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Unwrapping Florida’s Next Generation Science Standards

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Presentation on theme: "Unwrapping Florida’s Next Generation Science Standards"— Presentation transcript:

1 Unwrapping Florida’s Next Generation Science Standards
Welcome to the Middle School Science Initiative’s Second Institute! Institute #2 Theme: Unwrapping Florida’s Next Generation Science Standards

2 Florida Department of Education and
Sponsored by: Florida Department of Education and Florida and the Islands Comprehensive Center at ETS (FLICC) In Partnership with: The International Center for Leadership in Education

3 AGENDA Changing Workplace Rigor/Relevance Framework
Sharing Vetted Lessons Unwrapping FL Science Standards Reading Strategies Vocabulary Strategies Gold Seal (Quadrant D) Lessons

4 Draw a picture of a PIG

5 Jim Miles

6 Successful Curriculum Reform
Why Do we need to change schools? What Needs to be done? How Do we do it?

7 Challenges Changing Workplace Technology Globalization

8 Source: Tough Choices Tough Times, National Center on Education and the Economy

9 Forces of Technology and Globalization are altering the nature of work, the organization of firms, and where work is conducted

10 Today’s Youth Technologically literate

11 Millennial-oriented Technology
Blogs Wikis Tagging Instant Messaging MySpace Podcasts Facebook

12 America’s Classrooms Does this connect with and engage today’s youth?

13 Successful Curriculum Reform
Why Do we need to change schools? What Needs to be done? How Do we do it?

14 Curriculum should focus on what students need to
Know Be Able to Do Be Like (Behaviors) for success in life and in a career

15 21st Century Skills for Success
Strong Academics Reading, Writing, Math, Science Career Skills Workplace Attitudes & Ethics Technology Skills Character Virtues Honesty, Responsibility, Integrity

16 Questions students should be able to answer
knowledge application CAREER DEVELOPMENT Self-knowledge Who am I? Career exploration Where am I going? Career Plan How do I get there? INTEGRATED LEARNING What am I learning? Why am I learning it? How can I use it? UNIVERSAL FOUNDATION SKILLS (SCANS) What do I need to know? What skills are important for me” Questions students should be able to answer The dynamics of career development process aligns with the CDOS standards CDOS 1- knowledge CDOS 2 - Application CDOS 3(a) - universl foundation skils skills

17 The primary aim of education is not to enable students to do well in school, but to help them do well in the lives they lead outside of school.

18 Successful Curriculum Reform
Why Do we need to change schools? What Needs to be done? How Do we do it?

19 ICLE Philosophy Rigor Relevance Relationships All Students

20 ICLE Philosophy Relationships Relevance Rigor All Students

21 Rigor/Relevance Framework
6 Knowledge D C 5 4 3 A B 2 1 Application 1 2 3 4 5

22 Level of challenge of the learning for the student
Assimilation of knowledge Thinking Continuum Level of challenge of the learning for the student Acquisition of knowledge

23 Knowledge Taxonomy 6. Evaluation 5. Synthesis 4. Analysis
3. Application 2. Comprehension 1. Recall Knowledge

24 Knowledge Taxonomy Verb List

25 Webb’s Depth of Knowledge

26 WEBB’S DEPTH OF KNOWLEDGE
KNOWLEDGE TAXONOMY WEBB’S DEPTH OF KNOWLEDGE KNOWLEDGE “The recall of specifics and universals, involving little more than bringing to mind the appropriate material” Recall – Recall of a fact, information, or procedure (e.g., What are 3 critical skill cues for the overhand throw?) COMPREHENSION “Ability to process knowledge on a low level such that the knowledge can be reproduced or communicated without a verbatim repetition.” APPLICATION “The use of abstractions in concrete situations.” Basic Application of Skill/Concept – Use of information, conceptual knowledge, procedures, two or more steps, etc. (e.g., Explain why each skill cue is important to the overhand throw. “By stepping forward you are able to throw the ball further.”) ANALYSIS “The breakdown of a situation into its component parts.” Strategic Thinking – Requires reasoning, developing a plan or sequence of steps; has some complexity; more than one possible answer; generally takes less than 10 minutes to do (e.g., Design 2 different plays in basketball and explain what different skills are needed and when the plays should be carried out.) SYNTHESIS AND EVALUATION “Putting together elements & parts to form a whole, then making value judgments about the method.” Extended Thinking – Requires an investigation; time to think and process multiple conditions of the problem or task; and more than 10 minutes to do non-routine manipulations (e.g., Analyze 3 different tennis, racquetball, and badminton strokes for similarities, differences, and purposes. Then, discuss the relationship between the mechanics of the stroke and the strategy for using the stroke during game play.)

27 Relevance of learning to life and work
Action Continuum Acquisition of knowledge Application of knowledge Relevance of learning to life and work

28 Application Model 5 Application to real-world unpredictable situations
4 Application to real-world predictable situations 3 Application across disciplines 2 Application within discipline 1 Knowledge of one discipline course

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31 Rigor/Relevance Framework
D Teacher gives students a real-world question to answer or problem to solve RIGOR High A B Low Low High RELEVANCE

32 Students seek information to answer question or solve problem
Rigor/Relevance Framework C D RIGOR High A B Students seek information to answer question or solve problem Low Low High RELEVANCE

33 Rigor/Relevance Framework
D RIGOR High A B Students test the relevancy of the information as it relates to the question or problem Low Low High RELEVANCE

34 Rigor/Relevance Framework
D Students reflect on the potential use of the new information as a solution RIGOR High A B Low Low High RELEVANCE

35 Rigor/Relevance Framework
D Students apply the information learned to answer the question or to solve the problem RIGOR High A B Low Low High RELEVANCE

36 C D A B Rigor/Relevance Framework RIGOR High Low Low High RELEVANCE
Motivation Creativity – Innovation - Problem Solving Rigor - Critical Thinking RIGOR High A B Relevancy - Validation Acquisition of knowledge / skills Low Low High RELEVANCE

37 Ways to Increase Rigor and Relevance
Interdisciplinary Instruction Reading in the Content Area Use of Technology New Teaching Ideas / Strategies Challenging Assessments Professional Development Peer Teaching Observations / Reviews

38 Rigor and Relevance Handbook

39 Sharing Vetted Lessons

40 Planning Instruction

41 Rigorous and Relevant Instruction
Formative Summative Assessments Student Learning Expected Student Performance Rigor/Relevance Instruction Assessment Actual Student Performance Rigor/Relevance Student Learning Feedback Reflection Florida Standards Curriculum Outlines Student Learning Best Practices Industry Standards Advisory Committees Resources Learning Tasks

42 Rigor/ Relevance Framework Gold Seal Lessons

43 Verbs by Quadrant B apply sequence demonstrate interview construct
A name label define select identify list recite locate record memorize B apply sequence demonstrate interview construct solve calculate dramatize interpret illustrate C analyze compare examine contrast differentiate explain dissect categorize classify diagram discriminate D evaluate formulate justify rate recommend infer prioritize revise predict argue conclude 43

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45 Product by Quadrant A C D definition worksheet list quiz test workbook
true-false reproduction recitation B scrapbook summary interpretation collection annotation explanation solution demonstration outline C essay abstract blueprint inventory report plan chart investigation questionnaire classification D evaluation newspaper estimation trial editorial play collage machine adaptation poem debate new game invention 45

46 Unwrapping Florida Sunshine State Science Standards

47 Reading Comprehension Strategies

48 Reading in the Content Area
Reading Instruction Reading in the Content Area Learn to Read Read to Learn K

49 Reading Research College vs. Workplace
Entry-level vs. Management-level High-stakes State Tests NCLB Legislation Adequate Yearly Progress (AYP) Academic Rigor Reading Comprehension Strategies Strategic Reading Skills

50 Lexile Framework for Reading
Process for managing reading comprehension and reader progress Measures text readability and student reading ability; can match text with student reading level Determines difficulty of reading by word frequency and sentence length Most widely used reading measure

51 Lexile Framework for Reading
Lexile measure reported in increments from 200L to 2000L Can be used in any curriculum content Tens of thousands of books, tens of millions of articles, hundreds of publishers, and all major standardized tests have Lexile measures

52 READING COMPREHENSION CAN BE INCREASED BY
Teaching Reading Comprehension Strategies Matching Text to Students Reading Level Assessing Critical Thinking Skills (Rigor) Using Collaborative Activities Using Technology Writing Before and After Reading

53 Lexile Literature 1500 - On Ancient Medicine 1400 - The Scarlet Letter
Brown vs. Board of Ed. War and Peace Pride and Prejudice Black Beauty 900 - Tom Swift in the Land of Wonders 800 - The Adventures of Pinocchio

54 Lexile Texts 1500 - The Making of Memory: From Molecules to Mind
Philosophical Essays; Hackett Publishing Psychology: An Introduction; Prentice Hall Business; Prentice Hall America: Pathways to Present; Prentice Hall Writing and Grammar Gold Level; Prentice Hall 900 - World Cultures: A Global Mosaic; Prentice Hall 800 - Word 2000; Glencoe/McGraw-Hill

55 Personal Reading Aetna Health Care Discount Form 1360L
Medical Insurance Benefit Package L Application for Student Loan L Federal Tax Form W L Installing Your Child Safety Seat L Microsoft Windows User Manual L G.M. Protection Plan L CD DVD Player Instructions L

56 Newspapers NY Times 1380L Washington Post 1350L
Wall Street Journal 1320L Chicago Tribune L Associated Press L USA Today L

57 16 Career Clusters Department of Education

58 Entry-Level Occupational Reading Materials
Agriculture / Natural Resources L Architecture / Construction L Business & Administration L Health Science L Hospitality / Tourism L Human Services L Law & Public Safety L Retail / Wholesale Sales L Transportation, Distribution L

59 Health Services

60 Business and Administration

61 Architecture and Construction

62 Government & Public Administration

63 Reading Comparison

64 Reading Comparison

65 Reading Comparison

66 Reading Comparison

67 Reading Comparison

68 Reading Comparison

69 Lexile Framework® for Reading Study Summary of Text Lexile Measures
Interquartile Ranges Shown (25% - 75%) 1600 1400 1200 Text Lexile Measure (L) 1000 800 600 High School Literature College Literature High School Textbooks College Textbooks Military Personal Use Entry-Level Occupations SAT 1, ACT, AP* * Source of National Test Data: MetaMetrics

70 Reading Comprehension Strategies
increase student’s comprehension and retention of information activate student’s prior knowledge to connect with new information teach / reinforce skills that all good readers normally use

71 Teaching key reading comprehension strategies for only 15 minutes a week can significantly increase student achievement.

72 Increase Reading Comprehension by
Instruction in and support for strategies Engaging discussion of reading content Set rigorous level for text, conversation, questions, and vocabulary Use practices to increase motivation and engagement with reading Use specific instructional strategies for learning and retention of content

73 Reading Comprehension Strategies
Affinity Anticipation Guide Cloze Concept Definition Map Cornell Graphic Organizer DR/TA Fishbone K-W-L-S Learning Logs Minute Paper Pairs-Read Paraphrasing QAR RAFT Reciprocal Teaching Rock Around the Clock SQ3R Structured Note-taking Summarizing Venn Diagram Vocabulary in Context

74 Essential ELA Skills Preview text to anticipate content
Identify, collect, select pertinent information while reading Discriminate important ideas from unimportant ideas while reading Apply, extend, and expand on information while reading

75 Tips for Reading Specific Text
Brochures Classified Advertisements Editorials Electronic Mail Employee Handbooks Forms and Applications Graphs and Charts Instructions New Stories Operational Manuals Illustrations and Captions Primary Sources Reference Books Research Reports Secondary Sources Tables Textbooks Timelines Web Sites

76 Reading Comprehension Strategy
Affinity Reading Comprehension Strategy

77 Concept Definition Map
Reading Comprehension Strategy

78 Cornell Graphic Organizer
Reading Comprehension Strategy

79 Direct Reading Thinking Activity
Reading Comprehension Strategy

80 DIRECTED READING / THINKING ACTIVITY (DR/TA)
What I know I know: FOCUS FACTS SURE ABOUT What I think I know: FACTS AND ASSUMPTIONS I THINK I KNOW REVEALS MISINFORMATION UNCLEAR THINKING What I think I’ll learn: PREDICT FORECAST AROUSES INTEREST What I know I learned: FACTS LEARNED FROM: READING DISCUSSION

81 Reading Comprehension Strategy
Rock Around The Clock Reading Comprehension Strategy

82 Reading Comprehension Strategy
SQ3R Reading Comprehension Strategy

83 Reading Comprehension Strategy
VENN DIAGRAM Reading Comprehension Strategy

84 Reading Comprehension Strategy
K-W-L-S Reading Comprehension Strategy

85 L- What We Learned from Text
K-W-L-S Chart K - What We Already Know W- What We Want to Learn L- What We Learned from Text S- Still Want to Know Extra Credit

86 Three Aspects of DTQ Literacy
1. Previewing the Document or Source 2. Understanding The Task Document, Technological, and Quantitative Literacy Sills 3. Completing the Process Adapted from: Mosenthal, Kirsch, Guthrie, deGeus, Reitman, and Kuzmich

87 What do you know already?
K-W-L for Prose What do you know already? What do you want to know? What did you learn?

88 K-W-L for Documents = P-A-R (Purpose, Action, Results)
What is the purpose of this document? What do you want to accomplish or what actions do you need to take? What were the results of your actions?

89 K-W-L for Quantitative Documents= P-A-R (Purpose, Action, Results)
Why did the creators of this document set it up in this format or array? What do you know about the format and how can this help you accomplish your task or calculation? What are the pros and cons of your solution or conclusion?

90 Why Content Reading? Expose students to content rich vocabulary that is directly taught prior to reading to build comprehension. Use direct instruction for introducing new vocabulary terms. Enhance vocabulary instruction through interdisciplinary integration and real-world application

91 750 – 1500 words vs. 350 words per year
Why Content Reading? Wide reading opportunities each day in different subject areas exposes students to many more words than basal reader or direct vocabulary list instruction 750 – 1500 words vs. 350 words per year Marzano, 2004

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103 The UPC, the most common version of the so-called bar code, wasn't as warmly embraced or as breathtaking as some emerging technologies, but its impact on retailing has been enormous. It saves $17 billion a year in inventory costs, by one estimate, not to mention carpal tunnel syndrome for countless cashiers. Other technologies, such as radio-frequency identification tags, may one day replace it, but the lowly UPC improved efficiency and supply-chain control almost invisibly. One of the few times it gained media notice at all was in 1992 when President George H.W. Bush marveled at it during a campaign visit to a grocers' convention in Florida. His reaction added to a perception that he was out of touch with the public, because many people were by then well acquainted with the technology. The rectangle of stripes and numbers has even fused its way into pop culture: In the former Fox television series "Dark Angel," Jessica Alba starred as a genetically altered fighting machine with a bar code branded on the back of her neck. Human bar-coding is thus far the stuff of science fiction, but the U.S. government uses the symbol in homeland security efforts, and airlines keep track of luggage with it. The Food and Drug Administration several months ago required a version of the bar code to be put on medications to cut errors.

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114 Vocabulary Strategies
Pair/Share: How do you teach vocabulary?

115 Vocabulary is the Gateway to Inferential Thinking
Most of us learned to teach vocabulary by having students: Write the word several times Find the definition Write it in a sentence Meta-research from William Nagy, Teaching Vocabulary to Improve Comprehension, ERIC, 2000 reports that…

116 Verbal Rehearsal Connect with prior learning Association method
Think-Pair-Share

117 Visual Clueing Post key words
Color code or place with pictures, clip art

118 Larry Bell’s 12 Powerful Words
1. Trace          List in steps 2. Analyze        Break apart 3. Infer             Read between the lines 4. Evaluate       Judge 5. Formulate     Create 6. Describe      Tell all about 7. Support       Back up with details 8. Explain         Tell how 9. Summarize   Give me the short version 10. Compare   All the ways they are alike 11. Contrast    All the ways they are different 12. Predict      What will happen next

119 Graphic Organizers Brain friendly Creates patterns for the brain
Supports concept development Multi-purpose Cross content application with little modification (101 Uses) Motivating to reluctant writers – small spaces

120 Frayer Method Examples Non-examples Non-linguistic Representation
Use or Application – put in context Now write your own definition: Concept

121 Array Web Parts or Characteristics Concept

122 Vocabulary Strategies, Writing Strategies and Graphic Organizers Combine for High Payoff
Add some cooperative grouping and you have instant results based learning

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124 Writing Strategies

125 When Students Write They are obliged to organize concepts,
to place concepts in their own language, and to connect concepts with their own analogies. Writing often, several times a week, provides constant reinforcement of the content.

126 Writing to Learn 1 to 3 minutes at the beginning, during, or at the end of class Several times a week - Daily Writing to Learn becomes a habit in the classroom.

127 Writing in response to course content helps students
Think independently Develop insight Explore thoughts and feelings Develop intellectual courage

128 Examples of Quick Writes
Learning Logs Entry and Exit Slips

129 Prompts for Exit / Entry Slips
What one idea from today’s lesson most interested you? Why? What was the clearest point? The foggiest point? What are the main points we made today in class? If you had to restate the concept in your own terms, how would you do that? How does today’s discussion build on yesterday’s?

130 Advantages of Exit / Entry Slips
Check for Student Understanding Judge if Lesson Needs Re-teaching Students Gain Confidence Chance to “Listen” to Students Develop a Dialogue with Students

131 Quick Write Prompt Unit: Topic: Question / Prompt: Key Points:

132 May Your Moments be Many!
“Educators are addicted to the moment when a student’s eyes light up, when the teaching becomes learning. May your days be filled with such moments.” Philip Patrick Horenstein

133 Instructional Strategies for Quadrant D Lessons

134 Instructional Strategies
Brainstorming Cooperative Learning Demonstration Guided Practice Inquiry Instructional Technology Lecture Note-taking/Graphic Organizers Memorization Presentations/Exhibitions Research Problem-based learning Project Design Simulation/Role-playing Socratic Seminar Teacher Questions Work-based Learning

135 Selecting Strategies on Rigor/Relevance
Best Strategies for Quadrant A - Acquisition Guided Practice Lecture Memorization

136 Selecting Strategies on Rigor/Relevance
Best Strategies for Quadrant B - Application Cooperative Learning Demonstration Instructional Technology Problem-based Learning Project Design Simulation/Role Playing Work-based Learning

137 Selecting Strategies on Rigor/Relevance
Best Strategies for Quadrant C - Assimilation Brainstorming Inquiry Instructional Technology Research Socratic Seminar Teacher Questions

138 Selecting Strategies on Rigor/Relevance
Best Strategies for Quadrant D - Adaptation Brainstorming Cooperative Learning Inquiry Instructional Technology Presentations/ Exhibitions Problem-based Learning Project Design Research Simulation/Role-playing Socratic Seminar Teacher Questions Work-based Learning

139 Selection of Strategies Based on
Rigor/ Relevance Framework

140 Views You Can Use

141 Unwrapping Florida’s Next Generation Science Standards
Thank You for Attending the MSSI Institute! Institute #2 Theme: Unwrapping Florida’s Next Generation Science Standards

142 Please Complete an Institute Evaluation

143 Next Steps 1. Schedule another site visit with your liaison
2. Implement another Quadrant D lesson 3. Prepare a poster of your lesson for Institute #3

144 Upcoming Dates Summer Institute: August 4th & 5th, 2009
Location: Orlando

145 Contact Info Todd Clark - VieVie Baird – John Lockwood - Jim Miles -

146 Liaison Contact Info Tom Baird - Beth Geils -   Lance King – Craig Seibert -

147


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