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Moving NGSS to KCAS and Beyond Terry Rhodes 859-585-7762

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Presentation on theme: "Moving NGSS to KCAS and Beyond Terry Rhodes 859-585-7762"— Presentation transcript:

1 Moving NGSS to KCAS and Beyond Terry Rhodes

2 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 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.

3 “The Kentucky Board of Education approved a motion to support Commissioner Holliday’s plan for moving ahead with teaching the Next-Generation Science Standards this fall in every grade, K-12, with development of a new test for elementary and middle school occurring after the school year. While there will be no K-PREP science test in 4th- and 7th-grades in the coming school year, students will still take science assessments as part of the EXPLORE (8th grade), PLAN (10th grade), ACT (11th grade) and End-of-Course (high school) tests.”

4 Types of Learning Targets

5 Knowledge The underlying facts and concepts of the discipline that students need to know (describe, explain, recall, identify) 5

6 Reasoning Students use and apply what they know to reason and solve problems (use, formulate, Analyze, infer) 6

7 Skill Students perform an action or task that must be observed to be assessed (measure, observe, use equipment) 7

8 Product The product itself is the focus of the standard and there must be a product to determine if the student can create it (constructs, creates, develops) 8

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10 How Do They Go Together? Thinking About Bundling  Close Ipads, laptops, phones and Standards books! NO CHEATING!  In pairs, choose an envelope with a grade level (ES/MS) or content (HS) you will teach  Lay out the strips and begin reading the Performance Expectations  Start thinking about how they fit together; where do they overlap? What PE’s will be bridges to other concepts?

11  Once partners have come to consensus, tape the strips to chart paper and use markers to write in additional information such as unit names or cross-discipline ideas  Remember…some may go in more than one place!  Hang the posters by grade/by school, starting with K

12 Gallery Walk o Look for the flow o Find the connections o What’s Your Story??

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14 What content needs to be addressed?? What Practices need to be addressed?? What XCC’s need to be addressed? What else?? Math? Literacy? Misconceptions? Connections Boxes, other resources Appendix F Framework Appendix G Framework Appendix E Framework Performance Expectation, Clarification Statement, Assessment Boundary

15 Long Term Unit Planning Have grade level discussions about long term planning; Word copy on website with today’s materials

16 Flowchart for Deconstructing Performance Expectations (PEs) 16

17 17 Deconstructing Standards Activity

18 Flowchart for Deconstructing Performance Expectations (PEs) 18

19 19 Deconstructing Standards Activity Brainstorm KNOWLEDGEStudent learning targets from the teacher’s perspective Student “I Can” statements for KNOWLEDGE Performance Expectations/Knowledge Performance Expectations/Skills Brainstorm SKILLSStudent learning targets from the teacher’s perspective Student “I Can” statements for SKILLS Performance Expectations/Products Brainstorm PRODUCTSStudent learning targets from the teacher’s perspective Student “I Can” statements for PRODUCTS

20 Brainstorming Knowledge 20 Brainstorm KNOWLEDGE Student learning targets from the teacher’s perspective Student “I Can” statements for KNOWLEDGE Light waves interact with matter by reflecting, refracting, absorption, and transmission.

21 Flowchart for Deconstructing Performance Expectations (PEs) 21

22 Writing Learning Targets 22 Brainstorm KNOWLEDGEStudent learning targets from the teacher’s perspective Student “I Can” statements for KNOWLEDGE Light waves interact with matter by reflecting, refracting, absorption, and transmission. My students can compare and contrast reflection and refraction.

23 Flowchart for Deconstructing Performance Expectations (PEs) 23

24 Writing “I can…” Statements 24 Brainstorm KNOWLEDGEStudent learning targets from the teacher’s perspective Student “I Can” statements for KNOWLEDGE Light waves interact with matter by reflecting, refracting, absorption, and transmission. My students can compare and contrast reflection and refraction. I can correctly use the terms reflecting and refracting.

25 Flowchart for Deconstructing Performance Expectations (PEs) 25

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29 Moving NGSS to KCAS and Beyond Terry Rhodes


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