1. Science Leadership Support Network May 21, 2010 Supported by PIMSER K-12 Math & Science Outreach and Kentucky Department of Education Please enjoy some refreshments and networking

2. Group Norms Stay on schedule; be on time Put cell phones on silent and computers closed Stay present, giving full attention Listen actively as others are speaking Be engaged—Be IN the work Avoid sidebar conversations Balance advocacy and inquiry Keep name tags visible Rule of 2 feet Any others?

3. Goals of SLSN Deepen understanding of a balanced assessment system and its role in motivating students to higher levels of achievement. Understand and incorporate skills and strategies for transforming planning and practice in order to ensure that all students understand key concepts from the Energy Transformations big idea. Develop and act on a personal vision of leadership for sustainable improvement in their school or district.

4. Let’s Look Back Deconstruction Tool Kit Debrief Ch. 4 Assessment & Motivation Problems of Practice Instructional Plans Ch. 6

5. Where To Today? What Now? Designing Instruction Designing Instruction KDE Update Summer Preview

6. But First, A Little Housekeeping Please complete the survey. Use the last four digits of your social security number as ID

7. Top Ten Signs That It Is the End of the School Year Working in groups of 4, develop a “Top Ten” list of signs that it is the end of the school year. Share your group’s list with another group of 4.

8. Global Achievement Gap A New Dialogue for Our Children’s Future

9. “I thought I knew what students needed to learn and what a good school looks like—because I was a student once and I went to school, and it worked for me. But times have changed. And maybe students today do need something different. I WONDER WHAT IT IS?” Tony Wagner, The Global Achievement Gap, pg. 269

10. 3 Significant Changes All students need new skills to thrive in a global knowledge economy. In the age of the Internet, using new information to solve new problems matters more than recalling old information. Today’s youth are differently motivated when we compare them to previous generations. GAG, pg. 256-57

11. What can YOU do? Re-read pages 269-270. Based on the experiences you have had in SLSN and the reading from GAG, how has your vision of education changed? In other words, what needs to happen in classrooms, schools, and districts and how has SLSN helped you to start on this road? Brainstorm together at your table.

12. T-chart Time

13. Characteristics of Highly Effective Teaching & Learning Learning Climate Classroom Assessment & Reflection Instructional Rigor & Student Engagement Instructional Relevance Knowledge of Content http://www.education.ky.gov/KDE/Instructional+Resources/Highly+Effective+Teaching+and +Learning/HETL+Common+Characteristics.htm

14. How Do We Organize Instruction? Learning Targets: –I can sequence learning targets in a unit in order to maximize student learning. –I can determine formative assessment points within a unit. –I can design formative assessments in order to uncover student thinking.

15. Learning Targets Assessment Instructional Plan

16. WHAT we teach to HOW we teach Identifying Standards for a unit. Deconstructing the standards in order to identify learning targets. Grouping learning targets into manageable chunks within the unit. Sequencing the “grouped” learning targets in order to maximize student learning. Identifying times where formative assessment will be appropriate during the instructional process. Moving From

17. Sequencing Instruction Let’s look at an example done with Force and Motion Standards. Now it’s your turn: Working with a PARTNER from your grade level, examine the Heat & Temperature Standards and sequence them into an instructional plan. Identify areas where a formative assessment check would be appropriate.

18. Formative Assessment Formats Not all formative assessment formats will allow students to demonstrate their understanding. When thinking of the FA to use, you must think of the type of learning target and the kind of thinking you want to check. There are many formats; today we will look at 5.

19. While it may be tempting to focus on the simpler things, formative assessment is better suited to developing integrated—that is, schematic knowledge—since these are involved with students’ larger ideas about how the natural world works. Formative Assessment for Secondary Science Teachers, 2009, pg. 13

20. Formative Assessment for Secondary Science Teachers Formative Assessment Formats –Big Idea Questions –Concept Maps –Predict-Observe-Explain –Evidence-to-Explanation –Multiple Choice Questions

21. Big Idea Questions A way of focusing on the most essential part of the content. Used throughout a unit, students are focused on the ultimate learning goal & provides FA information as well. Students can usually demonstrate their answer in whatever way they think is best---diagrams, pictures, sentences, lists, etc. Ex: How can we prove that cells make up living things? Chapter 5

22. Concept Maps A way of deepening understanding of vocabulary and key concepts by having students relate different terms to each other. Memory is enhanced by making connections. A way to organize thinking visually and to see a student’s network of knowledge. Chapter 6

23. POE—Predict-Observe-Explain Effective way to engage students, get them to share ideas, and promote argumentation. Used to elicit ideas and explanations about particular phenomenon. Useful with events that have unexpected outcomes which in turn, forces students to move forward in their thinking. Chapter 7

24. Evidence-to-Explanation Students should be able to evaluate the quality of scientific evidence and develop explanations based on this evidence. Students are presented with data and asked to explain it with a scientific explanation 3 distinct skills needed: –Read a graph, chart, or diagram –Draw on science concepts they have learned in order to interpret what they’ve been given –Formulate an explanation that uses the evidence provided Chapter 8

25. Multiple-Choice Questions Designed to provide information about what students know when the WRONG answer is chosen. Incorrect answers are linked to misconceptions and/or prior ideas. Can quickly classify students’ understanding into categories that can then be linked to next step activities. Can foster discussion on which answer is best, forcing students to argue different points. Chapter 10

26. Developing Formative Assessments Examining your sequence and the places you identified for FA checks, choose 1 format and develop a formative assessment opportunity. Remember to think of the type of target and the kind of thinking you are asking for. Be prepared to share with your grade level.

27. Thinking Back to GAG and HETL In light of the 7 Survival Skills, what did you do as a teacher in order to solve the problem, “How do we organize instruction?” What characteristics of HETL were addressed?

28. Building Your Leadership To do this with your department, school, or district, what kinds of things will you need to think about and resources to utilize in order to help others organize instruction effectively? How can you utilize the tools and resources you have been given this year via SLSN to assist you with planning instruction and effective experiences?

29. Where are you going, and how are you going to get there? Formative Assessment for Secondary Science Teachers, 2009, pg. 1

30. T-chart Time

31. WHAT we teach to HOW we teach Identifying Standards for a unit. Deconstructing the standards in order to identify learning targets. Grouping learning targets into manageable chunks within the unit. Sequencing the “grouped” learning targets in order to maximize student learning. Identifying times where formative assessment will be appropriate during the instructional process. Identifying tools to facilitate the type of thinking required by the learning targets. Moving From

32. How do we select tools to help students meet our learning targets? I can identify appropriate tools to use to facilitate the different kinds of thinking required by learning targets.

33. The Art & Science of Teaching Question 1 –What will I do to establish and communicate learning goals, track student progress, and celebrate success? Question 2 –What will I do to help students effectively interact with new knowledge? Question 3 –What will I do to help students practice and deepen their understanding of new knowledge? Question 4 –What will I do to help students generate and test hypotheses about new knowledge?

34. The Active, In-Depth Learning Cycle Doing is the process of performing tasks that require some type of mental activity. Looking is the process of becoming an observer of your own thinking and actions. Learning is the process of creating connections and rearranging what you already know to form comprehensive pictures of knowledge. (Page 6)

35. (Modified) Hook and Bridge Purpose: tool used to get students thinking about the content and bridging prior knowledge to lesson. Pg. 36 If temperature increases or decreases as heat energy is added or removed, can I accurately predict what the temperature will be when glasses of water of different temperatures are mixed? Individually, complete the “Mixing Water” probe. Explain your thinking for the choice you made and describe the rule you used to help you answer. Set your probe paper aside. Let’s conduct an experiment to test your prediction. In groups of four, complete the “Changes in Temperature” activity.In groups of four, complete the “Changes in Temperature” activity.

36. Learning Target I will be able to predict the direction of the movement of heat energy between two objects or regions if I know their temperatures.

37. Collaborative Summary Purpose: a group writing structure that teaches students how to create powerful summaries through collaboration and consensus negotiation. (pg. 78) Individually, write the 3 – 6 most important ideas about heat transfer and changing temperature based on your data. Find a partner and review the rules for consensus negotiation (pg. 78) and create a negotiated list that reflects your combined agreement on the 3 – 6 most important ideas. Each pair meet with another pair, renegotiate your lists and order your list so it makes sense as a summary.Each pair meet with another pair, renegotiate your lists and order your list so it makes sense as a summary.

38. Learning Target I can collect and explain temperature data from a closed system, which illustrates how heat is transferred.

39. Vocabulary Notebook Purpose: tool that asks students to assess their own understanding of a word and then to formulate a definition based on the context. Students compare their own definition to the dictionary definition and create a visual representation for the word. (pg. 92) WordMy DefinitionDictionary Definition Comparison Heat Temperature Open System Closed System

40. Critical AttributesSynonyms Create an Analogy (Degree of intensity, location, opposites, specific to general, part to whole, or tool and person) Visualize the Word Closed System

41. Deepening Vocabulary Purpose: set of tools that help students internalize and contextualize new words. Context: Definitions place a concept in context. The context you choose is a powerful influence on the definition. (pg. 95) Heat has a specific meaning in science as opposed to everyday use. A scientific definition of heat is ___, characteristics are ___, and it is compared with ___. An everyday definition of heat is ___, characteristics are ___, and it is compared with ___.

42. Learning Targets I know that heat is the kinetic energy contained in matter. I can define temperature as an average measure of heat in a system or substance. I can explain the difference between an open and closed system.

43. Boggle Look over your information, data, and summary on heat transfer and changes in temperature. Put these materials away and write everything you remember about heat transfer and changes in temperature for 2 minutes. Next, join a study group and add all the new ideas to your list. Remember you get points for what is on your list and not on your opposing team’s list. Now, we’re ready to Boggle! Purpose: fun and effective tool to help students rehearse and remember information for a test, quiz, or other assessment. (pg. 134)

44. WHAT we teach to HOW we teach Identifying Standards for a unit. Deconstructing the standards in order to identify learning targets. Grouping learning targets into manageable chunks within the unit. Sequencing the “grouped” learning targets in order to maximize student learning. Identifying times where formative assessment will be appropriate during the instructional process. Identifying tools to facilitate the type of thinking required by the learning targets. Moving From

45. Thinking Back to GAG and HETL Which of the 7 Survival Skills did students do as a result of the tools used to help them meet our learning targets? What characteristics of HETL were addressed?

46. “Learning isn’t about having information poured into our heads; learning requires thought. As Confucius noted, ‘Learning without thought is perilous.’” –Tools for Promoting Active, In-depth Learning, pg. 5

47. T-chart Time

48. KDE Update Unbridled Learning Summit Networks and the future of SLSN

49. Summer Preview Complete the Learning Styles Inventory Bring back with you to the summer meeting We will continue to work with the Tools book and you will receive The Strategic Teacher as we probe more deeply into instructional design.