Transcript Science Project Tuning

Get Your Lessons NGSS-Ready!
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Welcome!
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What’s the best idea you
ever got from a
colleague?
Objectives for today
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 Examine the shifts in instructional practice
prescribed by the NGSS
 Explore a collaborative process for “tuning” a lesson
in order to apply these shifts in practice to our
current instruction
Thriving in times of change
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It is unreasonable to ask a professional to change
much more than 10 percent a year, but it is
unprofessional to change by much less than 10
percent a year.
~Steven Leinwand
Science and Engineering Practices
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1.
2.
3.
4.
5.
6.
7.
8.
Asking questions (science ) and defining problems
(engineering)
Developing and using models
Planning and carrying out investigations
Analyzing and interpreting data
Using mathematics and computational thinking
Constructing explanations (for science) and designing
solutions (for engineering)
Engaging in argument from evidence
Obtaining, evaluating, and communicating information
What do scientists do?
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They approach problems in many different ways and with
many different preconceptions. There is no single “scientific
method” universally employed by all. Scientists use a wide
array of methods to develop hypotheses, models, and formal
and informal theories. They also use different methods to
assess the fruitfulness of their theories and to refine their
models, explanations, and theories. They use a range of
techniques to collect data systematically and a variety of tools
to enhance their observations, measurements, and data
analyses and representations.
-excerpt from Ready, Set, Science
Orchestra students are
musicians;
students on the basketball team
are athletes;
what opportunities do our
science students have to be
scientists?
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Our shift in thinking…
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From thinking that one scientific
method fits all…
…To thinking about how to engage our
students in the practices of scientists
1. Asking questions and defining
problems
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 and
designing solutions
7. Engaging in argument from
evidence
8. Obtaining, evaluating and
communicating
information
Our shift in thinking…
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From thinking that “hands-on”
science is ESSENTIAL…
…To thinking that engaging students
EVERY DAY in scientific practices
and thinking is POWERFUL
A new model for the practice of science
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Shifting our practice…
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1. Asking questions and defining
problems
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 and
designing solutions
7. Engaging in argument from
evidence
8. Obtaining, evaluating and
communicating information
From…
How am I going to teach
this?
To…
How are students going
to learn about this?
Shifts in Practice
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1.
2.
3.
4.
5.
6.
7.
8.
Asking questions (science )
and defining problems
(engineering)
Developing and using models
Planning and carrying out
investigations
Analyzing and interpreting
data
Using mathematics and
computational thinking
Constructing explanations (for
science) and designing
solutions (for engineering)
Engaging in argument from
evidence
Obtaining, evaluating, and
communicating information
 Use of Content
 Experimentation
 Scientific Models
 Social Interactions
Reflecting on a Science Lesson
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As you plan ways to incorporate
the shifts in practice prescribed
by the NGSS into your lessons,
use this bookmark to push your
thinking.
Goal Setting
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It is unreasonable to ask a professional to change much
more than 10 percent a year, but it is unprofessional
to change by much less than 10 percent a year.
~Steven Leinwand
As you consider the shifts in
instructional practice prescribed by the
NGSS, what will be your 10% this year?
Tuning Protocol
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 A Tuning Protocol can be
used with a group of
teachers to fine tune
their instructional
practice (lesson, project,
activity, assessment, etc.)
 Works well with an
interdisciplinary team
 20 minutes
Tuning Protocol
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Tuning Protocol
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Meeting Component
Time
Overview
3 minutes
Clarifying Questions
3 minutes
Probing Questions
4 minutes
Discussion
5 minutes
Response
3 minutes
Debrief
2 minutes
Adapted from:
http://www.hightechhigh.org/projects/?name=HTH%20Structures:%20Critique&uid=62b71eda34c5facd43a5dbe4cfed90a2
Overview
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Presenter
Group
 Explain goals of
 Listen
activity
 Put activity in context
 Identify an “issue” for
consideration
3 Minutes
Clarifying Questions 3 Minutes
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Presenter
Group
 Briefly answer
 Ask brief, factual
questions
(yes/no/single word)
questions
Probing Questions
4 Minutes
20
Presenter
Group
 May respond to
 Ask questions that help
questions or just listen
presenter expand
thinking
 No “advice in disguise”
 See bookmark
Discussion
5 Minutes
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Presenter
Group
 Just listen and take
 Discuss warm and cool
notes
feedback
Response
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Presenter
Group
 Share “Aha!” moments
 Listen
and new ideas from
discussion
3 Minutes
Debrief
2 Minutes
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Together
Focus on the process:



Did we have a good question?
When was the moment when the conversation took a turn for
the better?
Did our probing questions really push the thinking of the
presenter?
In your groups…
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 Take 20 minutes for each
person to tune a lesson
or activity.
 If you didn’t bring a
lesson with you, tune an
activity you are planning
to do in the next week or
two
Reflect on your learning
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Application: Before
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Plant and Animal Cells
Application: After
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Application: Before
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Organic Compounds
Application: After
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…While testing with benedicts
[sic] the fast food smoothie
turned brown after boiling it.
After we boiled the sugar solution
it also turned brown. This is how
we know the fast food smoothie
has a lot of sugar in it….
Making it happen in your school or district
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Professional
Learning
Experience
Goal Setting
Project
Tuning and
Reflection
Application
Professional Learning Experience
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Professional
Learning
Experience
Goal Setting
Project
Tuning and
Reflection
Example:
Explore shifts in
instructional
practice prescribed
by the NGSS.
Application
Goal Setting
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Professional
Learning
Experience
Goal Setting
Project
Tuning and
Reflection
Application
Example:
As you consider the
shifts in instructional
practice prescribed by
the NGSS, what will be
your 10% this year?
It is unreasonable to ask a
professional to change much more
than 10 percent a year, but it is
unprofessional to change by much
less than 10 percent a year.
~Steven Leinwand
Project Tuning and Reflection
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Professional
Learning
Experience
Goal Setting
Organize
participants in
diverse groups
(mix up grade
levels, subject
areas, schools…)
Project
Tuning and
Reflection
Application
Group A
Group B
Application: Course Group Meetings
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Professional
Learning
Experience
Goal Setting
Project
Tuning and
Reflection
Reorganize
participants into
grade level or course
groups to share
learning from the
tuning process.
Application
What was your most valuable
learning today?
What is your plan to apply what
you’ve learned and share with
each other?
your hopes
for future
Group
2
Group 1What are
Group 3
work?
Making it happen in your school or district
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Finding Time
Finding Critical Friends
 Department meetings
 Diversity is
 PLC meetings
 Staff meetings
 Before/after school
 Late start/early release
 District PD days
valuable…but not
mandatory



Look beyond the science
department
Look beyond your grade
level
Ask administrators to join
you
Questions?
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THANK YOU!