SEISMIC Summer Academy August 6-8 and August 11-14, 2014.
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SEISMIC Summer Academy August 6-8 and August 11-14, 2014
Transcript of SEISMIC Summer Academy August 6-8 and August 11-14, 2014.
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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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
