MAPLETON ELEMENTARYJUNE 3, 2015

Terry Rhodesterry.rhodes@education.ky.gov

859-585-7762www.terryrhodes1science.com

AGENDA

Set Norms for the Day

Reflecting on the Conceptual Shifts in NGSS: T-P-S

Unpacking vs Deconstruction-What’s the Difference?

Learning Targets-How Do I Know It’s Good?

Building the Future-Engineering TED Talk

Lunch

Intent Protocol-Getting to the True Intent of the Performance Expectation

Deconstructing Performance Expectations

Task Review-Does the activity/task meet the intent of the PE?

Pulling it All Together-What’s Next?

What does the Danielson Framework look like in a 21st Century Classroom?

Breaking the Ice

1. Choose an object from the next slide that best describes you as a learner.

2. Jot down the reason(s) on a post-it.

3. Move to the space where you see the placard with the object you chose.

4. When you have all arrived, share out your responses.

As a learner I am most like…

because…

Slip

• Discussion and Contribution:– Together determine 2 to 3 Norms for our time

together today – Write ONE norm on each post-it note.– As you return to your seat, stick the post-it notes

on the flip chart paper, grouping with others that are similar.

Because we all learn differently, we will have different cognitive needs. We will use this activity to set our norms for the next two days. If each group contributes

2 to 3 norms that accommodate YOUR cognitive needs, then we will end up with a differentiated set of norms. Use the post-it notes and steps below to

contribute your norms.

Do you prefer…

• to complete tasks alone so there are no distractions?

• instant feedback?• answers that are right or

wrong?• to organize tasks, objects,

thoughts in some systematic way

Do you…

• prefer to talk things through with others or even yourself?

• complete tasks in a specific sequence?

• remember facts better if you can relate them to yourself personally?

Do you…• have difficulty memorizing facts?• or maybe you DO analyze the facts?• prefer to mentally process new material

alone before you discuss with someone else?

• look for patterns and “big picture” ideas?

• or maybe you zoom in on details?

Do you…• prefer projects that involve creating a

product?

• use metaphors to learn new things?

• enjoy listening to music and daydreaming from time to time?

• Consider yourself a little disorganized?

Would you describe yourself as…

www.cognitiveprofile.com

Mastery Interpersonal

Understanding

Self Expressive

Who’s in the room?First NameGrade LevelHow many years in education?Something you want to do this summer!

Norms

 

Performance Exp.

Assessment Box

Foundation Boxes

Connection Boxes

Title and Code

Clarification Statement

Assessment Boundary

Engineering Component

Science and Engineering Practices

Disciplinary Core Ideas CoctiEngineering,

Technology and Applications of Science; Nature

of Science;

Connections to other DCI’s

Articulation of DCI’s

CCSS Connections:

ELE/Literacy and Mathematics

P.E. Codes

Crosscutting ConceptsDCIScience and

Engineering Practices

REFLECTING ON THE NGSS CONCEPTUAL SHIFTS

Think-Pair-Share Read the text on Conceptual shifts and think about the questions posed Pair with a partner and discuss/record responses in boxes Share recorded responses with the rest of the table; create one chart per

table to share in gallery walk

Conceptual Shifts in the NGSS1. K-12 Science Education Should Reflect the Interconnected

Nature of Science as it is Practiced and Experienced in the Real World.

2. The Next Generation Science Standards are student performance expectations – NOT curriculum.

3. The science concepts build coherently from K-12.

4. The NGSS Focus on Deeper Understanding of Content as well as Application of Content.

5. Science and Engineering are Integrated in the NGSS from K–12.

6. The NGSS are designed to prepare students for college, career, and citizenship.

7. The NGSS and Common Core State Standards (English Language Arts and Mathematics) are Aligned.

Less emphasis onscientific process skill

More emphasis onscience and engineering

practices

Less emphasis onScience taught in

isolation

More emphasis onScience as the crossroads of curriculum

Less emphasis onone scientific

method

More emphasis onmultiple methods of

exploration

Less emphasis onknowing specific

concepts

More emphasis onusing scientific

knowledge to solve problems

Less emphasis onscience labs done in

isolation

More emphasis onproblem- or place-

based learning

Less emphasis onusing text from

hard-bound books

More emphasis onaccessing digital

media

Less emphasis onsummative assessment

More emphasis onformative assessment

Less emphasis onwhat "student

knows“ to indicate level of mastery

More emphasis onwhat "student can

do" to indicate level of mastery

This means…

• We must remind ourselves that it isn’t enough to have STUDENTS telling WHAT or THAT (something is, is not, etc.)—we must ensure that STUDENTS’ LEARNING is SHIFTED to EXPLAINING—REASONING-- (using evidence) addressing WHY and HOW.

• As we engineer these experiences, we must focus PRIMARILY on what the STUDENTS WILL BE DOING versus what the teacher will be doing.

• We must prepare to engineer learning environments that require students to GATHER, REASON, and COMMUNICATE scientifically—across “3 Dimensions”.

This will require us to…• Be willing to make mistakes, • be wrong A LOT before we are RIGHT,• listen to the ideas of others, • appreciate understanding that comes

from working through confusion, and• persevere.

‘Science, my boy, is made up of mistakes, but they are mistakes which it is useful to make, because they lead little by little to the truth.’ – Jules Verne, Journey to the Center of the Earth

VS

Unpacking vs Deconstruction

Life Science Standard CCD-4.1/POS Life Science

StandardKCAS

Components

Core IdeasClarification StatementAssessment BoundaryPracticesXCCMath ConnectionsLiteracy ConnectionsGrade Specific

4.1

YY

SomeNNNN

Minimal

NGSS

YYYYYYYY

“Unpacking”

Components

Core IdeasClarification Statement Assessment BoundaryPracticesXCCMath ConnectionsLiteracy ConnectionsGrade SpecificTargets

4.1

YY

SomeNNNN

MinimalN

NGSS

YYYYYYYYN

“Deconstructing”

Developing Quality Learning Targets

31

CASL Activity Each table takes a sheet of chart paper, make 3

columns; label the first “Brainstorm” At your table, brainstorm what criteria makes a good

learning target; list in the column Read the CASL #3 sheet and discuss Label 2nd column CASL and use that column to revise

your first list based on the reading Now, discuss whether NGSS requires anything more;

what is unique about NGSS that must be considered as you create learning targets? Label 3rd column NGSS and once again revise your list

Gallery walk

You Be the Judge-Learning Target or Not?

• I can analyze the change in position over time (motion) of an object

• I can model radioactive decay by counting pennies that land face-up to represent nuclear fission

• I can describe how materials change when they are heated or cooled

• I can flip a coin one hundred times to determine the probability of heads

• I can use authentic ancient Egyptian techniques to mummify a chicken

• I can use evidence to construct explanations of plant and animal life cycles

Types of Learning Targets

KnowledgeThe underlying

facts and concepts of the discipline

that students need to know (describe,

explain, recall, identify)

36

ReasoningStudents use and

apply what they know to reason and solve

problems (use, formulate,

Analyze, infer)

37

Skill

Students perform an action or task

that must be observed to be

assessed (measure,

observe, use equipment)

38

ProductThe product itself is the

focus of the standard and there must be a

product to determine if the student can create it(constructs, creates, develops)

39

On the left side, draw an ENGINEER

Stick figures acceptable!

On the right side, draw or list what an

engineer DOES

Now, share your d

iagram(s)/list w

ith your g

roup

and explain why you drew what you did

Turn to the side with the 10 boxes; you’ll know when to use them!

Building the Future

A TED talk by Ted Minshall

Why Engineering??

Why Engineering??

Turn-and-talk

Assessment Task Review

Assessment Task Review

Assessment Task Review Process

#1. Conduct the Modified Intent Protocol for Task Review for the PE mostly closely related to the task.

Whoever brought the task, identify the PE and give that information ONLY to your group members

This will have individual and partner/group components.

This part is ONLY about the different aspects of the PE. Put away the

• Assessment• Task/Activity• Student work

Identify Initial Understanding of the PE

5 minutes Individually and quietly

• Read the PE (including clarification statement and assessment boundary, if present).

• Brainstorm the concepts and skills a student at this grade level would need in order to demonstrate mastery of this PE.

• Write each concept or skill on an individual sticky note.

• Next, read the foundation boxes on the standards page and add any additional sticky notes you feel are necessary.

• Do this work independently.

Compare with Colleagues

5 minutes

• Share sticky notes with partner or group.

• Arrange sticky notes into general categories and eliminate duplicates.

Evaluate Initial Understanding

10 minutes

• Using the standards page for the PE, the NGSS appendices, and the Framework, evaluate each sticky note for its appropriateness -- find evidence that the skill or concept listed is appropriate for mastery of this PE. Remove sticky notes that are not appropriate based on your research.

• Consider and discuss

Why is this important for students to know in relation to big ideas in science? Is it associated with a phenomenon?

What are connections to grades before and after? Other PEs?

Develop More Thorough Understanding

5 minutes

• During your research to evaluate your initial ideas for the PE, you probably noticed concepts and skills that you missed. Add sticky notes for these additional concepts and skills; this may be significant depending on your depth of understanding for the true intent of the PE, so it is very important to do this carefully.

• Use the standards page, appendices, and Framework to ensure that you

address the appropriate intent and depth for each dimension.

Note any additional questions you have about any aspect of the PE

that you don’t have time to address. This will likely require additional resources

• Refer to the Learning Progressions (DCI) and the PE “jumps” (e.g. K → 3rd Forces…look at middle school as part of the progression)

Reflect

5 minutes• Use orange, blue, and green highlighters to underline where the DCI,

practice, or crosscutting concept can be located on each sticky note.

• Reflect on collection of sticky notes. Are there other practices, DCIs, or CCCs that would be important for developing mastery of the PE? If so, note these on additional sticky notes.

Learning Targets

15 minutes

• Use your sticky notes to develop a set of Learning Targets for the PEs.

• These should be teacher level LTs and not “I can” statements.

• Put those learning targets on Chart paper

Back to Assessment Task Review Process

5-10 minutes

#2. Task owner: share the task, but do not front-load the experience. Everyone work the task.

Back to Assessment Task Review Process

5-10 minutes

#3. Define what evidence this task would elicit from a proficient student at that grade level.

Back to Assessment Task Review Process

5-10 minutes#6. Use the guide to evaluate whether a “proficient” response to the task accomplishes the following:

a. Provides evidence of 3-dimensional learning

b. Provides evidence of congruency to the PE-the focus is that the task provides evidence of learning that leads to mastery of PE, not a specific DCI, SEP or CCC

Back to Assessment Task Review Process

Go back to the chart paper-tape the task under the learning targets

Beneath the task, list the modifications you made based on the task review.

58

Putting it all together…Developing a Student Experience

Communicating

• Obtain Information• Ask Questions/Define Problems• Plan & Carry Out Investigations• Use Models to Gather Data• Use Mathematics &

Computational Thinking

• Evaluate Information• Analyze Data • Use Mathematics and Computational

Thinking • Construct Explanations/Solve

Problems• Developing Arguments from Evidence • Use Models to Predict & Develop

Evidence• Communicate Information• Using Argue from Evidence (written/oral)• Use Models to Communicate(Moulding, 2012) Pages 8-9

Lesson Plan Idea Template

What does the Danielson

Framework look like in a

21st century science

classroom?

There are parts of the Framework that tie nicely to NGSS :

2b. Establishing a Culture for Learning2e. Organizing Physical Space3b. Using Questioning and Discussion Techniques3c. Engaging Students in Learning3d. Providing Feedback

(Adapted: Rob Lang: ISTA)

2b. Establishing a Culture for Learning

TraditionallyTeacher talks about why science is important

NGSS-AlignedActivities are relevant and interesting for all students

2b. Establishing a Culture for Learning

In an NGSS-aligned classroom, an

observer will find evidence for

component 2b by noting the

engagement of the teacher and the

students in the activity.

2e. Organizing Physical Space

TraditionallyDesks in rows

NGSS-AlignedGroup work stations

2e. Organizing Physical Space

In traditional classrooms, observers may

find that organizing students in groups

promotes chaos; but in an NGSS-aligned

classroom, the observer will notice that

the non-traditional organization of

students promotes communication and

collaboration among students which are

key elements behind NGSS.

3b. Using Questioning and Discussion Techniques

Traditionally“Will you please explain the relationship between…”

NGSS-AlignedQuestions scaffoldedDeeper conversations “Why?” “What evidence is there to support your…?”

3b. Using Questioning andDiscussion Techniques

An observer in an NGSS-aligned

classroom will find evidence for

component 3b by noticing how

a teacher does not look for a

single correct answer.

3c. Engaging Students in Learning

TraditionallyConfirm phenomenaFill in the blanks

NGSS-AlignedOpen-ended questionsEngaging

3c. Engaging Students in Learning

An observer in an NGSS-aligned

classroom will find evidence for

component 3c by noting the

student-led investigations and the

open-ended questioning the

teacher uses.

3d. Providing Feedback

TraditionallyGrading labsSummative assessments

NGSS-AlignedTeacher actively involvedFeedback consistent

3d. Providing Feedback

An observer in an NGSS-aligned

classroom will find evidence for

component 3d by noting the

teacher acting more as a coach

than a grader of summative

assessments.

Moving NGSS to KCAS and Beyond

Terry Rhodesterry.rhodes@education.ky.gov

859-585-7762www.terryrhodes1science.com