Are you looking in the mirror or out the window? Pausing Pausing Paraphrasing Paraphrasing Probing for specificity Probing for specificity Putting ideas on the table Putting ideas on the table Paying attention to self and others Presuming positive intentions Promoting a Spirit of Inquiry Seven Norms of Collaboration DuFour, Richard, et. al. Learning by Doing. Bloomington: Solution Tree, (p. 104)

PLT Big Ideas

Coaching Community Goal What can we do to increase knowledge and skills to facilitate productive task- based discussions in our classrooms using the science practices and instructional strategies to insure that students are college and career ready?

Alabama Science Course of Study New COS moves to public review –January 2015 Returns to the committee for revisions if needed Approval by the State Department Board of Education- Fall 2015 Implementation of Newly Adopted COS – School year

actaspire.com discover actaspire.org actaspire.avocet.com

Video Analysis Part 2

Talk Move Protocol

Student Talk Time Vs. Teacher Talk Time

Productive Talk Protocol

Scientific & Engineering PracticesK-2 Condensed Practices3-5 Condensed Practices Student Evidence of Practice 1- Asking Questions and Defining Problems Asking questions and defining problems in grades K–2 builds on prior experiences and progresses to simple descriptive questions that can be tested. a. Ask questions based on observations of the natural and/or designed world. b. Define a simple problem that can be solved through the development of a new or improved object or tool. Asking questions and defining problems in grades 3–5 builds from grades K–2 experiences and progresses to specifying qualitative relationships. a. Identify scientific (testable) and non-scientific (non-testable) questions. b. Ask questions based on careful observations of phenomena and information. c. Ask questions to clarify ideas or request evidence. d. Ask questions that relate one variable to another variable. e. Ask questions to clarify the constraints of solutions to a problem. f. Use prior knowledge to describe problems that can be solved. g. Define a simple design problem that can be solved through the development of an object, tool or process and includes several criteria for success and constraints on materials, time, or cost. h. Formulate questions that can be investigated and predict reasonable outcomes based on patterns such as cause and effect relationships. Student Evidence of Practice 2- Developing and Using Models Modeling in K–2 builds on prior experiences and progresses to include identifying, using, and developing models that represent concrete events or design solutions. a. Distinguish between a model and the actual object, process, and/or events the model represents. b. Compare models to identify common features and differences. c. Develop and/or use models (i.e., diagrams, drawings, physical replicas, dioramas, dramatizations, or storyboards) that represent amounts, relationships, relative scales (bigger, smaller), and/or patterns in the natural and designed worlds. d. Develop a simple model that represents a proposed object or tool. Modeling in 3–5 builds on K–2 models and progresses to building and revising simple models and using models to represent events and design solutions. a. Develop and revise models collaboratively to measure and explain frequent and regular events. b. Develop a model using an analogy, example, or abstract representation to describe a scientific principle or design solution. c. Use simple models to describe or support explanations for phenomena and test cause and effect relationships or interactions concerning the functioning of a natural or designed system. d. Identify limitations of models. e. Develop a diagram or simple physical prototype to convey a proposed object, tool or process. f. Use a simple model to test cause and effect relationships concerning the functioning of a proposed object, tool or process. K-5 Scientific & Engineering Practices Protocol

Science and Engineering Practices6-8 Condensed Practices Student Evidence of Practice 1- Asking Questions and Defining Problems- Asking questions and defining problems in 6–8 builds on K–5 experiences and progresses to specifying relationships between variables, and clarifying arguments and models. Ask questions that arise from careful observation of phenomena, models, or unexpected results, to clarify and/or seek additional information. to identify and/or clarify evidence and/or the premise(s) of an argument. to determine relationships between independent and dependent variables and relationships in models. to clarify and/or refine a model, an explanation, or an engineering problem. that require sufficient and appropriate empirical evidence to answer. that can be investigated within the scope of the classroom, outdoor environment, and museums and other public facilities with available resources and, when appropriate, frame a hypothesis based on observations and scientific principles. that challenge the premise(s) of an argument or the interpretation of a data set. Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions. Student Evidence of Practice 2- Developing and Using Models Modeling in 6–8 builds on K–5 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems. Evaluate limitations of a model for a proposed object or tool. Develop or modify a model— based on evidence – to match what happens if a variable or component of a system is changed. Use and/or develop a model of simple systems with uncertain and less predictable factors. Develop and/or revise a model to show the relationships among variables, including those that are not observable but predict observable phenomena. Develop and/or use a model to predict and/or describe phenomena. Develop a model to describe unobservable mechanisms. · Develop and/or use a model to generate data to test ideas about phenomena in natural or designed systems, including those representing inputs and outputs, and those at unobservable scales. 6-8 Scientific & Engineering Practices Protocol

CC MemberProductive Student Talk Talk TimeTalk Moves Used Science Practices Observed What Made This Happen?Curiosities & Considerations Whole Group Evidence Chart

New Research & Immediate Practice Part 3 & 4

How many planets are in their solar system?

Create a Poster to Share Your Ideas

Considers what teachers can do prior to and during a lesson to position themselves to make productive use of the student work (artifacts). Chapter 3 Getting Started: Anticipating and Monitoring Students’ Work

???? Why Anticipate ??? “using the strategy of anticipation eliminates the need to develop all the questions on the spot. This gives the teacher more time to consider the appropriate moment to ask a particular question to help to make connections between what students are actually doing and the disciplinary ideas that he/she wanted them to learn.” “

Anticipating involves carefully considering: 1- the key features that must be present for a complete and correct experimental design, explanation, or representation 2-the challenges that students are likely to encounter and/or the misconceptions that might surface as they engage in the task 3- how to respond to the work that students are likely to produce that may or may not address the identified features

Monitoring provides a record of who is doing what, and can serve as a data source for making judgments about who will share what during the discussion, help the teacher keep track of how students in the class are thinking about particular ideas, and provide a record of which students were selected to share their work on a particular day. It can also provide a historical record of what happened during the lesson that can aid the teacher in refining the lesson the next time it is taught. ???? Why Monitor???

Monitoring involves : 1- paying attention to the thinking of students during the actual lesson as they work 2- keeping track of the features of the work that are present and absent 3- asking questions that will help students make progress on the task 4- identifying aspects of their work that will help advance the discussion later in the lesson

Feedback & Reflection of the Practice Part 5-

Reflection of Learning --Was the task your group engaged in of high or low cognitive demand? What is your evidence? (page 10) --Did this lesson engage the student learner in any of the scientific practices? -Share specific times and speak from evidence. --What strategy did the teacher plan for in order to get student thinking to a higher cognitive demand? (page 18)

Summary of Learning & Determining Next Steps Part 6

Steps to Anticipate and Monitor: 1- Identify the disciplinary ideas that the teacher wants students to learn 2- Select a task that aligns with the goal 3-Identify the components or features of a high quality explanation that could serve as a standard for evaluating student responses 4- Anticipate what was likely to happen as students work on the task & what might need to be done in order to support their efforts (what they might know and what they might do) 5- Plan how to respond to the work that students produce that may or may not be accurate or complete 6- Create a monitoring sheet

Are you looking in the mirror or out the window? Pausing Pausing Paraphrasing Paraphrasing Probing for specificity Probing for specificity Putting ideas on the table Putting ideas on the table Paying attention to self and others Presuming positive intentions Promoting a Spirit of Inquiry Seven Norms of Collaboration DuFour, Richard, et. al. Learning by Doing. Bloomington: Solution Tree, (p. 104)