Transcript Instructional Support Leadership Network

LeaPS
Learning in Physical Science
ADMINISTRATOR’S
MEETING
February 24, 2011
Funding Provided by KDE through a Math and Science
Partnership Grant from USDOE
Facilitated by the P-12 Math and Science Outreach
Unit of PIMSER
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Presentation Provided by the
P-12 Math and Science Outreach
Division of PIMSER
I Remember!
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• “I often wonder if many of our students feel like they are time
traveling as they walk through the school door each morning.
As they cross the threshold, do they feel as if they are
entering a simulation of life in the 1980’s? Then, at the end of
the day, do they feel that they have returned to the 21st
century?
• As educators, our challenge is to match the needs of our
learners to a world that is changing with great rapidity. To
meet this challenge, we need to become strategic learners
ourselves by deliberately expanding our perspectives and
updating our approaches.”
• Heidi Hayes Jacobs, Curriculum 21
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Facilitator
• Kim Zeidler-Watters, Director P-12
Math & Science Outreach Unit of
University of Kentucky PIMSER
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Group Norms
RESPECT
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Rejoin whole group when signaled
Everyone participates
Side conversations to a minimum
Prepared for meeting
Expect to be here and present in the work
Cell phone and other electronics etiquette
Two feet rule
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Project Goals for LeaPS
• Overall goal: Students will learn targeted physical
science concepts (structure and transformation of
matter, force & motion)
• Goal 1: Enhance teacher content and pedagogical
knowledge of targeted physical science concepts
• Goal 2: Improve Teacher Instructional Practices
• Goal 3: Enhance Administrator Support
Why this design?
Requirements for PD that Impacts
Practice:
• Content Focus
• Time- 30-120 hours to change practice
• Pedagogy
• Participation
• Sources of information, expertise for
new learning
• Sources of support for implementation
and reflection (e.g., administration)
• Evaluation
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Roadmap for Today
Literacy Standards
and EXPLORE
Connections
To SB 1
Conceptual Framework for
New Science Education
Standards and
Accountability Update,
KDE
Literacy Standards
for Science
Wrap-up
T-Chart
Key Ideas to Remember
Important Ideas to
Share/Action Items
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• “Change is a person by person process. But
the system has to respond to the needs of
each person.”
– Carol Commodore
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Ball Drop
• Learning Targets
– I can use data to
make inferences
and draw
conclusions.
– I can support a
claim with
evidence.
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Is energy conserved when a ball is
dropped? How do you know?
• Work as district or table group. Please work in
groups of 3.
• Complete the “Ball Drop” probe on your own.
Be sure to write your explanation.
• Discuss your probe thoughts with your group.
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Let’s Find Out!
• Obtain a ball from a facilitator.
• Using the probe as your guide, explore the
question concerning the ball.
• Develop a plan to test your hypothesis.
• Be sure to record your observations and any
data collected.
• Materials available:
– Ball, meter stick
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Let’s Do a Little Research
• To help you gather more information to
answer your question, use the organizer as
you read the excerpt from Newton at The
Center by Joy Hakim.
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What about the probe?
• Discuss your findings
with your group.
• Re-visit the probe used
at the beginning.
• Are you satisfied with
your choice &
explanation?
• Modify if needed.
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What’s Your Claim?
• Use the frame to guide your writing
Your claim
When a ball is dropped, ___________________. The
data provide evidence that
Include qualitative & quantitative data
_____________________
. Therefore, I think ___
Reasoning for claim
_________________________.
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Ball Drop
• Learning Targets
– I can use data to
make inferences
and draw
conclusions.
– I can support a
claim with
evidence.
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Let’s Debrief
D
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Why Reading and Writing?
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• “Language capacity is the root of all
student performance.”
• Heidi Hayes Jacobs, Active Literacy Across the
Curriculum
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Literacy Standards for Science
• Learning Targets
– I can describe the
reading and writing
standards for science
and understand the
connect to CCR.
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What matters most?
• What does our investment in teaching
students mean?
• What do we want students to walk away
with from our schools and classrooms?
• What should we teach?
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The Five-Minute University
What is Guido Sarducci telling us about 20th
century learning?
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BP Oil Spill: A Teachable Moment
What can we learn about the nature of the
challenges our students will face in the 21st
century from this ecological disaster?
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The challenges and problems our students will face in the
21st Century are:
• unpredictable. As in the case of the BP oil spill, we can
wake up facing new and significant challenges we didn’t
know we had yesterday.
• ambiguous. We may not have the knowledge we need to
solve the problems when they occur and will have to
acquire new knowledge as a result.
• interdependent. No single person or entity can solve the
problem of the BP oil spill. 21st century problems are
situated in a global economy in which individuals,
organizations, corporations, and governments often have to
work together to solve large-scale problems.
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What is the Common Core State
Standard (CCSS) Initiative?
• Draws upon the best practices of existing curricular
models in the United States, as well as internationally—
cognizant of the fact that we are preparing our students
to be active participants in a global society and economy.
• Designed with a focus on coherence and consistency,
rigorous content and its application through higher order
thinking skills—to best prepare students for college and
careers.
• Emphasis on literacy across the content areas.
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How are the Common Core State Standards designed?
The CCSS are divided up into 2
categories:
Mathematics
ELA & Literacy in Science,
Social Studies/History, &
Technical Subjects
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ELA Standards—An Overview
• K-12 Standards for
– Reading
– Writing
– Speaking and Listening
– Language
• Reading and Writing Standards for History/Social
Studies (explicit for 6 – 12)
• Reading and Writing Standards for Science and
Technical Subjects (explicit for 6 – 12)
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ELA Standards—Structure
This hierarchy describes how to read the CCSS documents for ELA & Literacy in
Science, Social Studies/History, Science & Technical Subjects
College and Career Readiness Anchor Standards
ELA
– 4 sets: Reading, Writing, Language, and Speaking and Listening
– Social Studies/History, Science, and Technical Subjects—2 sets: Reading and Writing
– All of the standards within the grade bands are linked to these anchors with building complexity as
the grades increase
Strands
Within each set, the anchors are divided into strands
Grade Bands
The ELA anchors are grouped K-5 and 6-12 (6-12 only for Social Studies, History/Science, and Technical Subjects)
Standards
The standards within grades and grade bands provide further specificity in a developmentally
appropriate progression toward meeting the expectation of the anchor
Appendices
Exemplar texts, performance tasks, student work
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Strand
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Grade Band
Standards
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Appendices
Exemplar texts, performance tasks, student
work
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Literacy Standards for Science:
Writing
• Examine the College and Career Readiness Anchor
Standards for Writing (pg. 63) and the Writing
Standards for Literacy in Science (pgs. 64-66).
• What are the 3 types of writing specified in the CAS
for science?
• What are some curricular and instructional
implications based on the “Research to Build and
Present Knowledge” strand and the “Range of
Writing” strand? How is this similar and different
from current practices in your schools?
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Literacy Standards for Science:
Writing
• Would the notebooking frame we used today help
address these writing standards? What evidence can
you cite to support your thinking?
• Why would it be important to help students develop
this type of thinking and writing?
• Are frames only useful in science?
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Resource
• Provide to your teachers and embedded in the
Force and Motion unit.
• What is your expectation for teachers?
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Literacy Standards for Science
• Learning Targets
– I can describe the
reading and writing
standards for science.
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• Any intelligent fool can make things bigger,
more complex, and more violent. It takes a
touch of genius —and a lot of courage —to
move in the opposite direction.
– E. F. Schumacke
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Connections to SB 1
• SB 1 calls for professional
development in:
– Highly effective teaching and
learning
– Assessment literacy
– Kentucky’s Core Academic
Standards
– Leadership to implement
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Take Aways from Today’s Meeting
• Implications for CIA from the literacy
standards in science.
• Vision of high quality instruction in science
that effectively integrates the reading and
writing as a way to learn content.
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Wrap-up and Feedback
• Answer the following on an
index card:
• 3 – ideas gained from today
• 2 – actions will take as a
result of meeting
• 1 – question or topic to
address in upcoming
meetings
• Leave the index card on your
table.
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Meeting Dates
Administrator Webex
Meetings
• March 18, 2011 from 10-11
a.m. focus Reading
Standards
Face to Face Meeting
• May 12, 2011
Summer Session for Teachers
• July 11-15, 2011 Teacher
Summer Session
– Grant pays $100/day
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