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Good Morning and Welcome to the 2013-2014:. Northern Kentucky Leadership Network Meetings!. Augusta Independent . Beechwood Independent . Bellevue Independent . Boone County. Bracken County . Campbell County . Covington Independent . Dayton Independent . Erlanger-Elsmere Independent.
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Good Morning and Welcome to the 2013-2014: Northern Kentucky Leadership Network Meetings!
Review of Last Month • Share you Innovation Configuration Map plan or discussion at your DLT • What practices did you implement in your classroom this month? • Areas of struggle – make sure to email them to me so that I can compile the needed areas of discussion. • Comments/concern before proceeding
Passion-Driven Innovation • http://www.businessinnovationfactory.com/iss/video/bif9-scott-heimendinger
The Profession The Big Picture School or District
Just Jack • http://www.colbertnation.com/the-colbert-report-videos/430096/october-30-2013/jack-andraka
The Collision • How do we combine our professional innovation with student passions?
Difference between Learning Targets and Performance Expectations • Read the handout and note key important discussion points. • Discuss in your table groups • Share with the group
Network Target I will understand how to translate Kentucky’s Core Academic Standards for Science into clear learning targets in order to designhigh quality formative and summative assessments and to plan/selectrigorous and congruent learning experiences.
Goal for this part … During this part of the day, I will deepen my understanding of the process of deconstructing standards into knowledge, reasoning, performance skill and product learning targets that collectively address the intended learning of the standard.
Where Am I Going? Provide students with clear and understandable vision of the learning target R. Stiggins, J. Arter,J. Chappuis, & S. Chappius (2006) Classroom Assessment for Student Learning. ETS. Portland, OR.
Clear Learning Target • If the learning is unclear to you then • You will not be able to make it clear to students. • It will be unclear what to teach and how to assess. • It could be interpreted different ways that could lead to significantly different learning experiences. • Create learning targets that are inherent to the intent of the standard. • Sometimes the benchmark or standard is stated in a manner that is clear and may only need to be categorized to determine which method should be used to assess the intended learning.
Knowledge Reasoning Intent of Performance Expectation Performance Skills Product
Performance Expectation: I am clear about … Initial Thoughts… Overall Goal: Knowledge Reasoning Performance/Skills Products Final Thoughts… Overall Goal: Knowledge Targets: Reasoning Targets: Performance/Skill Targets: Product Targets: References Progression, Practices, Core Ideas, and Crosscutting Concepts Things I’m not clear on… CASL Chapter 3, page 64 and content resources • InterdisciplinaryConnections and other resources
Anyone too busy to reflect on one’s practice is also too busy to improve. Robert Garmston
What did we learn?Homework review • Take a post it note and summarize your “practice” and the activity that you did to incorporate this within your classroom. • Share with your table group • Determine 1 that you would like to share to the whole group. • Place your post it note on the practice title for others to view
But I’m not an Engineer You know more than you think!
Scientific Method • State your question
Scientific Method • State your question • Do background research
Scientific Method • State your question • Do background research • Formulate hypothesis
Scientific Method • State your question • Do background research • Formulate hypothesis • Design Experiment
