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Good Morning and Welcome Back for our Second Year. STLN - Science Teacher Leadership Network Thursday, September 25 th Please sign in, put on your name tag, grab today’s handouts and find your district’s table. There is water and snacks in the side hallway - We will begin at 9:00.

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Good morning and welcome back for our second year

Good Morning and Welcome Back for our Second Year

STLN - Science Teacher Leadership Network

Thursday, September 25th

Please sign in, put on your name tag, grab today’s handouts andfind your district’s table.

There is water and snacks in the side hallway

- We will begin at 9:00


Good morning and welcome back for our second year1

Good Morning and Welcome Back for our Second Year

STLN - Science Teacher Leadership Network

Thursday, September 25th


Facilitation team
Facilitation Team

  • Kevin Crump

  • Mindy Curless

  • Dr. Scott Townsend

  • Renee Yates

  • Glenn Manns

  • Dr. Melinda Wilder


25 Districts


25 Districts






CLAY

County





GARRARD

COUNTY



JACKSON

COUNTY


KNOX

COUNTY



LINCOLN

COUNTY


MCCreary

county





Pulaski

county


Rockcastle

county




Wayne

county


WHITLEY

county


Agenda
AGENDA

  • Introduction

  • District Team Plan

  • Assessment for NGSS

  • Motion Science Performance

  • Science Performance/Lesson Idea Development

  • Assessment Literacy

  • Conclusion

    (Back side has schedule for rest of year)





Leadership
LEADERSHIP notebook

  • With your district team take some time to look at the Blue Document:

  • GOAL

  • NORMS

  • EXPECTATIONS

  • THE FOUR

    PILLARS

    5. On the back is “What Participants Need to Know”

    6. Complete the 4 tasks listed in the

    Leadership Team Notebook Activity


Each district will have a team in place to build the capacity in all teachers to implement KCAS in the context of highly, effective teaching, learning and assessment practicesSO that our students are prepared for college or career and citizenship.


Norms
Norms: capacity in all teachers to implement KCAS in the context of highly, effective teaching, learning and assessment

(Be on time and stay until the end)


Science teacher leaders expectations
Science Teacher Leaders Expectations: capacity in all teachers to implement KCAS in the context of highly, effective teaching, learning and assessment

  • Leaders from their school and district

  • Attend and participate in scheduled meetings

  • Complete readings and other tasks as “homework” between monthly meetings

  • Help other colleagues in their own school and district

  • Share and provide input to the other members of this network


Building Success with a Solid Foundation capacity in all teachers to implement KCAS in the context of highly, effective teaching, learning and assessment

twork


Change
Change capacity in all teachers to implement KCAS in the context of highly, effective teaching, learning and assessment

“Change is the law of life. And those who look only to the past or present are certain to miss the future.” —John F. Kennedy

“Things do not happen. Things are made to happen.” —John F. Kennedy


The state assessment drives what happens in our classrooms and it derails authentic science learning for our students


So, what if….. and it derails authentic science learning for our students

Imagine if you had the opportunity to reverse that model?

What if you could be part of a system where instructional planning based on 3-dimensional science standards was the cornerstone of assessment design?


Ngss and assessment
NGSS and Assessment and it derails authentic science learning for our students

  • The article you have is a Brief on the Book

  • It is available for free as

    a PDF on my website

    Please get into groups of


Read just the first two paragraphs and stop
Read just the First and it derails authentic science learning for our studentsTwo Paragraphs and STOP


After reading just the first two paragraphs
After and it derails authentic science learning for our students reading just the First Two Paragraphs

  • What is your impression about how Science Assessment will need to change in Kentucky?


Pick a color red white or blue
Pick a Color and it derails authentic science learning for our studentsRed, White or Blue


Locate the section of the article you are going to read
Locate the section of the article you are going to read: and it derails authentic science learning for our students

RED:

Read – A CLOSER LOOK AT THE

FRAMEWORK AND STANDARDS (page 1 – 2)

WHITE:

Read – ASSESSING THREE DIMENSIONS OF LEARNING

(Page 2)

BLUE:

Read – A SYSTEMS APPROACH TO ASSESSMENT (Page 2 -3)


Ngss and assessment1
NGSS and Assessment and it derails authentic science learning for our students

Highlight the two or three most important segments or sentences in your section.

Give a summary of your section to your group and read to them the two or three parts you highlighted.


Implementing the new assessment system
IMPLEMENTING THE NEW ASSESSMENT SYSTEM and it derails authentic science learning for our students

Read the last section (Page 3 – 4)

Also read the Formative Assessment Example tasks in the shaded box on page 3

Group Discussion:

  • What did you think of this article?

  • What do you think assessment will look like for NGSS?


What if
What if… and it derails authentic science learning for our students


What if1
What if… and it derails authentic science learning for our students

Kentucky teachers focused first on shifting their instruction and developing assessments to reflect the 3-dimensional learning intention of the framework which requires not only a deeper understanding of fewer concepts intentionally developed over time, but also incorporates what we’ve learned about how kids best learn science?


What if2
What if… and it derails authentic science learning for our students

Teacher and student learning determined what our state assessment looked like so that our kids are assessed in a way they can demonstrate what they really know?


What if3
What if… and it derails authentic science learning for our students

In this work, we value the shift from what scientists and engineers know to what scientists and engineers do with what they know.


What if4
What if… and it derails authentic science learning for our students

Instructional experiences created from these standards give students an opportunity that many have not had before: to solve problems, evaluate evidence and search for important questions.


What if5
What if… and it derails authentic science learning for our students

Teachers design experiences and assessments that emphasize the broad range of scientific and engineering thinking rather than only fundamental knowledge.


What if6
What if… and it derails authentic science learning for our students

Students practice using the same skills that scientists and engineers use to gather information, apply reasoning and communicate their findings.


Imagine
Imagine… and it derails authentic science learning for our students


Imagine1
Imagine… and it derails authentic science learning for our students

Classroom experiences driving state assessments.


Imagine2
Imagine… and it derails authentic science learning for our students

Assessments that measure authentic science and engineering.


Imagine3
Imagine… and it derails authentic science learning for our students

Teachers in this room playing a key part in this process.


Proposed Model Draft and it derails authentic science learning for our studentsfor New Science Assessment


2014 2015 network vision
2014 – 2015 Network Vision and it derails authentic science learning for our students

Please read the NEW VISION for our Science Network on the back of the Through Course Handout


2014 2015 network vision1
2014 – 2015 Network Vision and it derails authentic science learning for our students

  • 2014-15 is the year each grade is to begin full implementation of the new Science Standards in Kentucky.  In order to do this effectively--that is, in the spirit they are intended—we must prepare to SHIFT…shift our thinking about what it means to know and to teach/learn science—both for us as educators and for our students. 


  • We must prepare to engineer learning environments that require students to GATHER, REASON, and COMMUNICATE scientifically—across “3 Dimensions”.  As we engineer these experiences, we must focus PRIMARILY on what the STUDENTS WILL BE DOING versus what the teacher will be doing.  We must remind ourselves that it isn’t enough to have STUDENTS telling WHAT or THAT (something is, is not, etc.)—we must ensure that STUDENTS’ LEARNING is SHIFTED to EXPLAINING—REASONING-- (using evidence)à addressing WHY and HOW. 


  • We’ll SHIFT our ideas about what constitutes acceptable evidence of student attainment of the standards—and design “lesson ideas” that are “consciously congruent” to the intent of the standards and ASSURE that acceptable and sufficient evidence of student understanding results.  AND—as a result of our work to create such a model—we’ll transform our SYSTEM of ASSESSMENT for Science statewide—beginning in the classroom! 


Group share
Group Share evidence of student attainment of the standards—and design “lesson ideas” that are “

Any questions or comments from your group or table that you would like to discuss concerning the Through Course Assessment Model and/or our New Vision Statement?


Structure dimensions of the framework
Structure/Dimensions of the evidence of student attainment of the standards—and design “lesson ideas” that are “Framework

Science and Engineering Practices

Disciplinary Core Ideas

Crosscutting Concepts

“The three dimensions of the Framework, which constitute the major conclusions of this report, are presented in separate chapters. However, in order to facilitate students’ learning, the dimensions must be woven together in standards, curricula, instruction, and assessments.”

NRC Framework Pages 29 - 30


Science performances
Science Performances evidence of student attainment of the standards—and design “lesson ideas” that are “

  • Engaging Students in Science and Engineering Practices

  • Using Core Ideas as evidence in Science Performances

  • Clearly Defined and Meaningful Use of Crosscutting Concepts


3 d model science performance at the intersection
3-D Model = Science Performance at the Intersection evidence of student attainment of the standards—and design “lesson ideas” that are “


( evidence of student attainment of the standards—and design “lesson ideas” that are “Moulding, 2012)


Science and engineering practices
Science and Engineering Practices evidence of student attainment of the standards—and design “lesson ideas” that are “

  • As a group discuss each of the Science and Engineering Practices to determine which category they belong.

    GATHERING,RESONINGandCOMMUNICATING

    You will use each practice once, twice or three times


Where do the evidence of student attainment of the standards—and design “lesson ideas” that are “

Science and Engineering Practices

fit?

(Moulding, 2012)


  • Obtain Information evidence of student attainment of the standards—and design “lesson ideas” that are “

  • Ask Questions/Define Problems

  • Plan & Carry Out Investigations

  • Use Models to Gather Data

  • Use Mathematics & Computational Thinking

  • Evaluate Information

  • Analyze Data

  • Use Mathematics and Computational Thinking

  • Construct Explanations/Solve Problems

  • Developing Arguments from Evidence

  • Use Models to Predict & Develop Evidence

  • Communicate Information

  • Using Argue from Evidence (written/oral)

  • Use Models to Communicate

(Moulding, 2012)


Performance expectation
Performance Expectation evidence of student attainment of the standards—and design “lesson ideas” that are “

  • 3-PS2-2.

  • Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. [Clarification Statement: Examples of motion with a predictable pattern could include a child swinging in a swing, a ball rolling back and forth in a bowl, and two children on a see-saw.] [Assessment Boundary: Assessment does not include technical terms such as period and frequency.]


Deconstruction
Deconstruction evidence of student attainment of the standards—and design “lesson ideas” that are “

Knowledge

Explain that “patterns” describe a repeating characteristic, and give examples of patterns in the manmade or natural world. (Connection to Nature of Science: science findings are based on recognizing patterns.)

Identify an observed and/or measured pattern, and explain the pattern.

Recognize that “observations” and/or “measurements” are data that can support a claim.

Reasoning or Skill

Gather and analyze data to provide evidence for patterns of motion.

Use mathematical reasoning to compare the motion of objects in order to identify a pattern.

Explain how a pattern of motion can be used to predict other motion of an object under similar constraints.


Ngss lesson idea experience
NGSS Lesson Idea Experience evidence of student attainment of the standards—and design “lesson ideas” that are “

MOTION ACTIVITY

Each group will need:

-Pencil

-String

-Tape

-Weight (washers)

-Paper Clip

-Ruler

-Scissors


Motion activity
Motion Activity evidence of student attainment of the standards—and design “lesson ideas” that are “

Watch the videos:

Patterns of Motion

Pendulum Wave Effect

In groups of three compare the motion of 2 pendulums of different lengths (provided)

Work collaboratively to quantify this comparison. Develop and use a table to record data.


https:// evidence of student attainment of the standards—and design “lesson ideas” that are “www.youtube.com/watch?v=7_AiV12XBbI

http://www.pbs.org/opb/circus/classroom/circus-physics/pendulum-motion/

https://phet.colorado.edu/sims/pendulum-lab/pendulum-lab_en.html



Motion activity1
Motion Activity the experience (anecdotal)

Analyze Data: In groups analyze your data for the 2 pendulums tested.

Identify the relationship between pendulum length and time to complete 10 swings

Predict the motion of a third pendulum of a different length based on the first 2 pendulums tested.

Each group will be given a different length of string to create the 3rd pendulum.


Motion activity2
Motion Activity the experience (anecdotal)

Test your predictions.

Discuss your predictions and outcomes

Discuss and create a way to present the whole class data for the range of pendulum lengths.


Motion activity3
Motion Activity the experience (anecdotal)

Analyze the data presented in the visual representation (number line), and note your observations.

Discuss findings using evidence to support your claim.


Motion activity4
Motion Activity the experience (anecdotal)

  • Construct a written explanation to communicate how to determine the appropriate pendulum length for a desired pattern. Include evidence to justify reasoning from the data.

  • Construct a written explanations for why the motion of objects can be predicted.


Assessment of student learning
Assessment of Student Learning the experience (anecdotal)

Examine the swing hanging from a tree branch as shown. Imagine yourself sitting on this swing; now give yourself a push with your feet. Describe your predicted motion for the swing. Construct an explanation for your prediction, and be sure to support your explanation using evidence from past investigations.


Use the matrices to identify which practices and cross cutting concepts match your anecdotal observations


Performance expectation1
Performance Expectation cutting concepts match your anecdotal observations

3-PS2-2.

Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. [Clarification Statement: Examples of motion with a predictable pattern could include a child swinging in a swing, a ball rolling back and forth in a bowl, and two children on a see-saw.] [Assessment Boundary: Assessment does not include technical terms such as period and frequency.]


At your tables, look at the Predicting Motion Science Performance and the accompanying learning targets


Break-Out Performance and the accompanying learning targets

In groups of 2-3, ideally at the same grade level, think about what you will be teaching in the next 3-4 weeks and what is a favorite experience you use to teach it.

Come to consensus on a topic, find the PE that is congruent and begin to deconstruct that PE into LT’s

Use the G/R/C template to enrich the LT’s

After lunch, your group will take the lesson idea template and create an experience for your students


Constructing an Explanation Performance and the accompanying learning targets

Claim

What do you know?

+

Evidence

How do you know that?

+

Reasoning

Why does your evidence support your claim?

=>

Explanation


Mindy s slides start next
Mindy’s Slides Start Next Performance and the accompanying learning targets


Handout Performance and the accompanying learning targets


Constructing an Explanation Performance and the accompanying learning targets

Question:

How does the length of a pendulum affect its motion?


Constructing an Explanation Performance and the accompanying learning targets

Claim:

Longer pendulums swing slower than shorter pendulums


Constructing an Explanation Performance and the accompanying learning targets

Evidence:

  • Our test results:

  • 20 cm pendulum - 10 swings in 11 seconds

  • 60 cm pendulum – 10 swings in 17 seconds

  • Other lengths tested were consistent with this pattern


Constructing an Explanation Performance and the accompanying learning targets

Reasoning/Rationale:

Our test results show it.

My justification is based on test data collected by a large group of people testing pendulums of lengths from 10 cm to 100 cm and the pattern “worked” – longer was slower than shorter.


Constructing an Explanation Performance and the accompanying learning targets

Explanation:

Longer pendulums swing slower than shorter pendulums. Our group of 50 people tested pendulums ranging in length from 10 cm to 100 cm. We always found that as the pendulum got longer, the time to swing back and forth took longer.


Swing on a Tree Branch Performance and the accompanying learning targets

Examine the swing hanging from a tree branch as shown. Imagine yourself sitting on this swing; now give yourself a push with your feet. Describe your predicted

pattern of motion for the swing. Construct an explanation for your prediction, and be sure to support your explanation using evidence from past investigations.


Constructing an Explanation Performance and the accompanying learning targets

Question:

What is your predicted motion for the swing shown, and what is your justification for your prediction?


Constructing an Explanation Performance and the accompanying learning targets

Claim:

What do you know?


Constructing an Explanation Performance and the accompanying learning targets

Evidence:

How do you know it?


Constructing an Explanation Performance and the accompanying learning targets

Reasoning/Rationale:

Why/how does your evidence support your claim?


The Performance and the accompanying learning targetsmotion of the swing will be wobbly or twisted.

We tested pendulums of different lengths and found this pattern: shorter length pendulums swing faster than longer length pendulums.

Because the ropes attaching the swing to the tree are different lengths, each end of the swing will swing back and forth at different speeds. The end of the swing with a shorter rope will swing faster than the end of the swing with the longer rope, resulting in a wobbly motion.


Break-Out Performance and the accompanying learning targets

In groups of 2-3, ideally at the same grade level, think about what you will be teaching in the next 3-4 weeks and what is a favorite experience you use to teach it.

Select a PE

Deconstruct the PE and discuss what type of lesson idea you want to create.

Use the G/R/C template to start your DRAFT

After lunch, your group will take the lesson idea template and create an experience for your students


Morning Performance and the accompanying learning targetsDistrict Team

Renee’ and Glenn and Draft

Motion Science Performance and Development

Applying the Practices to the G-R-C and The Motion Science Performance


Wrap up
Wrap-Up Performance and the accompanying learning targets

Our next meeting is Thursday, Oct. 30th at EKU

Any Questions?

Please turn in your name tags and evaluations

You can pick up your certificates on the table up front

THANKS for a Great Day!


See you next month
See you next Month Performance and the accompanying learning targets

The Big Bang Theory Teaching Physics Episode


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