1. Good Morning and Welcome to the 2013-2014: Northern Kentucky Leadership Network Meetings!

2. AUGUSTA INDEPENDENT

3. BEECHWOOD INDEPENDENT

4. BELLEVUE INDEPENDENT

5. BOONE COUNTY

6. BRACKEN COUNTY

7. CAMPBELL COUNTY

8. COVINGTON INDEPENDENT

9. DAYTON INDEPENDENT

10. ERLANGER- ELSMERE INDEPENDENT

11. FORT THOMAS INDEPENDENT

12. GRANT COUNTY

13. KENTON COUNTY

14. LUDLOW INDEPENDENT

15. NEWPORT INDEPENDENT

16. PENDLETON COUNTY

17. SILVER GROVE INDEPENDENT

18. SOUTHGATE INDEPENDENT

19. WALTON- VERONA INDEPENDENT

20. WILLIAMSTOWN INDEPENDENT

21. Homework Review!!!!!!!!! Bring one lesson in which you have included the practice you chose to ‘work” with. Explain what practices you are currently implementing in your classroom and the lesson that accompanies

22. Structure Function and Matter Activity Patti Bills Northern Kentucky University Kimberly Haverkos Thomas More College

23. NGSS and Science Education: Walking the Talk Kim Haverkos, PhD 859-344-3359 haverkk@thomasmore.edu Thomas More College

24. Image created by Nick Farrantello For more info on the scientists: http://rationalcrank.blogspot.com/2010/03/each-of-people- in-this-picture-has.html

25. Science Education in America “Similarly [to math texts], although U.S. science textbooks attempt to cover 930 percent more topics than do German textbooks, and 433 percent more topics than do Japanese textbooks, both German and Japanese students significantly outperform U.S. students in science achievement as well.” (Schmidt, McKnight, & Razien, 1996)

26. Science Education in America Science courses often have more new words than foreign language classes (Upwards of 3,000 new vocabulary words in some science courses). (Barton & Jordan, 2001)

27. Another example…

28. NGSS Content Less is more Focus has shifted – No longer “Know steps of photosynthesis” – Now, “Create a model of Photosynthesis” Thinking in terms of PRACTICES

29. Content vs. Practices?? Not an either/or Instead a Both/And – Content, yes, but within the context of the practices AND VICE VERSA – What does this mean for teaching?

30. Developing Scientific Habits of Mind What does “scientific habits of mind” mean? How do we reason scientifically? How do we engage in inquiry?

31. Another way to think about it…

32. An engineering activity to get us thinking… Problem: Design the best course for your bug Criteria: Your bug…. – Has to change direction – Has to make noise (other than bug noise) – Has to go through a tunnel Constraint: Your bug… – Has to complete course within 10 seconds

33. What are the practices? Asking questions and defining problems Developing and using models Planning and carrying out investigations Analyzing and interpreting data Using mathematics and computational thinking Constructing explanations and designing solutions Engaging in argument from evidence Obtaining, evaluating, and communicating information

34. Hexbugs Focus Which course design was the best? – How did your group define best? » What evidence did your group have that that design was the best? » Is there a better solution? » Can you defend your decision? How? » What changes could your group make to your course to make it “the best”? What practices did this activity best engage? Which were less emphasized?

35. NGSS Pe: 3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

36. Asking questions and defining problems “…asking a question…leads to involvement in another practice.” (Appendix F, p.4) Science: Explain phenomena Engineering: Solve a problem Overlap?

37. Developing and using models Models represent a system They are based on evidence Key point for 9-12 – “Evaluate merits and limitations of two different models of the same proposed tool, process, mechanism or system in order to select or revise a model that best fits the evidence or design criteria.” (Appendix F, p. 6)

38. Planning and carrying out investigations Inquiry Continuum Teacher Led Student Driven Teacher does all Students do all: Develop question Design method Create data collection process Analyze data Engage with evidence Act Students may create data collection charts Students may design methods and… Students may develop question and…

39. Analyzing and interpreting data “Data aren’t evidence until used in the process of supporting a claim.” (Appendix F, p. 7) Bring out meaning of data and relevance through patterns, relationships, and sources of error (Appendix F, p. 9)

40. Using mathematics and computational thinking Critical Numeracy Common Core Math, anyone? – Make sense of problems and persevere in solving them – Reason abstractly and quantitatively – Construct viable arguments and critique the reasoning of others – Model with mathematics – Use appropriate tools strategically – Attend to precision – Look for and make use of structure – Look for and express regularity in repeated reasoning

41. Moving into the next three… A possible resource???

42. Constructing explanations and designing solutions Goals of science: Explanations!!! – MUST have a claim – MUST have evidence (What is evidence???) Goals of engineering: Solution – Constraints and criteria – Optimization and refining

43. Engaging in argument from evidence How to engage students in this when we have asked them to be quiet and NOT argue for 12 years??? Compare and evaluate Critique Defend

44. Obtaining, evaluating, and communicating information Developing a “…critical consumer of information about science and engineering…” (Appendix F, p. 15)

45. Deconstruction/Assessment Creation Focus: Structure and matter Timeline: Flow of development: what needs to be assessed deconstruct to meet the assessed needs create the assessment (multiple choice, extended response, performance based instruction)

46. 46 Cognitive Scaffolding and Targets Knowledge Reasoning Performance Skills Products

47. KnowledgeReasoningPerformance SkillsProduct What knowledge or understanding is required to become competent on this standard? What reasoning (if any) is required to be competent on this standard? What performance skills (if any) are required to demonstrate competence on this standard? What product competencies (if any) are required by this standard? Remember, not all standards have all of these as underpinnings and some standards may only need to be ‘classified’ to assist with assessing students’ learning. Types of Learning Targets

48. Intent of Performance Expectation

49. I am clear about … Initial Thoughts… Overall Goal: Knowledge Reasoning Performance/Skills Products Things I’m not clear on… Progression, Practices, Core Ideas, and Crosscutting Concepts CASL Chapter 3, page 64 and content resources Interdisciplinary Connections and other resources Performance Expectation: Final Thoughts… Overall Goal: Knowledge Targets: Reasoning Targets: Performance/Skill Targets: Product Targets: References

51. Moving NGSS to Instruction What are the key words and/or key concepts for learning? What will students need to know or do to show mastery? What is the intent of the performance expectation/learning? PE: *Does not refer to Performance Expectations KnowledgeReasoning AND Skill/Performance*Products

52. LUNCH 12:00-12:45

53. What might assessment look like in NGSS?

54. Read the summary report and look for 3 major “take aways”.

55. Construct and compare linear, quadratic, and exponential models and solve problems. For exponential models, express as a logarithm the solution to ab ct =d where a, c, and d are numbers and the base b is 2, 10, or e; evaluate the logarithm using technology. Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table). 2. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. 6. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* 1. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. 4. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. 7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Cause and EffectSystems and System Models NGSS LS4: Biological Evolution NGSS LS2: Ecosystems Bundling Math and Science Modeling; Reasoning Abstractly and Quantitatively

56. NRC Committee’s Charge: Developing Assessments for NGSS Identify strategies for developing assessments that validly measure student proficiency in science. Review recent and ongoing assessment work to identify both available assessment techniques and systems and needed research and development for assessing NGSS. Make recommendations for state and national policymakers, research organizations, assessment developers, and study sponsors about steps needed to develop valid, reliable and fair assessments for the Framework’s vision of science education.

59. Three Dimensional Science Learning (How do you assess?)

60. Assessment Grounded in NGSS Expectations Tasks should ask students to apply practices in the context of disciplinary core ideas and crosscutting concepts. Need well-designed, multi-component tasks that use a variety of response formats: – Selected-response questions – short and extended constructed response questions – performance tasks – Classroom discourse Students will need multiple, varied assessment opportunities to demonstrate NGSS proficiency.

61. Not an Assessment: Systems of Assessment No, single on-demand assessment is sufficient To support NGSS learning, need to think systemically –Assessment to support classroom teaching and learning –Assessment for monitoring student learning –Indicators of Opportunity-to- learn (OTL) Monitoring (large-scale) assessments will need both –on-demand component –classroom embedded component OTL indicators should document that students have the opportunity to learn NGSS and that schools have appropriate resources.

62. Classroom Assessment is Priority Classroom instruction is the key leverage point for developing and assessing students’ NGSS learning. Formative and summative assessment should be an integral part of classroom instruction and should reinforce and support NGSS learning. Compelling examples exist Obvious implications for resource development and professional development

63. Homework Digest today and the activities completed Connect with your partner for deconstruction and complete to a rough draft (if not completed) Begin a rough draft for your PBA Plan to implement the PBA between Jan and March….be prepared to provide feedback along the way and at the end. Ask for support where needed.