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2.  Connections › Diploma › Standards › Essential Skills › Mathematical Practices › Effective Instruction  Putting it All Together 2

3.  Diploma Requirements › Inquiry Science Credits › Lab Experiences › Essential Skills  Science Standards  Common Core State Standards  Research-Based Effective Instruction › Motivation › Prior Knowledge › Intellectual Engagement › Use of Evidence › Sense-Making 3

4. 4 Oregon diploma Standards -Based Credit Requirements 4- English/LA 3- Arts/CTE/Second Language 3- Math 1- Health 3- Science 1- PE 3- Social Sciences 6- Electives 24- Total Essential Skills Proficiency  Reading (2012)  Writing (2013)  Apply math (2014) Personalized Learning  Education Plan & Profile  Extended Application  Career-Related Learning Standards and Experiences www.ode.state.or.us/go/diploma

5.  Essential Skills are foundational skills that all students need for success in college, the workplace, and in their communities The Essential Skills are: ■ Read and comprehend a variety of text ■ Write clearly and accurately ■ Apply mathematics in a variety of settings ■ Listen actively and speak clearly and coherently ■ Think critically and analytically ■ Use technology to learn, live, and work ■ Demonstrate civic and community engagement ■ Demonstrate global literacy ■ Demonstrate personal management and teamwork skills

6. 3 Science Credits  Inquiry-based - opportunity to apply scientific reasoning and critical thinking Inquiry-based  Lab Experiences -may be field-based Lab Experiences  Courses/credits aligned to content standards  Credit may be earned through applied academics 6

7. Define what students are expected to know and be able to do. 7 Oregon Content Standards

8. Structure and FunctionInteraction and Change Scientific Inquiry Engineering Design Properties of Matter Forms of Energy Changes in Matter Energy Transfer and Conservation Forces and Motion Organization of Living Systems Matter and Energy Transformations in Living Systems Interdependence Evolution and Diversity Properties of Earth Materials Objects in the Universe Matter and Energy Transformations in Earth Systems History of Earth 8 Life Physical Earth and Space Science Standards Framework Abilities to do Scientific Inquiry Nature, History, and Interaction of Science and Technology Abilities to do Engineering Design Nature, History, and Interaction of Technology and Science Science Content Knowledge Science Process Skills* * The Science Process Skills align with the Oregon Essential Skills

9. 9 “We live in a society exquisitely dependent on science and technology, in which hardly anyone knows anything about science and technology.” Carl Sagan Gather Relevant Information Explore/Brainstorm Discover/Create Test Evidence-based Explanations and Solutions Knowledge and Innovations Design Create or Refine Technological Solutions Engineering DesignScientific Inquiry Investigate Communicate and Apply Discover Scientific Knowledge Articulate QuestionsDefine Problems Communicate and Apply

10.  Scientific Inquiry/Engineering Design (critical thinking)  Tools of Investigation (using technology)  Data Management (apply mathematics)  Communication (reading, writing, and speaking)  Collaborative Workgroups (teamwork) Science Processes Align with Oregon Essential Skills

11.  Moving Science Education Forward › www.ode.state.or.us/search/page/?id=2978 www.ode.state.or.us/search/page/?id=2978  Test Specification Content Pages › www.ode.state.or.us/search/page/?id=496 www.ode.state.or.us/search/page/?id=496  Scientific Inquiry and Engineering Design in the Classroom; Activities vs. Inquiry and Design Tasks; Key Terms › www.ode.state.or.us/search/page/?id=518 www.ode.state.or.us/search/page/?id=518  Scientific Inquiry and Engineering Design Work Sample Scoring Guides › www.ode.state.or.us/search/page/?=1414 www.ode.state.or.us/search/page/?=1414

12. Oregon Common Core State Standards  College and Career Ready K-12 Standards for English Language Arts and Mathematics › www.ode.state.or.us/go/commoncore www.ode.state.or.us/go/commoncore  ELA includes literacy standards for social science, technical subjects, and science › www.ode.state.or.us/search/page/?id=3350 www.ode.state.or.us/search/page/?id=3350

13. CCSS Mathematical Practices  Make sense of problems and persevere in solving them.  Reason abstractly and quantitatively.  Construct viable arguments and critique the reasoning of others.  Model with mathematics.  Use appropriate tools strategically.  Attend to precision.

14.  Review indicators of Essential Skills, Science Standards, and Math Practices  Table group discussion about ways to reinforce Essential Skills development, science standards, and math practices in 21 st CCLC s Connections

15. The following elements of effective instruction are derived largely from the learning theory described in the National Research Council’s volumes How People Learn (2003) and How Students Learn: Science in the Classroom (2005). Center on Instruction and Horizon Research, Inc.(2008) 15

16.  Motivation  Elicit Prior Knowledge  Intellectual Engagement  Use of Evidence  Sense-Making 16

17.  Students must have a desire to learn  Instruction needs to “hook” students  Extrinsic Motivators › deadlines for research projects, classroom competitions, and tests and quizzes affecting students’ grades  Intrinsic Motivators › usually stem from intellectual curiosity and a desire to learn. 17

18.  Students come to school with ideas and real- life experiences.  These ideas may either facilitate or impede their learning of important ideas.  Instruction is most effective when it elicits students’ initial ideas, provides them with opportunities to confront those ideas, helps them formulate new ideas based on evidence, and encourages them to reflect upon how their ideas have evolved. 18

19.  Engage students intellectually with important content focused on the learning goal › Can be through a hands-on experience › Can be through an interactive lecture (Socratic discussion)  “If I were a student in this class, what would I be thinking about?” 19

20.  Science is a process by which knowledge is constructed, NOT as a collection of facts.  Students should use valid evidence to support and critique conclusions. Discrepancies or conflicting data need to be resolved.  Students are less likely to revert to their prior incorrect ideas if they are familiar with the evidence that confronts those ideas and supports the scientific consensus. 20

21. Effective instruction requires opportunities for students to make sense of the ideas with which they have been engaged:  Making connections between what they did in a lesson and what they were intended to learn.  Connecting the new ideas to knowledge that students already have, placing the lesson’s learning goals in a larger framework and helping students organize their knowledge. 21

22. Table Group Discussion: How can you incorporate the Elements of Effective Instruction into your program? Elements of Effective Instruction

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28. Webspiration  Web-based concept map software  http://mywebspiration.com/ http://mywebspiration.com/ Thinking Space  Mobile mind mapping for Android  Android Market 28

29.  Develop a concept map for 21 st CCLC programs that includes connections to science, technology, and common core standards; essential skills; mathematical practices; and elements of effective instruction. 29

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