awareness of the Next Generation Science Standards

Increase awareness

of the Science &

Engineering

Practices

Your Materials

Evaluator:Laurie Collins, PhD

PSEP Evaluation

Laurie Collins, PhD• External Evaluator for PSEP• Center for Research and

Learning• Background in education• 20 years experience

conducting evaluations• Connect program

evaluation with improved practice

My Role:• Conduct all evaluation

activities• All evaluation data will be

kept external to your school district

• PSEP data/outcomes will not affect your teacher evaluations in your district

• Only group information will be shared with PSEP leaders

PSEP Evaluation Systematic collection and analysis of data needed to make decisions

• Formative feedback to project leaders will be used to make data-driven decisions for continuous improvement.

• Summative findings will be used to measure project impact and progress toward goals.

PSEP Evaluation Measuring our Impact

• Feedback and evaluation of content following workshops – including the Kick Off session today

• Assessment of our science content knowledge (MOSART online survey)

• Assessment of change in our beliefs and attitudes about the project (CBAM online survey)

Your Science Story

Part 1: Think about your own science story


Part 2: Share your science story with an elbow partner

Part 3: Any commonalities in the powerful experiences?

Dan GallagherSeattle Public SchoolsScience Program Manager

Project overviewJune 24, 2013

A Math and Science Partnership Award from the Washington State Office of the Superintendent of Public Instruction

Today• Gain awareness of the overall Partnership Project• Recognize your leadership role—for your school,

district, and state• Begin building a professional network across

boundaries

Thank you—for your commitment to improving our students’ lives!

Year-long PD cycle

Jun-Aug 2013-14

1-day June Project Launch

5-day August Institute

3 School-year Release Days

1-day June Wrap-up

= 1 day of PD = 5-day Aug InstituteKEY:

PD Cycle

Three, year-long PD cycles in total

Jun-Aug 2013-14


Cycle 1


Jun-Aug 2013-14 Jun-

Aug 2014-15 Jun-Aug 2015-16 Jun-

Aug 2016-17


Cycle 1

Cycle 2

Cycle 3

Next Generation Science Standards, WA State Implementation Timeline


Aug 2014-15 Jun-Aug 2015-16 Jun-

Aug 2016-17

NGSS Adoption

(expected)

ASSESSMENTWA STATE

(possible)

PilotAssessment

Cycle 1

Cycle 2

Cycle 3

Major state and district policiesCCSS Math and ELAWA State Science

Standards

Teacher/Principal Evaluation

“fully implemented” with “new assessment system” in 2014-15

Statewide implementation 2013-14

Current assessments through 2017 or 2018

Example Teacher/Principal Evaluation Framework:Charlotte Danielson Framework for Teaching (FFT)Domain 1: Planning and Preparation Domain 2: Classroom Environment1a Demonstrating Knowledge of Content and Pedagogy1b Demonstrating Knowledge of Students1c Setting Instructional Outcomes1d Demonstrating Knowledge of Resources1e Designing Coherent Instruction1f Designing Student Assessments

2a Creating an Environment of Respect and Rapport2b Establishing a Culture for Learning2c Managing Classroom Procedures2d Managing Student Behavior2e Organizing Physical Space

Domain 3: Instruction Domain 4: Professional Responsibilities3a Communicating With Students3b Using Questioning and Discussion Techniques3c Engaging Students in Learning3d Using Assessment in Instruction3e Demonstrating Flexibility and Responsiveness

4a Reflecting on Teaching4b Maintaining Accurate Records4c Communicating with Families4d Participating in a Professional Community4e Growing and Developing Professionally4f Showing Professionalism

In your Notebook…How do these policies affect you?

CCSS Math and ELAWA State Science Standards





How this Partnership project will support you






Grounding in TPEP/Danielson FFT

• OSPI Math-Science Partnership Program Goal: “Enhance the content knowledge and teaching skills of classroom teachers”

Domain 1: Planning and Preparation1a Demonstrating Knowledge of Content and Pedagogy1b Demonstrating Knowledge of Students1c Setting Instructional Outcomes1d Demonstrating Knowledge of Resources1e Designing Coherent Instruction1f Designing Student Assessments

Charlotte Danielson FFT

Knowledge of which content?CCSS Math and ELAWA State Science

Standards





Overlaps in Common Core State Standards and Next Generation Science Standards

CREDIT: Tina Cheuk, Understanding Language Initiative, Stanford University

Engage in argument from evidence

Construct viable arguments and critique the reasoning of others

Write arguments to support claims with clear reasons and relevant evidence

What about our current Science Standards?






Overlap between WA Science Standards and Next Generation Science Standards

6-8 INQF: Explain4-5 INQG: ExplainGenerate a conclusion from a scientific

investigation and show how the conclusion is supported by evidence and other scientific principles.

NGSS Practice 6:Constructing Explanations

NGSS Practice 7:Engaging in Arguments

from Evidence

Common Frame for an Argument• Claim• Evidence• Reasoning

Conclusion Scoring Attributes• Conclusive statement• Supporting data• Explanatory Language

Partnership Professional Development Goal

Increase teachers’ content knowledge and pedagogical content knowledge for:

1. The Scientific and Engineering Practice of Engaging in Arguments from Evidence

2. The Scientific Practice of Constructing Explanations and the Engineering Practice of Designing Solutions

3. Disciplinary Core Ideas for Engineeringa) Defining and Delimiting Engineering Problems (ETS1A)b) Developing Possible Solutions (ETS1B)c) Optimizing the Design Solution (ETS1C)

In your Notebook…(p. 4)

Given the expectations of policies for WA State Standards, CCSS, TPEP, and NGSS,…

…what supports do you need to effectively plan instruction for your students?


• Learn the Sci. & Eng. Practices and content• Plan instruction by adapting your materials

Jun-Aug 2013-14


PD Cycle


• Learn the Sci. & Eng. Practices and content• Plan instruction by adapting your materials

Domain 1: Planning and Preparation1a Demonstrating Knowledge of Content and Pedagogy1b Demonstrating Knowledge of Students1c Setting Instructional Outcomes1d Demonstrating Knowledge of Resources1e Designing Coherent Instruction1f Designing Student Assessments


Units for 2013-14

3rd grade: Sound4th grade: Circuits & Pathways5th grade: Land & Water6th grade: Levers & Pulleys7th grade: Force & Motion8th grade: Populations & Ecosystems

3 School-year release days

• Learn the Sci. & Eng. Practices and content• Analyze student assessment responses and

revise instructional plansJun-Aug 2013-14

3 School-year Release Days

PD Cycle

3 School-year release days

Domain 1: Planning and Preparation Domain 4: Professional Responsibilities1a Demonstrating Knowledge of Content and Pedagogy1b Demonstrating Knowledge of Students1c Setting Instructional Outcomes1d Demonstrating Knowledge of Resources1e Designing Coherent Instruction1f Designing Student Assessments


• Learn the Sci. & Eng. Practices and content• Analyze student assessment responses and

revise instructional plans


Today• Gain awareness of the overall Partnership Project• Gain awareness of Sci. and Eng. Practices• Begin forming relationships with Partners

Domain 1: Planning and Preparation Domain 4: Professional Responsibilities1a Demonstrating Knowledge of Content and Pedagogy1b Demonstrating Knowledge of Students1c Setting Instructional Outcomes1d Demonstrating Knowledge of Resources1e Designing Coherent Instruction1f Designing Student Assessments



In your Notebook…

What do you hope to receive from the Partnership, and what do you plan to contribute?

What interests you most about the Partnership?

What questions do you still have about the Partnership?

Break

Be back by 10:15 am

Questions

My question

is…

Every day… once a day… give yourself a present.

Special Agent Dale Cooper- Twin Peaks

Doing Sciencep. 6 in your

Notebook Which teacher has the best understanding of what it means to do science? Explain your thinking

How Science Works

Short video describing discovery of a new species of spider

See p. 7 in Notebook

Philip Bell, PhDProfessor of the Learning SciencesThe Geda and Phil Condit Professor of Science & Math EducationUniversity of Washington

These practices should reflect those of professional scientists and engineers

A Framework for K-12 Science Education

Digging into the Practices

Read

• Read excerpts of text on your assigned practice• Find key details about your practice

Eat

• Have lunch with a scientist• Talk informally with an ISB scientist

Investigate

• Answer Questions with an ISB scientist• Take notes and "think big"

Apply

• Create a visual representation of your practice• Engage in a gallery walk of all practices

Stack & Pack to your Practice Expert Groups

1. Find number on your name tag2. Stack and Pack to the table with your number

#2 Developing and Using

Models

Expert Group

#7 Engaging in Argument

from Evidence

Expert Group

Digging into the Practices

Step OneTable introductionsRead texts• Overview of your assigned Practice • Mini Text Step TwoHighlight any new thinking your group gathered about the Practice Step ThreeIdentify questions your group has about your Practice (You may want to ask your ISB scientist about these) See p. 12

in your Notebook

ISB Scientists

1. Chris Plaiser - Senior Research Scientist2. Mike Hoopman - Software Engineer3. Martin Shelton - Postdoctoral Fellow4. Mark Gillespie - Postdoctoral Fellow5. Elisabeth Wurtmann - Postdoctoral Fellow6. Hannah Cox - Postdoctoral Fellow7. Julie Bletz - Scientific Project Manager8. Hector Rovira - Senior Software Engineer

Lunch with a ScientistAs you enjoy your lunch, please engage in the following questions:

What is the scope and purpose of your research at ISB?

What is the typical day in the life of an ISB researcher? (e.g., when arrive at work; when leave; how much time spent in meetings; how much time spent writing; how much time spent at bench; etc.)

What was your pathway to your current position at ISB? (What career advice do you have for students?)

Be back by 12:45


Deep Dive into PracticesWhat is an example of the practice from your work?

How is the practice instrumental for advancing science / engineering?

Compare how the practice is used in science vs engineering

How does the practice tie (connect) to the other practices?

How does this practice compare to the traditional scientific method?

How is this practice part of current instruction? (ISB staff as listeners)

How might this practice be made more authentic during instruction? (ISB staff as advisor) What are other real world examples of the practice? (ISB staff as advisor)

See p. 14-15 in your notebook

Goal:Make this a conversation

Make a Poster

Style Guide• Clear Title• Make text impactful• Go Visual!

Use 2 posters if necessary

Content• This practice in the real

world• This practice in the

classroom• Compare to how

students learn this practice now

• New or surprising ideas about this practice

Break & Gallery Walk

As you break:• Engage with posters• Take 8 Sticky Notes• Identify supports that

students might need in order to authentically engage with this specific practice Looking at Art by Arvind Garg

Find the Practices in these Standards

Grade 4 4-PS3-1

Use evidence to construct an explanation relating the speed of an object to the energy of that object. [Assessment Boundary: Assessment does not include quantitative measures of changes in the speed of an object or on any precise or quantitative definition of energy.}

Grade 6-8MS-PS3-5

Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. [Clarification Statement: Examples of empirical evidence used in arguments could include an inventory or other representation of the energy before and after the transfer in the form of temperature changes or motion of object.] [Assessment Boundary: Assessment does not include calculations of energy.]



Aug 2014-15 Jun-Aug 2015-16 Jun-

Aug 2016-17


Cycle 1

Cycle 2

Cycle 3

Today’s Goals

Gain an understanding of the PSEP Project

Build relationships between partners and participants

Increase awareness of the Next Generation Science Standards

Increase awareness of the Science & Engineering Practices

Focus on Practices

Implementation will take time

The Practices are authentic

Take Home Messages

We have lots of support and expertise

PSEP Evaluation Let’s Get Started!

Today:Please complete the Kick-Off Session Evaluation Form before you leave.

Tomorrow:You will receive an email from me with your “homework” assignment. Please complete the 2 online surveys before July 4th.

See You in August

Summer InstituteAugust 19-23, 2013

Dimmitt Middle School in Renton

Sign in Grab your Participant Notebook Find a spot Get a refreshment We will start at 8:30 am

Documents

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