1. NOTE: To change the image on this slide, select the picture and delete it. Then click the Pictures icon in the placeholder to insert your own image. CCRS IMPLEMENTATION TEAM SCIENCE QUARTERLY MEETING #1 AND #2(MODIFIED) 2015-2016 http://alex.state.al.us/ccrs/

2. Outcomes  Examine the structure of the 2015 Alabama Course of Study: Science.  Deconstruct grade level standards to identify the 3- Dimensional Learning components.  Unpacking standards to determine learning targets

3. Dr. Bice’s Absolutes  Teach to the standards for each of the required subjects  Through a clearly articulated and locally aligned K-12 curriculum  Supported by aligned resources, support, and professional development  Monitored regularly through formative, interim/benchmark assessments to inform the effectiveness of the instruction and continued learning needs of individuals and groups of students  With a goal that each student graduates from high school with the knowledge and skills to succeed in post-high school education and the workforce without the need for remediation as evidenced by multiple measures achieved through multiple pathways to meet the graduation requirements set for students in Alabama. 3

4. 4 Possesses the knowledge and skills needed to enroll and succeed in credit- bearing, first-year courses at a two- or four-year college, trade school, technical school, without the need for remediation. Possesses the ability to apply knowledge and skills to real-world situations and to collaborate with peers in problem solving, critically thinking, and defending their decisions verbally and in writing, and a desire to continue to learn. Prepared Graduate

5. The New Science Course of Study … What’s Inside?

6. Position Statements  Read the assigned statement.  Chart the Title of the Position Statement, Points of Most Significance (POMS), Impact to Instruction (I to I), and Any Shifts from the previous course of study documents. Position StatementPOMS I to IAny COS Shifts

7. ETS http://c2lk.wikispaces.com/file/view/Personal_Technology_Plan_Wordle.JPG/151033463/800x519/Personal_Technology_Plan_Wordle.JPG

8. What Is Technology?  What comes to mind when you hear the word “technology?”  How do you think your students would respond to this question?

9. What Is Technology?  What is the technology?  What does the technology do? What problem does it solve?  How else could it be used?  What material(s) is it made of?  What other materials could it be made of?

10. What Is Technology?  What comes to mind when you hear the word “technology?”  According to Engineering is Elementary out of the Museum of Science in Boston, Technology is:  anything human-made that is used to solve a problem or fulfill a desire.  Technology can be an object, a system, or a process.

11. ETS http://www.masteringmind.com/blog/wp-content/uploads/2013/06/man_writing_engineering_words.jpg

12. What is Engineering?  Engineering Design Process  According to the COS, engineering projects should include specific criteria for success as well as constraints on materials, time, and cost.

13. What is Engineering?  Engineering involves both knowledge and a set of practices.  The major goal of engineering is to solve problems that arise from a specific human need or desire.  Engineers rely on their knowledge of science and mathematics as well as their understanding of the engineering design process.

14. Conceptual Shifts in the New Standards  There are 7 Conceptual Shifts in the 2015 Alabama Course of Study: Science  Working in groups, complete the assigned page of the Conceptual Shifts handouts.  Consider the following:  If these are the shifts, what does that mean to me in my grade level?

15. Structure of a Standard  The standards indicate the content that ALL students should know and be able to do by the end of a grade or course.  Components and structures of a standard include:  Disciplinary Core Ideas  Related Content  Examples  Content Standards  Scientific & Engineering Practices  Crosscutting Concepts  Disciplinary Core Content  Engineering Practice Standards

16. 1. Conduct experiments to provide evidence that vibrations of matter can create sound (e.g., striking a tuning fork, plucking a guitar string) and sound can make matter vibrate (e.g., holding a piece of paper near a sound system speaker, touching your throat while speaking). Waves and Their Applications in Technologies for Information Transfer Disciplinary Core Idea Content standard Scientific/ Engineering Practice Examples Crosscutting concept Disciplinary core content GRADE 1 Cause & Effect How to Read the Standards _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

17. 7. Develop and use models to show multiple solutions to which patterns are used to transfer information (e.g., using a grid of 1s and 0s representing black and white to send information about a picture, using drums to send coded information through sound waves, using Morse code to send a message).* Waves and Their Applications in Technologies for Information Transfer Disciplinary Core Idea Content standard Scientific/ Engineering Practice Examples Crosscutting concept Disciplinary core content GRADE 4 How to Read the Standards _ _ _ _ _ _ _ Engineering Practice Standard

18. The performance expectations describe what students should be assessed on at the end of instruction but do not describe how to support students in realizing them. Joe Krajcik “Project-Based Science” The Science Teacher, Jan. 2015 Standards as Performance Expectations

19. DRAFT the rotation of Earth and unequal heating of its surface creates patterns of atmospheric and oceanic circulation that determine regional climates. Use models (e.g., diagrams, maps, globes, digital representations) to explain how Grade 6 – Earth and Space Science patterns Deconstructing the Standards

21. Deconstructing Standards Share

22. The Big Picture http://www.west.k12.oh.us/speced/Learning% 20Targets_BFK[1].pdf 22

23. So what pieces do I need before I start building lesson plans? 23

24. Backward Design Process and the 5E+IA Instructional Model Identify desired results (learning targets) from the standards (performance expectations) in the Course of Study. Stage 1 Determine acceptable evidence of learning – performance expectations. Design evaluate activities for 5E+IA Model. Stage 2 Develop learning experience and activities. Design engage, explore, explain, and elaborate activities for 5E+IA Model. Stage 3 Adapted from Bybee, 2013, p. 60 24

25. Unpacking the Standards 25

26. Unpacking the Standards 26

27. Backward Design Process and the 5E+IA Instructional Model Identify desired results (learning targets) from the standards (performance expectations) in the Course of Study. Stage 1 Determine acceptable evidence of learning – performance expectations. Design evaluate activities for 5E+IA Model. Stage 2 Develop learning experience and activities. Design engage, explore, explain, and elaborate activities for 5E+IA Model. Stage 3 Adapted from Bybee, 2013, p. 60 27

28. Standard vs. Learning Target  “A standard answers the question, Where am I going in my learning? While learning targets show students the path to get there.”  Schuhl, 2012,  Solution-tree.com 28

29. Classrooms Driven by Learning Targets Learning targets are displayed in ways that are appropriate to the grade level, subject and needs of student. Exemplar work samples are displayed, showing what the learning targets look like – could be as simple as a piece of a complete work sample. Teachers and students are using rubrics to describe varying levels of a learning progression. Displays of student and class progress are monitored by the learning goals/targets and not by learning activities. Teachers share the learning goals/targets at the start of learning. Students are able to articulate the goals and targets. Teachers are introducing students to the language of a rubric. Students are talking about the qualities of their work with the teacher and each other. Students are NOT asking, “Is this okay?” because they know what quality work looks like. 29

30. Types of Learning Targets  K : Knowledge and Simple Understanding  R : Reasoning and Deep Understanding  S : Skill Targets  P : Product Targets 30

31. Next Steps  Complete the deconstruction of standards and learning targets.  Share Turnaround Information to faculty.  During your next session you will use your completed learning targets to create an Instructional Sequence Map with your coaches. 31