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Welcome to the Institute for Systems Biology

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



Workshop 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
STEM Professionals and Educators Office of Superintendent of Public Instruction


Www myfuturemyscience org
www.MyFutureMyScience.org Office of Superintendent of Public Instruction

See p. 2 in your Notebook


This is her future debrief
This is Her Future: Office of Superintendent of Public Instruction 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?



Today
Today Office of Superintendent of Public Instruction

Opening

Project Overview

How do we Do Science?

The Framework for the Next Generation Science Standards

Practices of Science & Engineering

LUNCH with a Scientist

Learning about Practices

Wrap Up & Evaluation


Today s goals
Today’s Goals Office of Superintendent of Public Instruction

Increase awareness of the Next Generation Science Standards

Gain an understanding of the PSEP Project

Increase awareness of the Science & Engineering Practices

Build relationships between partners and participants


Your materials
Your Materials Office of Superintendent of Public Instruction


Evaluator: Office of Superintendent of Public Instruction

Laurie Collins, PhD


Psep evaluation
PSEP Evaluation Office of Superintendent of Public Instruction

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
PSEP Evaluation Office of Superintendent of Public Instruction 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
PSEP Evaluation Office of Superintendent of Public Instruction 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
Your Science Story Office of Superintendent of Public Instruction

Part 1: Think about your own science story

See p. 3 in your Notebook

Part 2: Share your science story with an elbow partner

Part 3: Any commonalities in the powerful experiences?


Dan Gallagher Office of Superintendent of Public Instruction

Seattle Public Schools

Science Program Manager


Project overview june 24 2013

Project overview Office of Superintendent of Public Instruction June 24, 2013

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


Today1
Today Office of Superintendent of Public Instruction

  • 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
Year-long PD cycle Office of Superintendent of Public Instruction

PD Cycle

1-day June Project Launch

1-day June Wrap-up

5-day August Institute

3 School-year

Release Days

KEY:

= 1 day of PD

= 5-day Aug Institute


Three year long pd cycles in total
Three, year-long PD cycles in total Office of Superintendent of Public Instruction

Cycle 1

KEY:

= 1 day of PD

= 5-day Aug Institute


Three year long pd cycles in total1
Three, year-long PD cycles in total Office of Superintendent of Public Instruction

Cycle 1

Cycle 2

Cycle 3

KEY:

= 1 day of PD

= 5-day Aug Institute


Next generation science standards wa state implementation timeline
Next Generation Science Standards, WA State Implementation Timeline

ASSESSMENT

WA STATE

(possible)

NGSS Adoption

(expected)

Pilot

Assessment

Cycle 1

Cycle 2

Cycle 3


Major state and district policies
Major state and district policies Timeline

CCSS Math and ELA

WA State Science Standards

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

Current assessments through 2017 or 2018

Teacher/Principal Evaluation

Statewide implementation 2013-14


Example teacher principal evaluation framework charlotte danielson framework for teaching fft
Example Teacher/Principal Evaluation Framework: TimelineCharlotte Danielson Framework for Teaching (FFT)


In your notebook how do these policies affect you
In your TimelineNotebook…How do these policies affect you?

CCSS Math and ELA

WA State Science Standards

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

Current assessments through 2017 or 2018

Teacher/Principal Evaluation

Statewide implementation 2013-14


How this partnership project will support you
How this Partnership project will support you Timeline

CCSS Math and ELA

WA State Science Standards

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

Current assessments through 2017 or 2018

Teacher/Principal Evaluation

Statewide implementation 2013-14


Grounding in tpep danielson fft
Grounding in TPEP/Danielson FFT Timeline

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

Charlotte Danielson FFT


Knowledge of which content
Knowledge of which content? Timeline

CCSS Math and ELA

WA State Science Standards

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

Current assessments through 2017 or 2018

Teacher/Principal Evaluation

Statewide implementation 2013-14


Overlaps in common core state standards and next generation science standards
Overlaps in Common Core State Standards and Next Generation Science Standards

Engage in

Construct viable

argument from

arguments and

evidence

critique the

reasoning of

others

Write

arguments to

support claims

with clear

reasons and

relevant

evidence

CREDIT: Tina Cheuk, Understanding Language Initiative, Stanford University


What about our current science standards
What about our current Science Standards? Science Standards

CCSS Math and ELA

WA State Science Standards

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

Current assessments through 2017 or 2018

Teacher/Principal Evaluation

Statewide implementation 2013-14


Overlap between wa science standards and next generation science standards
Overlap between WA Science Standards and Next Generation Science Standards

6-8 INQF: Explain

4-5 INQG: Explain

NGSS Practice 6:

Constructing Explanations

NGSS Practice 7:

Engaging in Arguments from Evidence

Common Frame for an Argument

Claim

Evidence

Reasoning

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

Conclusion Scoring Attributes

  • Conclusive statement

  • Supporting data

  • Explanatory Language


Partnership professional development goal
Partnership Professional Development Goal Science Standards

Increase teachers’ content knowledge and pedagogical content knowledge for:

  • The Scientific and Engineering Practice of Engaging in Arguments from Evidence

  • The Scientific Practice of Constructing Explanations and the Engineering Practice of Designing Solutions

  • Disciplinary Core Ideas for Engineering

    • Defining and Delimiting Engineering Problems (ETS1A)

    • Developing Possible Solutions (ETS1B)

    • Optimizing the Design Solution (ETS1C)


In your notebook p 4
In your Science StandardsNotebook…(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?


5 day august institute
5-day August Institute Science Standards

  • Learn the Sci. & Eng. Practices and content

  • Plan instruction by adapting your materials

PD Cycle

5-day August Institute


5 day august institute1
5-day August Institute Science Standards

  • Learn the Sci. & Eng. Practices and content

  • Plan instruction by adapting your materials

Charlotte Danielson FFT


Units for 2013 14
Units for 2013-14 Science Standards

3rd grade: Sound

4th grade: Circuits & Pathways

5th grade: Land & Water

6th grade: Levers & Pulleys

7th grade: Force & Motion

8th grade: Populations & Ecosystems


3 school year release days
3 School-year release days Science Standards

  • Learn the Sci. & Eng. Practices and content

  • Analyze student assessment responses and revise instructional plans

PD Cycle

3 School-year

Release Days


3 school year release days1
3 School-year release days Science Standards

  • Learn the Sci. & Eng. Practices and content

  • Analyze student assessment responses and revise instructional plans

Charlotte Danielson FFT


Today2
Today Science Standards

  • Gain awareness of the overall Partnership Project

  • Gain awareness of Sci. and Eng. Practices

  • Begin forming relationships with Partners

Charlotte Danielson FFT


In your notebook
In your Science StandardsNotebook…

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
Break Science Standards

Be back by 10:15 am


Questions
Questions Science Standards

My question is…


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

Special Agent Dale Cooper- Twin Peaks


Doing science
Doing Science Science Standards

p. 6 in your Notebook

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


How science works
How Science Works Science Standards

Short video describing discovery of a new species of spider

See p. 7 in Notebook


Philip Bell, PhD Science Standards

Professor of the Learning Sciences

The Geda and Phil Condit Professor of Science & Math Education

University of Washington



Digging into the practices
Digging into the Practices scientists and engineers


Stack pack to your practice expert groups
Stack & Pack scientists and engineersto your Practice Expert Groups

#7

Engaging in Argument from Evidence

Expert Group

#2 Developing and Using Models

Expert Group

1. Find number on your name tag

2. Stack and Pack to the table with your number


Digging into the Practices scientists and engineers

  • Step One

  • Table introductions

  • Read texts

  • Overview of your assigned Practice

  • Mini Text

  • Step Two

  • Highlight any new thinking your group gatheredabout the Practice

  • Step Three

  • Identify 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
ISB Scientists scientists and engineers

1. Chris Plaiser - Senior Research Scientist

2. Mike Hoopman - Software Engineer

3. Martin Shelton - Postdoctoral Fellow

4. Mark Gillespie - Postdoctoral Fellow

5. Elisabeth Wurtmann - Postdoctoral Fellow

6. Hannah Cox - Postdoctoral Fellow

7. Julie Bletz - Scientific Project Manager

8. Hector Rovira - Senior Software Engineer


Lunch with a scientist
Lunch with a Scientist scientists and engineers

As 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

See p. 13 in your Notebook


Deep dive into practices
Deep Dive into Practices scientists and engineers

What 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
Make a Poster scientists and engineers

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
Break & Gallery Walk scientists and engineers

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 ArvindGarg


Find the practices in these standards
Find the Practices in these Standards scientists and engineers

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 6-8

MS-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.]


Three year long pd cycles in total2
Three, year-long PD cycles in total scientists and engineers

Cycle 1

Cycle 2

Cycle 3

KEY:

= 1 day of PD

= 5-day Aug Institute


Today s goals1
Today’s scientists and engineersGoals

Take Home Messages

Gain an understanding of the PSEP Project

Focus on Practices

Increase awareness of the Next Generation Science Standards

Implementation will take time

Increase awareness of the Science & Engineering Practices

The Practices are authentic

Build relationships between partners and participants

We have lots of support and expertise


Psep evaluation let s get started
PSEP Evaluation scientists and engineersLet’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
See scientists and engineersYou in August

Summer Institute

August 19-23, 2013

Dimmitt Middle School in Renton


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