October 22, 2013

Concerns Based Adoption Model

Welcome!

Who is in the room? Cle Elum/Roslyn East Valley Granger Highland Hope Academy Mabton Naches Valley Prosser Selah Sunnyside Toppenish Union Gap Wahluke Wapato West Valley Yakima

Who is in the room? Lake Chelan Tonasket Ephrata Omak Eastmont Cashmere Cascade Entiat Okanogan Bridgeport Quincy Waterville Warden Wenatchee Soap Lake Moses Lake

Who is in the room? Nine Mile Falls Deer Park Central Valley Columbia Pullman Wellpinit Creston Spokane East Valley Davenport Chewelah Riverside Ritzville Colville Reardan Summit Valley West Valley Great Northern Newport Cheney Medical Lake Odessa LaCrosse MESA (WSU) WSU

Objectives Learn and understand the progression of the Science and Engineering Practices through the grade levels Increase our understanding of conceptual models Study the connections between the CCSS-ELA and the NGSS Networking

Our Charge: Build capacity for high quality science instruction in Washington State. What do YOU hope to get out of your participation in the Science Leadership Network this year? How can you contribute as a part of the SLN this year?

Framing the Day

Asking Questions and Defining Problems Do you have questions about the Next Generation Science Standards?????

COMPONENTS OF THE QUESTION FORMULATION TECHNIQUE™ 1. The Question Focus (QFocus) 2. The Rules for Producing Questions 3. Producing Questions 4. Categorizing Questions 5. Prioritizing Questions 6. Next Steps 7. Reflection

1 THE QUESTION FOCUS (QFOCUS)

For States by States

Introduce the Rules for Producing Questions:  Ask as many questions as you can  Do not stop to answer, judge or to discuss the questions  Write down every question exactly as it is stated  Change any statement into a question RULES FOR PRODUCING QUESTIONS

Divide into small groups of Decide on a note taker. As a group call out questions one at a time Note taker records questions from group PRODUCING QUESTIONS

Define closed and open-ended questions: Closed-ended Questions can be answered with a “yes’ or “no” or with a one-word answer. Mark these with a “C” Open-ended Questions require more explanation. Mark these with an “O” CATEGORIZING QUESTIONS

Step 2 Name the… advantages of closed-ended questions Then, disadvantages of closed-ended questions CATEGORIZING QUESTIONS

Name the… Advantages of open-ended questions Then, Disadvantages of open-ended questions CATEGORIZING QUESTIONS

For example: Choose three questions… that most interest you. that are most important. that will best help you design your research project. you want/need to answer first. PRIORITIZING QUESTIONS

Review your list of questions and choose three questions (most important; to develop a project, etc.). Mark them with an “X” Keep the QFocus in mind while prioritizing. Ask students to think about their rationale for choosing the priority questions. For example: “Why did you choose these three as the most important?” PRIORITIZING QUESTIONS

On a poster Three priority questions Reasons for choosing the priority questions. REPORTS

How can we use our questions moving forward… NEXT STEPS Professional DevelopmentTransitioning to NGSS For youYour Classroom For your districtYour District

What is the value of learning to ask your own questions? How can you use what you learned? REFLECTION

Additional materials to help you teach the QFT are available at For a comprehensive description of how to use the Question Formulation Technique™ in the classroom please see Make Just One Change: Teach Students to Ask Their Own Questions, 2011 Harvard Education Press. We would appreciate any insights, suggestions or feedback about this presentation.

The Right Question Institute offers many of our materials through a Creative Commons License and we encourage you to make use of and/or share this resource. Please reference the Right Question Institute as the source on any materials you use. Source: ABOUT THIS PRESENTATION This power point presentation will walk you through all the steps needed and tips for teaching the Question Formulation Technique™ to your students.

Asking Question and Defining Problems Claim: Students should learn to ask their own questions. PP

Asking Question and Defining Problems What evidence did you and your group find?

Analyzing a Performance Expectation Addressing our own questions and concerns

Highlights, Comments, and Captions Three Parts to this Protocol Part 1: Record Data-make no judgments, inferences, or conclusions Part 2: Record “what it means”-this is your opportunity to make those inferences and conclusions Part 3: Reflect and Summarize your findings

Pick a Performance Expectation

What Standard Did You Choose? Grade Level DCITitle of Standard KPS3Energy

Text of a Performance Expectation

3 Dimension-Foundation Boxes

Connection Boxes-To Other DCIs Just record the codes for now

DCIs Before and After

Connection to the Common Core

Highlights, Comments, and Captions Three Parts to this Protocol Part 1: Record Data-make no judgments, inferences, or conclusions Part 2: Record “what it means”-this is your opportunity to make those inferences and conclusions Part 3: Reflect and Summarize your findings

What It Means? I notice that students will have to make observation and comparisons. I will have to teach these skills in multiple settings

Highlights, Comments, and Captions Three Parts to this Protocol Part 1: Record Data-make no judgments, inferences, or conclusions Part 2: Record “what it means”-this is your opportunity to make those inferences and conclusions Part 3: Reflect and Summarize your findings

Caption If this place mat was a picture in a book, what caption would you give it? Write a one to three sentence caption describing what you have created.

Lunch Parking Lot Questions Using the NGSS Website

Models What is the difference between a conceptual model and a physical model? Reference your Science and Engineering Practices sheet. Give 3 examples of physical models you might use in your classroom. Give 3 examples of conceptual models you might use in your classroom?

Energy- Developing and Using Models General Instructions Rules for Models What do you think?? Specific Instructions Gathering Resources

Energy- Developing and Using Models Reflect: How did you construct a conceptual model?

Energy- Developing and Using Models Apply: Find a performance expectation that involves developing and using models. What would this look like in your classroom?

Networking Choose a category: 1. Biology EOC/COE 2. 5 th and 8 th grade MSP 3. CCSS in the Science Classroom 4. TPEP in the Science Classroom 5. STEM programming 6. District level transitions to NGSS 7. Examining NGSS  Elementary  Middle School  High School

Networking What are you currently doing? What questions do you have? What are your next steps? What resources can the SLN provide, and who is the contact person?

Next Time A deeper look at all the Science and Engineering Practices Does someone have an activity that demonstrates a practice well that they would like to share? A guest presentation from the MAC: Visual Thinking Strategies What else?

Survey and Resources Science-Presentation Resources