Science overview
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Science Overview. Unpacking vs Deconstruction Learning Targets DCI Collaboration Plan Roles of Teacher Leaders. Terry Rhodes KDE/CKEC [email protected] www.terryrhodes1science.com. VS. Unpacking vs Deconstruction. Packet Page 9-13. Life Science Standard 4.1. Life Science

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Science Overview

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Science overview

Science Overview

Unpacking vs Deconstruction

Learning Targets

DCI Collaboration Plan

Roles of Teacher Leaders

Terry Rhodes KDE/CKEC

[email protected]

www.terryrhodes1science.com


Science overview

VS

Unpacking vs Deconstruction


Science overview

Packet Page 9-13

Life Science Standard 4.1


Science overview

Life Science

Standard

NGSS

Packet Page 14-19


Science overview

Components

Core Ideas

Clarification Statement

Assessment Boundary

Practices

XCC

Math Connections

Literacy Connections

Grade Specific

4.1

Y

Y

N

N

N

N

N

Minimal

NGSS

Y

Y

Y

Y

Y

Y

Y

Y

“Unpacking”


Science overview

Components

Core Ideas

Clarification Statement

Assessment Boundary

Practices

XCC

Math Connections

Literacy Connections

Grade Specific

Targets

4.1

Y

Y

N

N

N

N

N

Minimal

No

NGSS

Y

Y

Y

Y

Y

Y

Y

Y

No

“Deconstructing”


Science overview

Attributes of Clear Learning Targets

  • Learning Targets (are):

  • Accomplished in a few days at most

  • Specific to what and how

  • Usually consist of concept (noun), skill (verb) and often a specified context

  • Teachable/learnable using a variety of instructional activities/strategies/context/tools

  • One component in a sequence of scaffolded accomplishments-focused on what is to be LEARNED

  • …as opposed to

  • Long term

  • Global and somewhat ambiguous

  • Lacking one or more of the components

  • A single approach or activity is the only approach possible with the given target; not transferable to another context

  • Only focused on what is to be DONE (activity)


Science overview

You Be the Judge-Learning Target or Not?

  • I can analyze the change in position over time (motion) of an object

  • I can model radioactive decay by counting pennies that land face-up to represent nuclear fission

  • I can describe how materials change when they are heated or cooled

  • I can flip a coin one hundred times to determine the probability of heads

  • I can use authentic ancient Egyptian techniques to mummify a chicken

  • I can use evidence to construct explanations of plant and animal life cycles


Science overview

Types of Learning Targets


Science overview

Knowledge

The underlying facts and concepts of the discipline that students need to know (describe, explain, recall, identify)


Science overview

Reasoning

Students use and apply what they know to reason and solve problems (use, formulate, analyze, infer)

Skill

Students perform an action or task that must be observed to be assessed (measure, observe, use equipment)


Science overview

Product

The product itself is the focus of the standard and there must be a product to determine if the student can create it (constructs, creates, develops)


Science overview

Target Types tend to be Cumulative or Hierarchal

  • Knowledge = knowledge

  • Reasoning = knowledge + reasoning

  • Skill = knowledge + reasoning + skill

  • Product/Performance=

    • knowledge + reasoning + skill + product/performance


Science overview

Packet Page 20


Science overview

DCI Collaboration Plan

High School teachers will work within their content specialty

Packet Page 21


Science overview

Collaboration Plan

  • Over the next 3 meetings, the science networks will begin a collaborative deconstruction of K-12 progressions across 4 identified DCI’s.

  • The end result will be learning targets and sample classroom performance assessments for the 4 progressions

  • Two co-ops will collaborate on each K-12 progression; we are paired with WKEC


Science overview

Teacher Leaders

  • How can we best utilize our Network Teacher Leaders as we move forward in this implementation process?

  • Pair up in groups of 2 or 3 and wait for my instructions

  • When I say begin, with your partners, you will have 2 minutes to read and discuss role # 1; I will keep time.

  • We will continue through all 10 roles. Do not be overachievers and move forward!

Packet Page 22-24


Science overview

  • How can we best utilize our Network Teacher Leaders as we move forward in this implementation process?

  • What steps have you taken in your district to utilize these teacher leaders (science, ELA and Math)?

  • Are you utilizing the network teachers in building capacity within your district to start the NGSS work, continue CCSS work, and begin TPGES implementation?


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