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Science Literacy and Common core

Science Literacy and Common core

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Science Literacy and Common core

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  1. Ava D. Rosales, PhD Instructional Supervisor – Science Yoly McCarthy, NBCT AYA Bio, MS Curriculum Support Specialist – Senior High Science Department of Mathematics and Science Office of Academics and Transformation Science Literacy and Common core

  2. Planning for a Successful Implementation

  3. Florida’s CCSS Implementation Plan Phase 1 (2011-2012) Phase 2 (2012-2013) Full Implementation Grade K Begin Implementation of Literacy Standards in ALL Content Areas for Grades 6-12 Begin Implementation of Rich and Complex Text and Informational Text for Grades K-12 Phase 3 (2013-2014) Full Implementation Grades K-1 Full Implementation of Literacy Standards in ALL Content Areas for Grades 6-12 Continue Implementation of Rich and Complex Text and Informational Text for Grades K-12 Phase 4 (2014-2015) Full Implementation Grades K-2 Implementation of a Blended Curriculum (CCSS and Supplemental NGSSS Aligned to FCAT 2.0 and EOCs) for Grades 3-12 Continue Implementation of Rich and Complex Text and Informational Text for Grades K-12 Full Implementation Grades K-12 PARCC Assessments Aligned to CCSS

  4. Session Outcomes Participants will: • Identify and describe the major transitions that must occur in order to experience successful implementation of Common Core State Standards (CCSS), • Identify a major learning goal for a specific course and integrate CCSS Literacy standards, Mathematical Practices, and applicable benchmarks from other content areas by “chunking” the standards/benchmarks into big ideas, • Understand how the Literacy Standards and Mathematical Practices in the content areas assist students with depth of understanding of important concepts, • Participate in a Comprehension Instructional Sequence (CIS) template/lesson from a student perspective.

  5. Tech Check  • Get out your SmartPhone, iPad or Laptop! • PollEverywhere Practice survey question EXAMPLE http://PollEv.com

  6. Making the Content Connection to Common Core State Standards for Literacy and Mathematics

  7. The Need … Shift Happens…again! XTRANORMAL http://www.xtranormal.com/

  8. The Need: Why Develop the CCSS? Preparation: Prepare students with the knowledge and skills they need to succeed in postsecondary endeavors , including the use and application of technology to demonstrate learning Competition: Ensure our students are globally competitive through the emphasis of application, integration, critical thinking, and problem solving Equity: Set consistent expectations for all--and not dependent on a student’s zip code Collaboration: Create a foundation to work collaboratively across states and districts, pooling resources and expertise

  9. An Integrated System – at All Levels

  10. Florida’s State Board of EducationStrategic PlanApproved October 2012 Strategic Goals Section 1008.31, Florida Statute, establishes four goals for Florida’s education system. Each of these goals will be measured through the accountability system and progress will be documented through the performance indicators included in this Strategic Plan. Highest Student Achievement Seamless Articulation and Maximum Access Skilled Workforce and Economic Development Quality Efficient Services http://www.fldoe.org/strategic_plan/

  11. New Standard and Purpose for Teacher Evaluations As set forth in the Student Success Act and Race to the Top, teacher evaluations are: • Designed to support effective instruction and student learning growth • Results used when developing district and school level improvement plans • Results used to identify professional development and other human capital decisions for instructional personnel and school administrators

  12. State Model Framework Domain 1 Objectives 1, 2, 5 and 7 Objectives 3, 4, 5 and 6

  13. Florida Transitions toCommon Core State Standards Current Way of Work Common Core Way of Work Standards-based instruction facilitated by learning goals Big ideas and learning goals guide the development of curriculum maps Learning progressions or scales describe expectations for student progress in attaining the learning goals Assessments used to monitor student progressare aligned directly to the learning progressions or scales Teaching big ideas narrows the focus and allows students to delve deeper for a greater depth of understanding • Standards-based instruction • Instructional Materials and Test item specifications guide development of curriculum maps • FOCUS mini-assessments aligned to individual benchmarks are used to monitor student progress • Teaching benchmarks in isolation results in long lists of tasks to master

  14. Major Implications of these Shifts/Transitions Resources Barriers …that we can control or have an impact on changing. • CPALMS Resource Center • Just Read Florida • Florida Center for Reading Research (FCRR) • ASCD Webinars • Common Core Initiative • Tools for CCSS Mathematics • Marzano’s Research Library • Florida School Leaders • Educator Recruitment, Development, & Retention

  15. Action Plan • Research indicates that if you implement a new idea within 24 hours of hearing it, you are more likely to integrate it permanently. • Record the steps you will take as you implement the Common Core Literacy Standards and Mathematical Practices. • When you return to your work setting, START THE ACTION. Bureau of Curriculum & Instruction

  16. Common Core Curriculum Changes in Florida • New Standards/Benchmarks for ALLEnglishLanguage Arts and Mathematics courses – ALL grade levels • Inclusion of applicable Common Core State Standards for English Language Arts & Literacy in History, Social Studies, Science and Technical Subjects (all other courses) and the Mathematical Practices • Implementation Timeline  

  17. Florida’s Common Core State Standards Implementation Timeline F- full implementation of CCSS for all content areas L – begin full implementation of content area literacy standards including: (1) use of informational text, text complexity, quality and range in all grades (K-12), and (2) CCSS Literacy Standards in History/Social Studies, Science, and Technical Subjects (6-12) B - blended instruction of CCSS with Next Generation Sunshine State Standards (NGSSS); last year of NGSSS assessed on FCAT 2.0 A-Z 23 http://www.fldoe.org/bii/pdf/CCSS-ImplementationTimeline.pdf

  18. What are the CCSS? Consist of the English Language Arts Standards, Mathematics Standards, and Literacy Standards for History, Science and Technical Subjects The CCSS: • Are aligned with college and work expectations; • Are clear, understandable and consistent; • Include rigorous content and application of knowledge through high-order skills; • Build upon strengths and lessons of current state standards; • Are informed by other top performing countries, so that all students are prepared to succeed in our global economy and society; and • Are evidence-based. • Are state led and coordinated by NGA and CCSSO, • Are internationally benchmarked so that all students are prepared to succeed in our global economy and society, and • Define the vision of what it means to be a literate person in the twenty-first century.

  19. Embrace the Implementation of the Common Core! It is not changing WHAT we teach… …it’s changing HOW we teach! More emphasis on … …Literacy and Mathematical Practices

  20. Emphasis on Literacy Standards and Mathematical Practices What does implementation of Common Core Standards for Literacy and Mathematics look like in the content-area classrooms?

  21. Handout http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf

  22. Handout

  23. Teaching Channel Lesson - Making Learning Relevant with Current Events. Small Group Activity – Unpacking • Review the Literacy Standards (RST/WHST) for your grade/course/level • Highlight/Underline: • Declarative learning goals: The student will understand “x” • Procedural learning goals: The student will be able to “y” • Complex tasks: The student will understand “x” and be able to “y” • Reflect on how the practices will: • impact instruction • appear in the classroom • help inform professional development needs • How do standards build on pre/post grade level standards? • Prepare to give examples and share out with group.

  24. Use appropriate tools strategically • Make sense of problems and persevere in solving them Common Core State Standards for Mathematical Practices 1 5 Handout Attend to precision • Reason abstractly and quantitatively 2 6 Look for and make sense of structure • Construct viable arguments and critique the reasoning of others 7 3 Look for and express regularity in repeated reasoning • Model with mathematics 8 4

  25. Common Core Benchmarks in the Science Curriculum

  26. Small Group Activity – Unpacking Teaching Channel Lesson – Identify the Mathematical Practices used in the Making Sense of DensityLesson. • Read the Mathematical Practices (handout) • Highlight: • Declarative learning goals: The student will understand “x” • Procedural learning goals: The student will be able to “y” • Complex tasks: The student will understand “x” and be able to “y” • Reflect on how the practices will: • impact instruction • appear in the classroom • help inform professional development needs • How do practices differ from grade K through grade 12? • Prepare to give examples and share out with group.

  27. Instructional Design in Layers Course Requirements and Standards “Chunks” or Big Ideas Using the Common Core State Standards document and/or the course description the participants will identify the critical areas of focus or big ideas for the course Major Learning Goals Always begin with the course requirements defined by the standards in the course description. “Chunk” the course content standards and/or benchmarks contained in the course description based upon these major areas of focus and identify the “big ideas”. Step 1: make a distinction between learning goals and learning activities or assignments. A learning goal is a statement of what students will know or be able to do. Students will understand _____ and be able to ______. Progression Scales for Major Learning Goals Progress Monitoring Assessments Step 2: Write a rubric or scale for each learning goal. Step 3: Have students identify their own learning goals

  28. Instructional Design • Course requirements are defined by course descriptions/frameworks approved by the State Board. • Districts determine the scope and sequence through curriculum maps and “Chunk” the major units of focus or “Big Ideas” • Common Core Way of Work: • Identify Major Learning Goals that are MEASURABLE! • Essential Questions (target specific learning goals) • Engaging Activities • Progression Scales • Formative Assessments • Interim Assessments Not driven by TEXTBOOKS or Test Item Specifications! Differentiated for ESE, ELL, and RtI

  29. Instructional Design Questions Is your learning environment optimized for student success? Are you clear about what students need to know, understand and be able to do? What data will you collect to assess student learning? Guidelines for Differentiating Instruction

  30. How can Common Core Literacy Standards be embedded into a lesson? Agree or Disagree: • There are certain Career and Technical Education courses that include science concepts. • Overlapping content has the pedagogical advantage of enabling students to see the application and relevance of subject matter, which may increase students’ motivation, understanding, and retention of concepts. IT MAKES SENSE! Collaborative Instruction/Planning and Integration!

  31. Determining Text Complexity The Common Core Standards' three equally important components of text complexity. A Four-step Process: Determine the quantitative measures of the text. Quantitative Qualitative Analyze the qualitative measures of the text. Reader and Task Reflect upon the reader and task considerations. Recommend placement in the appropriate text complexity band.

  32. The New “Look and Feel” of Instruction with Common Core Comprehension instructional sequence

  33. Activate Prior Knowledge! • Hook Question: How can the science of DNA analysis affect society? • Predictive Written Response to Complex Text-Based Question: What are some positive and negative consequences of using the science of DNA analysis to solve crimes? • Vocabulary Front-Loading • Text Marking (Reading #1): • An active reading strategy that helps students focus and isolate essential information in a text, improving their comprehension and retention of reading material. • Directed Note-Taking (Reading #2) • First draft written response to essential question Handout

  34. Vocabulary Front-loading Independently, identify/highlight/underline words that are unfamiliar to you.

  35. Pearson Digital Content Reading Coach

  36. Science News for Kids

  37. Vocabulary Front-loading • Vocabulary Instruction • Direct students to locate words introduced in the text by paragraph number. • Model for students how to derive word meaning(s) from word parts (prefix, root, suffix) and/or context. • Record meanings of word parts and words on word wall, journal, etc.

  38. Vocabulary Front-loading

  39. Text Marking P + -this section of text shows a positive impact of the science of DNA analysis on society or the individual – - this section of text shows a negative impact of the science of DNA analysis on society or the individual P – this section of text shows a problem S – this section of text shows a solution + S

  40. Handout Directed Note-Taking Present a guiding question to direct student thinking while taking notes. Teacher models note-taking with some examples from the text, and selects the category or categories that the statement supports. Students complete note-taking collaboratively or independently.

  41. Handout Directed Note-Taking Present a guiding question to direct student thinking while taking notes. Teacher models note-taking with some examples from the text, and selects the category or categories that the statement supports. Students complete note-taking collaboratively or independently.

  42. Directed Note-Takingwith video Handout

  43. In small groups, take positions and discuss which factor is most significant/impactful (based on the text), and come to consensus. • Count number of groups that selected each category. • Count number of individuals that selected each category. • 3) After hearing discussion and text-based evidence, did you change your mind? New independent vote! (Modification - Four Corners)

  44. Question Generation Purpose: To provide students with a demonstration of question generation and the opportunity for them to interact with the text by generating questions to further deepen their comprehension. • Generate questions unanswered from your first text reading. Record your questions on your Student Question Generation paper as you work in pairs or small groups. In your groups, select one question and place on grid at front of room in appropriate category.

  45. Final Response After Rereading and Extended Text Discussion • Purpose: To provide opportunities for students to interact with the text and with their peers to: • identify text information most significant to the final/essential question. • facilitate complex thinking and deep comprehension of text. After the final discussion, answer the following question on your handout: According to the text and extended text discussion, which factor is most likely the primary concern for scientists when conducting scientific research? How does ethics play a role in scientific research?

  46. Debrief Lesson Course Requirements and Standards “Chunks” or Big Ideas • The student evaluates the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. • Evaluate advances in biotechnology that impact agriculture (Agriscience) • Identify common diseases and disorders of each body system including etiology, prevention, pathology, diagnosis and treatment/rehabilitation (Health Science). • Describe cell structure and function in diseased and healthy tissues (Health Science). Which Literacy standards did we implement into this lesson? LACC.68.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. LACC.68.WHST.3.9 Draw evidence from informational texts to support analysis, reflection, and research.

  47. Please stand if you agree that the statement describes an activity you would expect to observe in a science, CTE or health education class. Integrated ContentRELATED STANDARDS/BENCHMARKS Key Ideas & Details: LACC.68.RST.1.3 [LACC.910.RST.1.3 ] • Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks [attending to special cases or exceptions defined in the text]. • Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context. • Integrate [Translate] quantitative or technical information expressed in words in a text with a version of that information expressed visually [into visual form and translate information expressed visually or mathematically into words]. • Write informative/explanatory texts, including scientific procedures, experiments, or technical processes. • Draw evidence from informational texts to support analysis reflection, and research. • Use units as a way to understand problems and to guide the solution of multi-step problems. • Describe qualitatively the functional relationship between two quantities by analyzing a graph. Craft & Structure: LACC.68/910.RST.2.4 Integration of Knowledge & Ideas: LACC.68.RST.3.7 LACC.910.RST.3.7 Text Types & Purposes: LACC.68/910.WHST.1.2 Research : LACC.68.WHST.3.9 Quantities: MACC.912.N-Q.1.1 Functions: MACC.8.F.2