Assistant Principals and Science ITL Professional Development

1. Assistant Principals and Science ITL Professional Development Presented on October 16 and 17, 2008 Brian Corr Dana Morris Elizabeth Edmondson Rhonda Graham

2. Magnetic Quotes Walk around the room and read the statements on the walls. Choose one statement that attracts you and stand near that statement. Discuss the following questions: Why did you select this statement? What does this statement have to do with your work? Share your groups thinking with the whole group.

3. Agenda

6. Experience a Lesson from the PPS Core Curriculum High School – Brian Corr Modeling the Earth’s History Middle School – Dana Morris Cellular Structure and Function

7. Debriefing the Lesson With the group at your table, reflect and record your group thinking for the following questions: What did you do as a learner? What did the teacher/facilitator do to support your learning? What was the content of the lesson? Chart ideas and share with the larger group This should be done with the ms and hs groups after the lesson and before they return to the whole group. Have small groups discuss each of the questions, then debrief and record their thinking on charts- one for each questionThis should be done with the ms and hs groups after the lesson and before they return to the whole group. Have small groups discuss each of the questions, then debrief and record their thinking on charts- one for each question

8. Debriefing the Lessons from PPS Core Curriculum

9. Debriefing the Lesson With the group at your table, reflect and record your group thinking for the following questions: What did you do as a learner? What did the teacher/facilitator do? What was the content of the lesson? Sharing of ideas about the lesson Comparing the two lessons What did the other group do as learners? How was their learning facilitated? What did they learn? Now the two groups are back together – we will focus on sharing and comparing the two lessons- groups should look for parallels, differences, We may want to chart these ideas. We may want each grade group to ask questions of the other to clarify their understanding and help dive deeper into finding parallels.Now the two groups are back together – we will focus on sharing and comparing the two lessons- groups should look for parallels, differences, We may want to chart these ideas. We may want each grade group to ask questions of the other to clarify their understanding and help dive deeper into finding parallels.

10. Science Content

11. Science Content What Science Standards/Eligible Content addressed in the lesson? How was the over arching question used in the lesson? How are over arching questions used in the development of an arc of lessons? Do you see the same standards addressed in the arc of lessons? Standards list for each unit from the core curriculum Have participants review the unit overview of standards. Have the participants consider whether this is the first and only time students would have explored this idea? Show them the arc of lessons for each of the lessons (do not have the BSCS 5Es listed). Discuss that student learning of these key ideas is not possible in one opportunity to work with the idea. This should help move the discussion toward the BSCS 5E Instructional Model.Standards list for each unit from the core curriculum Have participants review the unit overview of standards. Have the participants consider whether this is the first and only time students would have explored this idea? Show them the arc of lessons for each of the lessons (do not have the BSCS 5Es listed). Discuss that student learning of these key ideas is not possible in one opportunity to work with the idea. This should help move the discussion toward the BSCS 5E Instructional Model.

12. Instructional Model

13. Instructional Models Discuss at your table and be prepared to share with the group. Instructional models you are familiar with? Why is an instructional model needed? How an instructional model supports teaching and student learning?

14. BSCS 5EsInstructional Model Engage Explore Explain Elaborate Evaluate Frequently referred to as the 5Es Recent research shows that fidelity to the model as BSCS intended can have a significant impact on student achievement and decreasing the achievement gap Provide participants with the handoutFrequently referred to as the 5Es Recent research shows that fidelity to the model as BSCS intended can have a significant impact on student achievement and decreasing the achievement gap Provide participants with the handout

15. Revisiting the Lessons Look at the descriptions of what you did as learners and the facilitators (Brian and Dana) did to support your (student) learning for your grade level Using the handout on the BSCS 5Es, divide the different Es among the group members at your table. Read over your E. Share the big ideas about that E. As a group, decide what E(s) your lesson focused on. Post your decision on the chart for the E of your lesson Be ready to share your decisions and evidence from the lesson for that decision. Have two colors of post it notes – one for ms and one for hs Chart with the 5Es – students do, teachers doHave two colors of post it notes – one for ms and one for hs Chart with the 5Es – students do, teachers do

16. Highlighting Key Features of each E of the BSCS 5E Instructional Model It will be important to highlight key ideas such as: vocabulary and content does not come until the explain phase, students need to explore ideas before being told the “big idea” or concept. Elaborate activities help to deepen student understanding. These should not all occur in 1 day!It will be important to highlight key ideas such as: vocabulary and content does not come until the explain phase, students need to explore ideas before being told the “big idea” or concept. Elaborate activities help to deepen student understanding. These should not all occur in 1 day!

17. Highlighting the use of BSCS 5Es with the PPS instructional materials 6th and 7th grades– FOSS Curriculum Materials 8th grade- CPO 9th grade- BSCS Biology 10th grade- Prentice Hall Chemistry 11th grade- Holt Physics We should probably highlight the variations they will see based on the instructional materials available at each grade level.We should probably highlight the variations they will see based on the instructional materials available at each grade level.

18. Accountable Talk

19. Accountable Talk Talk at your table and discuss the following questions. What lesson formats were provided to allow for dialogue? What moves did the teacher use to encourage talk between students during the lesson? How did the use of a variety of talk formats and teacher moves support your learning? Give them the handout for AT- we may want to give it earlier to help them use the moves and to make the point that students need some sort of chart to work off of and to reflect with. Chart there responses Give them the handout for AT- we may want to give it earlier to help them use the moves and to make the point that students need some sort of chart to work off of and to reflect with. Chart there responses

20. Inquiry: The 5 Essential Features of Classroom Inquiry (5EFoI)

21. National Science Education Standards and Addendums Using the NSES as a reference, Inquiry is also a content area that includes both the abilities to do scientific inquiry and the understandings about scientific inquiry. Traditionally inquiry has been viewed as a way to teach or a set of process skills for students. Defined as content, inquiry is more about what students need to know and be able to do to conduct their own scientific investigations as well as understand the nature of science and how scientists use inquiry in their work. AIM helps differentiate these three views of inquiry and provides a means to determining how instructional materials address each of them. Using the NSES as a reference, Inquiry is also a content area that includes both the abilities to do scientific inquiry and the understandings about scientific inquiry. Traditionally inquiry has been viewed as a way to teach or a set of process skills for students. Defined as content, inquiry is more about what students need to know and be able to do to conduct their own scientific investigations as well as understand the nature of science and how scientists use inquiry in their work. AIM helps differentiate these three views of inquiry and provides a means to determining how instructional materials address each of them.

22. Key that VP understand that Inquiry is more than just a teaching strategy. It is a content are for Science. This also helps with buy-in when they understand how important it is.Key that VP understand that Inquiry is more than just a teaching strategy. It is a content are for Science. This also helps with buy-in when they understand how important it is.

23. Task for 5 EFoI (Essential Features of Inquiry) Individually read your assigned feature. Discuss the meaning of the feature with your group. Think about… Why is this an essential feature? What might this feature look like in the science classroom? As a group, prepare a 2 minute report for your assigned feature which includes... A summary of the feature. Example(s) that exemplify the feature. Pacing Read and discuss feature: Group discussion Sharing Pacing Read and discuss feature: Group discussion Sharing

24. Essential Features of Classroom Inquiry Learners are engaged by scientifically oriented questions. Learners give priority to evidence, which allows them to develop and evaluate explanations that address scientifically oriented questions. Learners formulate explanations from evidence to address scientifically oriented questions. Learners evaluate their explanations in light of alternative explanations, particularly those reflecting scientific understanding. Learners communicate and justify their proposed explanations.

25. Five Essential Features of Classroom Inquiry (5EFoI) and Their Variations Important to discuss why these are called essential- to be inquiry must have all of these- not everyday but within an arc or unit of lessons- students should experience all variations over the course of a yearImportant to discuss why these are called essential- to be inquiry must have all of these- not everyday but within an arc or unit of lessons- students should experience all variations over the course of a year

26. Lesson and 5EFoI Discuss with your table group where your lesson falls for each of the essential features on the Inquiry Continuum Chart. Based on your group conversation, place a post-it note on the continuum for each essential feature. Two colors of small sticky notes- one color for each lessonTwo colors of small sticky notes- one color for each lesson

27. Inquiry in the Classroom Read Classroom Case Studies (Booklet pp. 12-15). Discuss and answer Stop and Think question your table is assigned. (Booklet pp. 16-17). Facilitation Notes Distribute the Why Does Inquiry Matter? Booklets. Review the directions and provide about 15 minutes for table groups to complete the task.Facilitation Notes Distribute the Why Does Inquiry Matter? Booklets. Review the directions and provide about 15 minutes for table groups to complete the task.

28. Inquiry in the Classroom Compare your answers with Rodger Bybee’s. Share your thoughts with the group. Facilitation Notes Provide about 5 minutes individuals to read Rodger’s response on page 18. Provide about 10 minutes for participants to share their thoughts.Facilitation Notes Provide about 5 minutes individuals to read Rodger’s response on page 18. Provide about 10 minutes for participants to share their thoughts.

29. Connecting the BSCS 5E Instructional Model and the 5 EF of Inquiry Discuss with your group how the 5 Essential Features of Inquiry would fit into a lesson using the BSCS 5Es as the instructional model. Share your conclusions with the whole group via chart paper.

30. LUNCH 11:30 – 12:30 PM

31. DL Science Principles, Socializing Intelligence,and Effort-Based Learning

32. DL Science Design Principles, Socializing Intelligence, and Effort-based Learning Read the DL Science Design Principles How the DL Design Principles are expressed in science? Discuss with your table group how what you have experienced and learned today matches these design principles. Chart your ideas. Help participants describe how each of the DL principles is expressed in science and in their learning today.Help participants describe how each of the DL principles is expressed in science and in their learning today.

33. Scientific Content & Habits of Thinking Reiterate the importance of doing both and how we are explicitly embedding this into the writing. Tell them to use both this model and the design principles as the yardstick as they provide specific feedback once they have implemented the units as written We should have the MS and HS groups identify the content and habits of thinking in their lessons.Reiterate the importance of doing both and how we are explicitly embedding this into the writing. Tell them to use both this model and the design principles as the yardstick as they provide specific feedback once they have implemented the units as written We should have the MS and HS groups identify the content and habits of thinking in their lessons.

34. DL Science Design Principles, Socializing Intelligence, and Effort-based Learning Socializing Intelligence Beliefs - Skills - Dispositions Discuss with your table group how what you have experienced and learned today promotes Socialized Intelligence. Socializing Intelligence has three focal areas- beliefs about learning, skills, and disposition Have participants read the summary page for SI and apply these ideas to the lessons they experienced and their learning about the BSCS 5Es, 5EFoI, AT, etc.Socializing Intelligence has three focal areas- beliefs about learning, skills, and disposition Have participants read the summary page for SI and apply these ideas to the lessons they experienced and their learning about the BSCS 5Es, 5EFoI, AT, etc.

35. DL Science Principles POLs Accountable Talk and Socialized Intelligence

36. PPS Teaching and Learning Science Feedback Tool

37. PPS Science Feedback Tool This tool will be used during classroom visitations and learning walks. The intent is to provide feedback to inform the professional development training. This tool is not to be used in evaluative ways. This tool supports the recursive cycle of professional development and professional learning of teachers.

38. PPS Science Feedback Tool 1. Students learn core concepts and habits of reading, writing, and reasoning within science as defined by standards. Example: The teacher provides students with opportunities to experience and learn the Essential Features of Inquiry. The students demonstrate familiarity with the 5E model.

39. PPS Science Feedback Tool 2. Lessons, investigations, text, and talk apprentice students within the discipline. Example: The teacher generates curiosity and interest in natural phenomena and openness to new ideas. The students actively learn by “doing” science through engagement in ongoing authentic inquiries.

40. PPS Science Feedback Tool 3. Instruction provides models, practice, and coaching to engage students in practicing rigorous science literacy. Example: The teacher uses instructional materials that are well articulated and progressively deepen understanding of core concepts. The students analyze the results and methods of scientific investigations.

41. PPS Science Feedback Tool 4. Intelligence is socialized through community, class learning culture, and instructional routines. Example: The teacher treats all students as smart and capable learners who are expected to contribute to class work and discussion. The students understand and value learning from one another and from the teacher.

42. PPS Science Feedback Tool 5. Instruction is assessment driven. Example: The teacher evaluates, everyday, and through tests, students’ understanding of core concepts and habits of thinking. The students reflect on their own progress as science learners using science notebooks or journals.

43. Planning for Effective Science Instruction “We had a group teachers that didn’t do very well. But we didn’t share our ideas and we didn’t share how we brought about the changes in our own classrooms. We just went in our classrooms and closed the doors. But we found out that’s not the way to go. We found out that when teachers share with one another- if there’s something you can’t do that someone else is really good at doing, you can get them to help you. And if someone can’t do something that you’re great at, you can help him or her. In the end, the entire staff performs better." - Winifred Brown Principle # 3 Collaborative Teaming Focused on Teaching and Learning

44. Planning for Effective Science Instruction Based on the BSCS 5E Model, 5EFoI and the DL Science Principles, discuss with your ITL how today's learning aligns to science instruction in your building. Identify Areas of strengths in your building Areas of concern in your building Plan Action Items to share strengths within and among your department Plan Actions to improve instruction for all students Remember the importance of building and sustaining Relational Trust with and among teachers

45. When building the structures needed to support the learning that occurs between professionals, it is imperative that we keep The Three P’s of Student Success in the forefront of our thinking Where do you think that we as a profession struggle the most with? (people and human emotion)Where do you think that we as a profession struggle the most with? (people and human emotion)

46. Sharing Building-based Plans Identify key aspects of your plan to increase the quality of science instruction in your building.

47. Reflection and Evaluation of Session