Welcome!  Please sign in and pick up your handouts  Find a seat that fits your needs  6 people per table to support the work we will do today

Science Teacher Leader Meeting Walter Harris & Kate Williams January 23, 2013

Expected Outcomes  Understand Formative Assessment Probes  Understand a Framework for K-12 Science Education  Understand how Essential Standards, A Framework for K-12 Science Education and Formative Assessment Probes together can promote student learning  Increase content knowledge in the area of physical science  Access to science resources

Under Construction Framework of a house = Framework for K-12 Science Education Addition of walls, roof, plumbing = Standards/Next Generation Science Standards (NGSS)

Under Construction Finished house with furniture and landscaping = Curriculum

Predict and Discuss: Student Responses Where Did the Water Come From? Latisha took a sealed, plastic container of ice cubes out of the freezer. The outside of the container was dry when she took it out of the freezer. She set the container on the counter. She did not open the container. Half an hour later she noticed the ice had melted inside the container. The container was full of water. A small puddle of water had formed on the kitchen countertop, around the outside of the container. Which best describes where the puddle of water came from? A A gas in the air B Melted ice inside the container C Cole on the outside of the container D Condensation from water inside the container E Water that evaporated from inside the container F Cold changed hydrogen and oxygen atoms to water Describe your thinking about where the water came from. Provide an explanation for your answer. Uncovering Student Ideas in Science - p.163 Orange Book

Why Use Formative Assessment Probes?  Assessment for learning not assessment of learning  Reveal the types of ideas your students have about common science concepts  Examine student thinking for the purpose of informing teaching and learning

Formative Assessment Probes  NSTA Publications  Formative assessment probes were developed using the Curriculum Topic Study (CTS) process.  Link key ideas in the standards to common misconceptions cited in research.

Predict and Discuss: Student responses  Study your card  Consider how you might or might not respond in a similar fashion.  Share your ideas about your card with your group.

Consider the following… How would you plan to teach the concept addressed in the probe, given your group discussion about student responses?

The Teacher Notes How would you plan to teach the concept addressed in the probe now that you have read the teacher notes for it? What caught your attention in the teacher notes? Did anything change your ideas about how to teach the concept addressed in the probe?

Charting Changes in Thinking Using the chart paper provided to your group - Create a before/after chart highlighting your ideas about how to teach the concepts in the probe and how they changed with exposure to the materials in the Teacher Notes.

Teacher Evaluation Connection  Standard III: Teachers know the content they teach (CTS document)  Standard IV: Teachers facilitate learning for their students (Formative Assessment Probes)

Disciplinary Core Ideas – DCI’s Physical Sciences PS1: Matter and its interactions PS2: Motion and stability: forces and interaction PS3: Energy PS4: Waves and their applications in technologies for information transfer

Crosscutting Concepts 1. Patterns 2. Cause and effect: mechanism and explanation 3. Scale, proportion, and quantity 4. Systems and system models 5. Energy and matter: flows, cycles, and conservation 6. Structure and function 7. Stability and change

K-12 Scientific and Engineering Practices 1. Asking questions (for science) and defining problems (for engineering) 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Constructing explanations (for science) and designing solutions (for engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information

The Dimensions of the Framework  Scientific and Engineering Practices  Crosscutting Concepts  Disciplinary Core Ideas

A Framework for K-12 Science Education A recently completed conceptual framework for K-12 science education that is being used to guide the development of Next Generation Standards in Science.

Probes and the Framework  Integrating across the three dimensions in the Framework document is challenging.  Formative assessment probes support learning across the three dimensions of A Framework for K-12 Science Education.

Activity: Folder Sharing

Exploring the Dimensions 1. Choose a recorder 2. Study the Physical Science Strand map (current essential standards) 3. Record your group responses to the Key Questions in the front of the folder 4. Move to the Disciplinary Core Ideas and repeat 5. When you arrive at the last of the two papers complete your responses, then consolidate all of the group responses to present the highlights to the whole group using chart paper. Break here for Science Fun for Everyone

Integrating the Dimensions Tasks Criteria

Integrating the Dimensions  Tasks  Criteria  Disciplinary Ideas  Practices  Crosscutting Concepts

Resource: NCDPI Science Livebinder LIVE BINDER! Resources organized by teaching standard

Closure Evaluation & Contact edform?formkey=dEotTkhjWnhGdDk4cFRFYUd2 MGtUS3c6MQ Need something? Walter Harris – Cooperating Teacher Kate Williams – Senior Administrator