Kentucky Science Leadership Network 2013-2014

1. Kentucky Science Leadership Network 2013-2014

2. CKEC KSLN Facilitation Team David Helm Fayette Co Schools Dr. Becky Krall UK Dr. Eve Proffitt UK Terry Rhodes CKEC/KDE Mindy Curless KDE Kelly Carter KDE Kelly Philbeck CKEC/KDE Debbie Waggoner CKEC/KDE

3. Throughout the day, please post comments or questions to the website below; it will be monitored throughout the day and responses posted to your questions and comments.. http://todaysmeet.com/KSLN2 Documents from todays meeting can be found on my website under “Professional Learning/Presentations” www.terryrhodes1science.com

4. 2013-14 Science Leadership Network NORMS Be an ambassador of “lifelong learning.” Show your enthusiasm for the work, support the learning of others, be willing to take risks, participate fully. Come to meetings prepared. Be on time, any preparations/ readings completed, with necessary materials. Be focused during meetings. Stick to network goals/ targets, use technology to enhance work at hand, limit sidebar conversations. Work collaboratively. All members’ contributions are valued and honored, seek first to understand, then be understood Procedure for addressing “NORM violations” 1. Hold up the ‘NORM’ fan 2. Shout ‘NORM’ a la “Cheers” 3. Ask for the group to revisit the NORMS

5. Agenda • Introduction • NGSS Analogy Activity • Progressions • Performance Expectations • Lunch • Finish Performance Expectations • Looking at Teaching Through the Lenses of NGSS and FfT • Balanced Assessment

6. Today’s Targets • I can analyze the science and engineering practices and the cross cutting concepts to understand their significance when combined with the disciplinary core ideas on student performance expectations. • I can describe a progression of the science practices and the implications for curriculum development. • I can analyze performance expectations in order to be able to determine what students need to be able to do. • I can describe the implications of NGSS and FfT for instruction and assessment. • I can analyze my level of understanding of balanced assessment in order to begin to develop learning intentions and assessments

7. Kentucky Core Academic Standards for Science(KCAS-Science)

8. Three Dimensions Intertwined • The NGSS are written as Performance Expectations • NGSS will require contextual application of the three dimensions by students. • Focus is on how and why as well as what

9. Execute a recipe for Caramel Apple Fantans PERFORMANCEEXPECTATION

10. Preparation • 1. Prepare Dough: Combine first 3 ingredients in bowl of a heavy-duty electric stand mixer; let stand 5 minutes. Stir in egg, next 3 ingredients, and 1 1/2 cups bread flour. Beat at medium speed, using paddle attachment, 1 minute or until smooth. Gradually beat in whole wheat flour and enough remaining bread flour to make a soft dough. • 2. Turn dough out onto a well-floured surface, and knead until smooth and elastic (6 to 8 minutes), sprinkling surface with bread flour as needed. Place dough in a lightly greased large bowl, turning to grease top. Cover with plastic wrap, and let rise in a warm place (85º), free from drafts, 45 to 55 minutes or until doubled in bulk…. • Ingredients Dough 1 (1/4-oz.) envelope active dry yeast 1 cup warm water (105° to 115°) 1 teaspoon granulated sugar 1 large egg 1/4 cup granulated sugar 1/4 cup butter, melted 1 teaspoon salt 1 1/2 to 2 cups bread flour 1 1/2 cups whole wheat flour Filling 9 tablespoons butter, softened and divided 3 cups peeled and diced Braeburn apples (about 3 large) 1/2 cup golden raisins 1/4 cup firmly packed light brown sugar 3/4 cup granulated sugar 1 tablespoon ground cinnamon 3/4 cup chopped toasted pecans Glaze 1/3 cup butter 1/3 cup firmly packed light brown sugar Science/Eng. Practices Disciplinary Core Ideas • Tips • 1. Use any firm cooking apple, such as 'Jonagold' or 'Honeycrisp,' or a combo for extra flavor and texture…. Crosscutting Concepts

14. Was the Apple Caramel Fantan the best analogy for stressing the importance of intertwining the 3 Dimensions of the NGSS? At your table, take a few minutes to critique this analogy for strengths and weaknesses. Now, as a group, come up with a working analogy that you can use back in your district to help teachers understand. Put on chart paper and hang on the wall when completed.

15. Homework Assignment!!! Go back to your district and use this activity with a group of teachers; have them make an analogy. Be prepared to share at the November meeting.

16. To illustrate the way we (KDE) want to encourage and support schools and districts to be moving forward this year, here are some Take Away Messages:

17. Take Away Messages Make the decision to afford ALL kids - EVERY year -the opportunity to wonder, think critically about the world around them, and build solid arguments and positions with data they collect and analyze.

18. Take Away Messages Make sure that those opportunities allow them multiple ways to demonstrate and communicate what they LEARNED-- not just recount what they DID.

19. Take Away Messages Develop curricula (units, learning experiences, assessments) that require students to learn more about their own surroundings-- native plants and animals, issues impacting the school, community, state, local neighborhoods, local businesses/attractions

20. I can describe the learning progression of one Science & Engineering Practice in detail, and learn from my colleagues about the other seven practices.

21. Part 1 • Carefully read the description from the Framework of the Science & Engineering practice assigned to your table and complete the reading guide. • Discuss this practice with your table-mates and amend your reading guide, if appropriate.

22. Why is this practice important to science learning? Describe one thing that seems especially relevant about the learning progression of this practice. Practice ________________________ Do you explicitly teach this practice now? Describe how you teach the practice, or will teach the practice. Describe something new you learned about this science and engineering practice.

23. Part 2 • Focus on the details of the grade band you teach, and note the points you feel are most relevant for your students to master this S&E practice. • Discuss your findings with a partner in your grade band. • Discuss the LEARNING PROGRESSION with the other grade bands at your table.

24. K-2 3-5 6-8 9-12 Develop a storyboard that explains the learning progression for your S&E practice, so that it’s clear what the practice looks like for each grade band.

25. Share Out & Gallery Walk • Share some key ideas from the S&E practice you investigated. • What strikes you as most significant with respect to learning progressions for this practice?

26. Homework Assignment!!! Explicitly teach your students to use one of these S&E practices to learn science, and be prepared to share when we meet next time (Nov 25).

27. From Standards to Implementation Where do we begin?

28. Performance Expectations

29. Performance Expectations Are NOT Objectives Knowledge, skills, and practices necessary for students to demonstrate performance expectations.

30. Disciplinary Core Ideas

31. Disciplinary Core Ideas Knowledge and Core Ideas of Science

32. Science and Engineering Practices

33. Science & Engineering Practices

34. Cross Cutting Concepts

35. Cross Cutting Concepts

36. Your Task… • Select the DCI for your grade band (next slide) • Make a list of the scientific knowledge and skills necessary to demonstrate PE • Consider • DCI • Performance Expectation • Cross Cutting Concepts • Science and Engineering Practices DCI: LS3.C - Kindergarten DCI: LS2.B – Grades 5, 6, HS

37. Checking for Standard Alignment With your list of skills, knowledge and practices, review the standards for alignment: • Have you address all of the Science and Engineering Practices • Have you address the Cross Cutting Concepts? • Have you addressed the concepts and abilities in DCI? • Have you selected Performance Expectations connected to the DCI? Use the graphic organizer to assess standards alignment and identify any additional skills, knowledge, and practices necessary for your unit

38. Planning Reminder 1 The Next Generation Science Standards are student outcomes and are explicitly NOT curriculum. Even though within each NGSS performance expectation Scientific and Engineering Practices (SEP) are partnered with a particular Disciplinary Core Idea (DCI) and Crosscutting Concept (CC), these intersections do not predetermine how the three are linked in the curriculum, units, lessons, or instruction; they simply clarify the expectations of what students will know and be able to do by the end of the grade or grade band. Though considering where Performance Expectations (PEs) will be addressed within courses is an important step in curriculum development, additional work will be needed to create coherent instructional programs that help students achieve these standards.

39. Planning Reminder 2 When creating units, consider thematic connections across standards for grade level rather than one NGSS page

40. From Standards to Implementation • Step 1: Review Standards • Step 2: Identify the outcomes (PE) • Step 3: Identify skills, knowledge, practices, and abilities necessary for outcomes • Step 4: Organize skills, knowledge, practices, and abilities into categories (goals) • Step 5: Transform skills, knowledge, practices, and abilities into learning objectives

42. Disciplinary Core Ideas Scientific knowledge and core ideas

43. LS2.A: Interdependent Relationships in Ecosystems Grade 2: LS1.C: Organization for Matter and Energy Flow in Organisms  Food provides animals with the materials they need for body repair and growth and the energy they need to maintain body warmth and for motion. (secondary to 5-PS3-1) Plants acquire their material for growth chiefly from air and water. (5-LS1-1)

44. Teaching is complex… “Teaching is a profession more complex than medicine.” Lee Shulman, “The Wisdom of Practice”

45. Domain 1: Planning & Preparation Domain 2: Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities Domain 5: Student Growth

46. What Is “a Framework for Teaching” ? • A description of the teacher responsibilities that promote improved student learning. • A definition of what teachers should know and be able to do in the exercise of their profession, based on research and best practice. • A common language that allows opportunities for educators to discuss good teaching. • A structure designed to address the complexities of teaching applicable to all practitioner levels from novice through accomplished.

48. Common Language

49. Performance Levels: Key Words Teacher-directed success! Student-directed success! Levels of cognition and constructivist learning increase

50. Which Components match each Domain in the Framework for Teaching? • Spread out the five lavenderDomain cards • Discuss at your table under which domain each of the whiteComponent card should be placed