SEISMIC Summer Academy

August 6-8 and August 11-14, 2014

•Deepen teachers’ math and science content and pedagogical content knowledge.

•Strengthen teachers’ ability to engage students in math and science practices in everyday instruction.

•Strengthen teachers’ ability to develop and implement learning experiences aligned with CCSS and NGSS.

SEISMIC Summer Academy Goals

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•Pausing•Paraphrasing•Posing Questions•Putting ideas on the table•Paying attention to self and others •Presuming positive intentions•Pursuing a balance between advocacy and inquiry

Common BeliefsCommon Beliefs

Effective Instruction and Improved

Student Learning

Content and pedagogical

content knowledge

Professional Learning

Communities

Leadership

Educational Research

Formative Assessment

Fixed vs Growth Mindset

Research Based Learning Cycle

Draw out Initial Ideas about or Skill With the Learning TargetStudents surface their thinking about or skill level with the learning target using techniques like formative assessment probes, discussions, demonstrations, examples or performances.Teacher modifies/ adjusts lessons in response to student ideas.

Reflect/ Make SenseStudents and teacher think about and discuss their understanding or achievement of the learning target as evidenced in artifacts and reflect on their own learning (how their thinking or skills changed and what experiences changed their thinking or skills).

Engage with Concept to Generate and Collect Evidence Related to the Learning Target (Activity)

Students engage in appropriate activities such as small and large group discussions, lectures, modeling, problem solving, reading textbooks or other text resources, technology based demonstrations or simulations, observations, experiments, or practice.Students reflect on initial ideas or skills in light of evidence, think about and analyze information, discuss evidence and ideas with peers and teacher and provide and receive feedback.

AssessmentSuccess?

Yes!

Share the Learning Target (Concept or Skill)Teacher can answer- What is my learning target? How will it be assessed? What are my success criteria?Students can answer- What am I learning? Why am I learning it? How am I learning it? How well do I need to learn it? How do I show that I have learned it?

Where am I going?

How do I close

the gap?

How do I close

the gap?

Where am I now?

Generate Artifacts/ Evidence of Learning (Assessment)Students demonstrate their current thinking or skill level by participating in small group and large group discussions, creating a concept sketch, lab report, class presentation, written report, solved problems, performance, or other artifacts.Teachers and students provide useful feedback based on clear success criteria.

Next Concept

Feedback

Where am I now?

Success?Not Yet!

Classroom culture / Mindset

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•Share big ideas and learning targets •Promote the belief that ability can be improved•Make it more important for students to compare themselves with themselves, rather than others, in terms of achievement•Provide feedback that provides next steps for students•Use every opportunity to transfer control of the learning

Increase Student Ownership

•The content sessions put me in the learner's seat, giving me perspective on the challenges and rewards my students will face.•Understanding of potential student frustration… I really understand the growth mindset vs. the fixed mindset now.•How it feels to struggle , to be confused and what can be done to help learners break through to the new concept.

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Where am I going?

Where am I now?

How do I close the gap?

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What is the structure of the NGSS? How can I read it? What is Washington state’s implementation plan?

I can define the different components of the NGSS and when those components should be implemented in my own classroom instruction.

Read and discuss How To Read the NGSS

Individually answer the questions about the life science learning progression and then

discuss with your table group.

Disciplinary Core Ideas

Physical SciencesPS1: Matter and its interactionsPS2: Motion and stability: Forces and interactionsPS3: EnergyPS4: Waves and their applications in technologies for information transfer

Life ScienceLS1: From molecules to organisms: Structures and processesLS2: Ecosystems: Interactions, energy, and dynamicsLS3: Heredity: Inheritance and variation of traitsLS4: Biological evolution: Unity and diversity

Earth and Space SciencesESS1: Earth’s place in the universeESS2: Earth’s systemsESS3: Earth and human activity

Engineering, Technology, and Applications of ScienceETS1: Engineering designETS2: Links among engineering, technology, science, and society

Science and Engineering Practices

•Asking questions (for science) and defining problems (for engineering)1.Developing and using models2.Planning and carrying out investigations3.Analyzing and interpreting data4.Using mathematics and computational thinking5.Constructing explanations (for science) and designing solutions (for engineering)6.Engaging in argument from evidence7.Obtaining, evaluating, and communicating information.

Crosscutting Concepts

•Patterns1.Cause and effect: Mechanism and explanation2.Scale, proportion, and quantity3.Systems and system models4.Energy and matter: Flows, cycles, conservation5.Structure and function6.Stability and change

http://www.k12.wa.us/Science/NGSS.aspx

Sage Wisdom1. Be thoughtful and deliberate

2. Leave your curriculum alone (for now)

3. Spend time learning the science and engineering practices and crosscutting concepts

4. Pick one thing each year and do it well

Ellen Ebert, OSPI Director of Science and fromStephen Pruitt, VP Achieve Inc. in charge of science standards

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What are crosscutting concepts and how can they improve my instruction and student learning?

I can define crosscutting concepts and plan strategies to use them to improve student learning.

Crosscutting Concepts•Use the Say Something Protocol to discuss the Crosscutting Concepts. •How can you use the Crosscutting Concepts at your grade level? In your school?

Return to your Grade Level Table

after the break

21What? I didn’t come here for Culture!

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•Deepen teachers’ math and science content and pedagogical content knowledge.

•Strengthen teachers’ ability to engage students in math and science practices in everyday instruction.

•Strengthen teachers’ ability to develop and implement learning experiences aligned with CCSS and NGSS.

SEISMIC Summer Academy Goals

23Our SEISMIC Pedagogical

Learning Log

A new notebook—please don’t start writing in it yet!

Open to page 5 (leave a few blank pages in the front)

Tabs available at your tables if you want to use them

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24Our SEISMIC Pedagogical

Learning Log

LEFT SIDE –student page

My thinking

RIGHT SIDE-teacher page

Information

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25 Left side – YOUR thinking

What I think I know about learning logs

Please take about 2 minutes to consider what you think you already know about learning logs. There are many varieties etc.

Right Side – Information

Name of pedagogical move :

Learning Logs

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26Pedagogical Learning Log

Left side – YOUR thinking

What I think I know about Learning Logs…

RIGHT SIDE-information

Name or description of strategy : Learning Logs

Purpose: your notes…

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Learn by writing (Write to Learn)

Note taking

Track learning and/or process

Learners’ reflections on what they are learning - connections

Deepens thinking

A place to ask questions - connections

Formative Assessment-teacher or self

Can be used for any content! Common among scientists and engineers…

Can include problem-solving entries from math or science, observations from lab experiments, questions about lectures or readings, etc.

Learning Logs – PurposeFrom Dialectical Journals, Learning Logs and AVID journals

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Our SEISMIC Pedagogical Learning Log

Left side-student thinking

What I think I know about this

Right Side-teacher information

Name or description of strategy : Learning Logs

Purpose: Share what you noted as key to remember…

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L

Learning Logs – Steps

Decide on your purpose for the notebook Cross subjects?

Single subjects?

Multiple in one notebook?

Obtain a notebook for each student

Model set-up (you decide what is important to include)

Pedagogical Moves

Table of contents

Number pages

Log will be pedagogical moves used throughout SEISMIC

Keep it simple and manageable for you

The most important step---USE THE LOG!

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Learning logs – variations…(unlimited!)example questions for left side

What do I THINK I know about xxx? (Later)

What do I now understand about xxx?

What did I do in class today?

What did I learn?

What did I find interesting?

What questions do I have about what I learned?

What was the point of today’s class?

What connections did I make to previous ideas of lessons?

Additional ideas?

31SEISMIC Pedagogical Learning Log

Left side

What I think I know about this

Right Side

Name or description of strategy

Purpose

Steps How was the move planned, set up, what happened? bullets, narrative, sketch…what works for you?

Variations if appropriate.

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32Back to the left side! Your

thinking…

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33SEISMIC Pedagogical Learning Log

Left side

What I think I know about this

What I understand now

How this could support student engagement

How I might use this to enhance instruction with my students next year Include how you might modify for your situation!

.

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34Table of Contents

Number your pages up through this strategy.

Back to your table of contents—

Learning Logs pages x - x

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35Say Something….

How was it taught/facilitated – Let’s dig into the pedagogy of Say Something

Another page in your pedagogical learning log…

Number your pages

Add this move to the Table of Contents page

36Say Something

www.adaptiveschools.com

Process:1. Work with your partner2. Read silently and simultaneously to a mutually agreed upon

stopping point (consider 1-3 paragraph chunking).3. When each partner is ready, stop and “say something.” The

something might be a question, a brief summary, a key point, an interesting idea, or a personal connection.

4. Continue the process until you have completed the section5. At the end of the reading, have a conversation about the

entire reading, inquiring into the other person’s thinking.6. End with a group discussion

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Left side

What I think I know about this

What I understand now

How this could support student engagement

How I might use this to enhance instruction with my students next year

Right Side

Name or description of strategy : Say Something

Purpose: What is the purpose? (how did the process support your learning?_

Steps How was the move planned, set up, what happened? (you have this on the handout)

Variations if appropriate.

SEISMIC Pedagogical Learning Log17

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Pedagogical Logs – a specific type of learning log for educators

Scale 1-5, 5 high—how did this pedagogical move help you as a learner?

What would have helped me more

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Pedagogical Logs (instructional moves)

and

Content Learning Logs (math and science)

40Three Shifts in ELA/Literacy

1. Building knowledge through content-rich nonfiction

2. Reading, writing and speaking grounded in evidence from text, both literary and informational

3. Regular practice with complex text and its academic language 20

41SEISMIC Content learning logs---

Reflections on the material we are learning

Record the process we went through in learning something new

Questions we want to have clarified

Specifics from the content professors

What are the disciplinary core ideas for my grade? How do those ideas connect to the CCSSM and CCSSELA standards for my grade?

I can identify meaningful ways to connect the NGSS disciplinary core ideas for my grade to the CCSSM and CCSSELA.

• Examine the NGSS transition plan for your grade.• Choose one kit to look at, identify, and list:

• Science and Engineering Practices• Crosscutting Concepts• If possible, Disciplinary Core Ideas

Lunch• At 12:30 pm be

ready to go in your content room:

• K-2 in 230 with Kim and Jessica

• 3-8 in 210 with Sue and Scott