1. SEISMIC Summer Academy
Welcome the the 2nd SEISMIC summer academy
SEISMIC Summer Academy
August 6-8 and August 11-14, 2014

2. Folks in the room:
Kim Markworth and Sue DeBari
Jessica Cohen and Scott Linnemann
Lori Torres
Students:
Maggie Gerritson, Terese Clare, and Antoine Black
New folks:
Carl Cozier: Heather Down, Kelly Glynn
Evergreen: Transfer of Danna Thompson
Concrete: Mia Roozen, (Bob Hamilton)
LOGISTICS FOR NEW FOLKS

3. SEISMIC Summer Academy Goals
Deepen teachers’ math and science content and pedagogical content knowledge.
Strengthen teachers’ ability to engage students in math and science practices in everyday instruction.
Strengthen teachers’ ability to develop and implement learning experiences aligned with CCSS and NGSS.
¥ Deepen teachers' math and science content and pedagogical content knowledge.
¥ Strengthen teachers' ability to engage students in the math and science practices in everyday instruction.
¥ Strengthen teachers' ability to develop and implement learning experiences aligned with CCSS and NGSS.
At teacher request, we’ve changed the structure of our summer academy in order to incorporate more time for you to apply what you learn directly to your own classroom in both the content and the breakout sessions.
SEISMIC Summer Academy Goals

4. Putting ideas on the table Paying attention to self and others
Pausing
Paraphrasing
Posing Questions
Putting ideas on the table
Paying attention to self and others
Presuming positive intentions
Pursuing a balance between advocacy and inquiry
Please remember the norm we’ve historically used when collaborating together. For those of you who are new to SEISMIC, the summer academy can be a pretty intense week of thinking and learning. I’d like to urge you all to keep these norms of collaboration in mind and particularly the 4th bullet- paying attention to self and others. We’ll have pretty long days together, so please do your best to keep track of your needs, as well as the needs of the folks you’re working with.
Pausing
Paraphrasing
Posing Questions
Putting ideas on the table
Paying attention to self and others
Presuming positive intentions
Pursuing a balance between advocacy and inquiry

5. Common Beliefs Effective Instruction and Improved Student Learning
Content and pedagogical content knowledge
Professional Learning Communities
Effective Instruction and Improved Student Learning
Leadership
Formative Assessment
Fixed vs Growth Mindset
Educational Research
We first introduced our model for improving instruction and student learning when we met in January When we first met 18 months ago, the aspects that we identified as being important might not have made a whole lot of sense to you. By now, we’re hoping that we are starting to build a common understanding of the importance of content and pedagogical content knowledge, formative assessment processes, fixed vs growth mindset, all of which are founded on the most reliable educational research we have been able to identify. All of the important changes that are being made to teaching and learning in your schools are supported by a strong foundation of common beliefs, strong leadership, and collaboration with other professionals.
Common Beliefs

6. Classroom culture / Mindset
Research Based Learning Cycle
Share the Learning Target (Concept or Skill)
Teacher can answer- What is my learning target? How will it be assessed? What are my success criteria?
Students can answer- What am I learning? Why am I learning it? How am I learning it? How well do I need to learn it? How do I show that I have learned it?
Where am I going?
Draw out Initial Ideas about or Skill With the Learning Target
Students surface their thinking about or skill level with the learning target using techniques like formative assessment probes, discussions, demonstrations, examples or performances.
Teacher modifies/ adjusts lessons in response to student ideas.
Where am I now?
Engage with Concept to Generate and Collect Evidence Related to the Learning Target (Activity)
Students engage in appropriate activities such as small and large group discussions, lectures, modeling, problem solving, reading textbooks or other text resources, technology based demonstrations or simulations, observations, experiments, or practice.
Students reflect on initial ideas or skills in light of evidence, think about and analyze information, discuss evidence and ideas with peers and teacher and provide and receive feedback.
How do I close
the gap?
Generate Artifacts/ Evidence of Learning (Assessment)
Students demonstrate their current thinking or skill level by participating in small group and large group discussions, creating a concept sketch, lab report, class presentation, written report, solved problems, performance, or other artifacts.
Teachers and students provide useful feedback based on clear success criteria.
Last summer we introduced this rather busy looking model of a research based learning cycle and have spent some time over the last year considering different aspects of a well designed lesson. Research from How Students Learn and Black and Wiliam’s Formative assessment research have been incorporated into this lesson cycle. If you use this framework to guide your thinking when planning your instruction, you’ll be designing a lesson supported by research that meets the criteria set out in the 5D TPEP framework as well as the changes in instruction envisioned with incorporation of the CCSSM, CCSSELA, and NGSS.
Where am I now?
Feedback
Reflect/ Make Sense
Students and teacher think about and discuss their understanding or achievement of the learning target as evidenced in artifacts and reflect on their own learning (how their thinking or skills changed and what experiences changed their thinking or skills).
How do I close
the gap?
Success?
Yes!
Success?
Not Yet!
Assessment
Classroom culture / Mindset
Next Concept

7. Increase Student Ownership
Share big ideas and learning targets
Promote the belief that ability can be improved
Make it more important for students to compare themselves with themselves, rather than others, in terms of achievement
Provide feedback that provides next steps for students
Use every opportunity to transfer control of the learning
One important outcomes of the focus on the new standards and practices is helping students take more ownership for their own learning. Wiliam believes the following conditions need to be in place for the shift in classroom ownership to occur.
1.Engage students with unit big ideas and learning targets so they can monitor their own progress.
2. Promote the belief that ability can be improved if you work hard
3. Make it more difficult for students to compare themselves with others in terms of achievement.
4. Provide feedback that contains a recipe for future action rather than a review of deficiencies.
5. Use every opportunity to transfer control of the learning from the teacher to the students to support their development as learners.
Be explicit about this in your content sessions.

8. A Generation of Learners?
The one really competitive skill is the skill of being able to learn. It is the skill of being able not to give the right answer to questions about what you were taught in school, but to make the right response to situations that are outside the scope of what you were taught in school. We need to produce people who know how to act when they’re faced with situations for which they were not specifically prepared.
Seymour Papert
The one really competitive skill is the skill of being able to learn. It is the skill of being able not to give the right answer to questions about what you were taught in school, but to make the right response to situations that are outside the scope of what you were taught in school. We need to produce people who know how to act when they’re faced with situations for which they were not specifically prepared.
Seymour Papert
If we can produce a generation of thinkers, of problem solvers, of students who have the habits of mind to persevere in the face of difficulty, we will have prepared our students for the future that we cannot yet imagine. That’s why it’s extremely important that we have experiences as learners where we ‘get stuck’ and spend the mental energy focusing on getting to understanding.

9. The content sessions put me in the learner's seat, giving me perspective on the challenges and rewards my students will face.
•Understanding of potential student frustration… I really understand the growth mindset vs. the fixed mindset now.
How it feels to struggle , to be confused and what can be done to help learners break through to the new concept.
AS YOU PROCEED THROUGH THE WEEK, REMEMBER THE PURPOSE OF THE CONTENT SESSIONS. WE WANT YOU TO HAVE THE EXPERIENCE OF REMEMBERING WHAT IT’S LIKE TO BE A LEARNER.
This is what some of you said last year about the importance of engaging in the content sessions as a learner:
The content sessions put me in the learner's seat, giving me perspective on the challenges and rewards my students will face.
•Understanding of potential student frustration… I really understand the growth mindset vs. the fixed mindset now.
How it feels to struggle , to be confused and what can be done to help learners break through to the new concept.

10. Where am I going? Where am I now? How do I close the gap?
During the week, in both content and breakout and application sessions, we’ll ask you to keep these questions in mind about your learning and your instructional practice.
Where am I going?
Where am I now?
How do I close the gap?
WE’RE THINKING ABOUT HOW WE CAN STRUCTURE YOUR PLC WORK DIFFERENTLY IN ORDER TO SUPPORT YOUR TPEP PROFESSIONAL GROWTH GOALS. WE’LL TALK ABOUT THOSE IDEAS LATER ON THIS WEEK.
End here at 8:15 am
How do I close the gap? 10

11. What is the structure of the NGSS. How can I read it
What is the structure of the NGSS? How can I read it? What is Washington state’s implementation plan?
I can define the different components of the NGSS and when those components should be implemented in my own classroom instruction.
What is the structure of the NGSS? How can I read it? What is Washington state’s implementation plan?
I can define the different components of the NGSS and when those components should be implemented in my own classroom instruction.
8:15 to 9:15 am

12. Read and discuss How To Read the NGSS
We’ve not talked much about the NGSS in SEISMIC so far because the CCSSM implementation was our focus over the last 18 months. We’re still going to continue to work on math as well as science content and pedagogy and want to spend a little time as a group this morning trying to make sense of the structure of the NGSS and the implementation plan for Washington.
Regardless of whether you currently teach science as part of your classroom practice, we’re going to ask you to engage with the NGSS this morning. Just as we are all teachers of math and literacy, we’re all teachers of science, and regardless of your role, there’s probably some way for you to support improved science instruction in your building.
The majority of you haven’t had the opportunity to spend much time thinking about the NGSS. I’m going to have you read a few pages of a document that describes the structure of the NGSS. In order to make reading that document a little more clear, Iet’s look at what we would typically have called a standard, which is now called a performance expectation which is a statement of what students should know and be able to do. When performance expectations were created from the Frameworks- pull out books- the performance expectations were designed using what the NGSS calls the FOUNDATION BOXES: Science and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas. Underneath the Foundation Boxes are Connection Boxes- intended to show how this content ties to other grade levels and other ideas within this grade level.
Hand out How to Read the NGSS and note sheet. Teachers work independently and then discuss with table group. Stop after the two discussions on the first page to discuss prompt on next slide.
DESIGNATE TIME TO REGROUP AND LOOK AT LIFE SCIENCE LEARNING PROGRESSION

13. Pass out the life science learning progression questions and discuss as a group.
Individually answer the questions:
What big ideas are important at your grade
Individually answer the questions about the life science learning progression and then discuss with your table group.

14. Science and Engineering Practices
Asking questions (for science) and defining problems (for engineering)
Developing and using models
Planning and carrying out investigations
Analyzing and interpreting data
Using mathematics and computational thinking
Constructing explanations (for science) and designing solutions (for engineering)
Engaging in argument from evidence
Obtaining, evaluating, and communicating information.
Disciplinary Core Ideas
Physical Sciences
PS1: Matter and its interactions
PS2: Motion and stability: Forces and interactions
PS3: Energy
PS4: Waves and their applications in technologies for information transfer
Life Science
LS1: From molecules to organisms: Structures and processes
LS2: Ecosystems: Interactions, energy, and dynamics
LS3: Heredity: Inheritance and variation of traits
LS4: Biological evolution: Unity and diversity
Earth and Space Sciences
ESS1: Earth’s place in the universe
ESS2: Earth’s systems
ESS3: Earth and human activity
Engineering, Technology, and Applications of Science
ETS1: Engineering design
ETS2: Links among engineering, technology, science, and society
Crosscutting Concepts
Patterns
Cause and effect: Mechanism and explanation
Scale, proportion, and quantity
Systems and system models
Energy and matter: Flows, cycles, conservation
Structure and function
Stability and change
The Foundation Boxes contain three components: Science and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas. The three components are to be gradually phased in with the first focus on the Science and Engineering Practices that we discussed last summer.
The next slide has the transition slide for the state for the NGSS. Don’t worry about trying to copy it down- before the end of the morning, we’ll provide you with a document that will have that information for you.

15.
Here’s the transition plan and where we are supposed to get to this year. As you can see, we’re just starting to phase in some of the ideas in NGSS- Equity is a big component of these standards, as this is the science that ALL kids should learn K-12.
OSPI has started to put together a pretty good assortment of support materials that can be found at this link.
Have OSPI site cued up here to show some of the support materials.

16. Sage Wisdom Be thoughtful and deliberate
Leave your curriculum alone (for now)
Spend time learning the science and engineering practices and crosscutting concepts
Pick one thing each year and do it well
Be thoughtful and deliberate
Leave your curriculum alone (for now)
Spend time learning the science and engineering practices and crosscutting concepts
Pick one thing each year and do it well
Ellen Ebert, OSPI Director of Science and from Stephen Pruitt, VP Achieve Inc. in charge of science standards

17. What questions, comments, or concerns about the NGSS do you have at this point?

18. What are crosscutting concepts and how can they improve my instruction and student learning?
I can define crosscutting concepts and plan strategies to use them to improve student learning.
What are crosscutting concepts and how can they improve my instruction and student learning?
I can define crosscutting concepts and plan strategies to use them to improve student learning.

19. Crosscutting Concepts
Use the Say Something Protocol to discuss the Crosscutting Concepts.
How can you use the Crosscutting Concepts at your grade level? In your school?
9:15 am to 10:00 am

20. Return to your Grade Level Table after the break
MAKE TRANSITION TO MARSHA

21. What? I didn’t come here for Culture!21
Our daughter Halina—very excited to be in Mexico—….and off we go to museums and other culture learning opportunities….like an amazing regional museum..Arms up--Perhaps this is how you’re feeling today—you’re here for MATH AND SCIENCE and then there is this ELA/ELL person…so how does that fit? That’s my role in the grant, to help make visible the integral role of Reading. Writing, and Language to student understanding of math and science!

22. SEISMIC Summer Academy Goals
Deepen teachers’ math and science content and pedagogical content knowledge.
Strengthen teachers’ ability to engage students in math and science practices in everyday instruction.
Strengthen teachers’ ability to develop and implement learning experiences aligned with CCSS and NGSS. 22
¥ JUMP back to the academy goals…START with focusing on the pedagogical content knowledge…as Shannon stated, a goal….
Deepen teachers' math and science content and pedagogical content knowledge.
AS SHANNON NOTED, evaluations requested more explicit attention to the pedagogical shirts or instructional moves that use in the content areas that you can use with your students…
So one goal of the summer academy is to be sure that we are explicitly sharing pedagogical content knowledge---or why we’re doing what we’re doing during the academy, with the goal that this leaves you with a deeper understanding of the pedagogical moves we’re using to help you understand math and science, and providing you with some specific pedagogical moves that will help your students!
So to do that, we’re going to work with learning logs over the next week
To get started, we’re passing out a notebook but PLEASE don’t do anything with it yet!
SEISMIC Summer Academy Goals

23. Our SEISMIC Pedagogical Learning Log3 23
A new notebook—please don’t start writing in it yet!
Open to page 5 (leave a few blank pages in the front)
Tabs available at your tables if you want to use them
So we are going to use pedagogical learning logs for this piece…a place that we’ll ask you to record specific information and thoughts. And they might work for you as we’ve envisioned them or you might need to revise them to make them work better for you!

24. Our SEISMIC Pedagogical Learning Log4 24
RIGHT SIDE-teacher page
Information
LEFT SIDE –student page
My thinking
We’ve set this up this week AVID style as many districts are using this model…So the left side is for STUDENT thinking and reflection—in this case, yours.
The RIGHT side is for information given to or received by the student…I think of it as “just the facts” while I think about the left side as “my thinking about the facts”

25. Left side – YOUR thinking
What I think I know about learning logs
Please take about 2 minutes to consider what you think you already know about learning logs. There are many varieties etc.
Right Side – Information
Name of pedagogical move​:
Learning Logs 5 25
FOR EXAMPLE----let’s start by thinking about the pedagogical aspects of learning logs as a first entry. We all have ideas about these---some will be similar, some different—a key is having a shared understanding—key to working together, key to student understanding…we use so many concepts and terms in education! So that’s what we’ll do today, come to common understanding in this situation of what we mean by learning logs… starting, of course, with what we already think we know…
Start by thinking about what we already know---and that’s because we all have lots of information, we’re teachers, we’ve learned lots---and it’s not to say one thing is right and one wrong, but rather the more consistent and clear we are,, and the more aligned in what we mean when we use terns, the better for our students!
So take only about 1 minute …and jot notes or write a bit! THESE AREN’T HUGE and the pages are purposely not numbered or set up so that whether you like to use a little space or a lot, you’ll be able to…our brains, like our students, all process in different ways!

26. Pedagogical Learning Log6 26
Left side – YOUR thinking
What I think I know about Learning Logs…
RIGHT SIDE-information
Name or description of strategy​: Learning Logs
Purpose: your notes…
Now the purpose—sometimes you might give specific information that you want a student to copy, paste, etc. on the right side. For our purposes, I’m going to ask you to decide what is important for you from the information I provide…you might take notes in bullet form, narrative, sketch…whatever works for your brain. And as you do, think about how you can provide information to your students in a way that allows them to process it in a variety of ways.

27. Learning Logs – Purpose From Dialectical Journals, Learning Logs and AVID journals27
Learn by writing (Write to Learn)
Note taking
Track learning and/or process
Learners’ reflections on what they are learning - connections
Deepens thinking
A place to ask questions - connections
Formative Assessment-teacher or self
Can be used for any content! Common among scientists and engineers…
Can include problem-solving entries from math or science, observations from lab experiments, questions about lectures or readings, etc.
Learning logs are used for students’ reflections on the material they are learning.
Common among scientists and engineers.
Students record the process they go through in learning something new, and any questions they may have. This allows the student to make connections to what they have learned, set goals, and reflect upon their learning process.
The act of writing about thinking helps students become deeper thinkers.
Teachers and students can use Learning Logs for formative assessment, as students record what they are learning and the questions they still have, and teachers monitor student progress and adjust instruction based on formative assessment.

28. Our SEISMIC Pedagogical Learning Log8 28
Left side-student thinking
What I think I know about this
Right Side-teacher information
Name or description of strategy​: Learning Logs
Purpose: Share what you noted as key to remember…
I spent a few minutes talking about what we see as the purpose of learning logs and you noted down some things that made sense to you! Would you take a minute and share at your table what you noted as KEY to remember about the purpose of learning logs?
Now let’s look at some steps…

29. 29 L Learning Logs – Steps Decide on your purpose for the notebook
Cross subjects?
Single subjects?
Multiple in one notebook?
Obtain a notebook for each student
Model set-up (you decide what is important to include)
Pedagogical Moves
Table of contents
Number pages
Log will be pedagogical moves used throughout SEISMIC
Keep it simple and manageable for you
The most important step---USE THE LOG!

30. Learning logs – variations…(unlimited
Learning logs – variations…(unlimited!) example questions for left side 30
What do I THINK I know about xxx? (Later)
What do I now understand about xxx?
What did I do in class today?
What did I learn?
What did I find interesting?
What questions do I have about what I learned?
What was the point of today’s class?
What connections did I make to previous ideas of lessons?
Additional ideas?
Over the next week, in the science and math break-outs, the facilitators will use the pedagogical logs on occasion, to give you time to think about the pedagogical or instructional moves they are using to teach content and to give you a chance to think about how you might use the move in your teaching situation. These are some example questions that you might want to use in your classrooms.

31. SEISMIC Pedagogical Learning Log11 31
Left side
What I think I know about this
Right Side
Name or description of strategy​
Purpose
Steps How was the move planned, set up, what happened? bullets, narrative, sketch…what works for you?
Variations if appropriate.

32. Back to the left side! Your thinking…12 32

33. SEISMIC Pedagogical Learning Log13 33 .
Left side
What I think I know about this
What I understand now
How this could support student engagement
How I might use this to enhance instruction with my students next year Include how you might modify for your situation!

34. Table of Contents 34 14 Number your pages up through this strategy.
Back to your table of contents—
Learning Logs pages x - x

35. Say Something…. 35
How was it taught/facilitated – Let’s dig into the pedagogy of Say Something
Another page in your pedagogical learning log…
Number your pages
Add this move to the Table of Contents page

36. Say Something www.adaptiveschools.com36
Process:
Work with your partner
Read silently and simultaneously to a mutually agreed upon stopping point (consider 1-3 paragraph chunking).
When each partner is ready, stop and “say something.” The something might be a question, a brief summary, a key point, an interesting idea, or a personal connection.
Continue the process until you have completed the section
At the end of the reading, have a conversation about the entire reading, inquiring into the other person’s thinking.
End with a group discussion
Partners each read a defined section of a reading, then stop for each to “say something” to each other. Then the partners resume reading, stopping at a defined place to “say something” about that section.

37. SEISMIC Pedagogical Learning Log17 37
Left side
What I think I know about this
What I understand now
How this could support student engagement
How I might use this to enhance instruction with my students next year
Right Side
Name or description of strategy​: Say Something
Purpose: What is the purpose? (how did the process support your learning?_
Steps How was the move planned, set up, what happened? (you have this on the handout)
Variations if appropriate.

38. Pedagogical Logs – a specific type of learning log for educators38
Scale 1-5, 5 high—how did this pedagogical move help you as a learner?
What would have helped me more

39. 39 Pedagogical Logs (instructional moves) and
Content Learning Logs (math and science)

40. Three Shifts in ELA/Literacy40
Building knowledge through content-rich nonfiction
Reading, writing and speaking grounded in evidence from text, both literary and informational
Regular practice with complex text and its academic language
So how do learning logs, science and math all fit with the ELA CCSS?
The three shifts --- This is a refresher of the Three Shifts
Talking points from the same slide used during Session 1 if you need them:
The shifts are a high-level summary of the biggest changes signified by the adoption of the CCSS.
They represent the most significant shifts for curriculum materials, instruction, student learning, and thinking about assessment. Taken all together, they should lead to desired student outcomes.
You can test any message or effort regarding the CCSS against these touchstones. From state, district, school, or classroom – how does X support the ideas of the shifts.
They are meant to be succinct and easy to remember. 20

41. SEISMIC Content learning logs---Reflections on the material we are learning41
Record the process we went through in learning something new
Questions we want to have clarified
Specifics from the content professors

42. What are the disciplinary core ideas for my grade
What are the disciplinary core ideas for my grade? How do those ideas connect to the CCSSM and CCSSELA standards for my grade?
I can identify meaningful ways to connect the NGSS disciplinary core ideas for my grade to the CCSSM and CCSSELA.
What are the disciplinary core ideas for my grade? How do those ideas connect to the CCSSM and CCSSELA standards for my grade?
I can identify meaningful ways to connect the NGSS disciplinary core ideas for my grade to the CCSSM and CCSSELA.
11:00 am to 11:45 am

43. Examine the NGSS transition plan for your grade.
Choose one kit to look at, identify, and list:
Science and Engineering Practices
Crosscutting Concepts
If possible, Disciplinary Core Ideas
In grade level tables, examine the NGSS transition plan for your grade. The transition plan seems pretty useful and includes: The Storyline for your grade, the DCI, the connections to the CCSS, a comparison to current Washington state standards for your grade, timeline for the transition plan for the state, the SEPs and the CCCs for the prior grade, the SEP for your grade, the CCCs for your grade. I did not copy the restatement of the transition plan or Venn diagram with overlap of CCSSM, CCSS ELA, and NGSS.
Choose one kit to look at, identify, and list:
Science and Engineering Practices
Crosscutting Concepts
If possible, Disciplinary Core Ideas

44. Lunch At 12:30 pm be ready to go in your content room:
K-2 in 230 with Kim and Jessica
3-8 in 210 with Sue and Scott