Transcript Science Leadership Network

October 22, 2013
Concerns Based Adoption Model
Welcome!
Who is in the room?
 Cle Elum/Roslyn
 Selah
 East Valley
 Sunnyside
 Granger
 Toppenish
 Highland
 Union Gap
 Hope Academy
 Wahluke
 Mabton
 Wapato
 Naches Valley
 West Valley
 Prosser
 Yakima
Who is in the room?
 Lake Chelan
 Bridgeport
 Tonasket
 Quincy
 Ephrata
 Waterville
 Omak
 Warden
 Eastmont
 Wenatchee
 Cashmere
 Soap Lake
 Cascade
 Moses Lake
 Entiat
 Okanogan
Who is in the room?
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Nine Mile Falls
Deer Park
Central Valley
Columbia
Pullman
Wellpinit
Creston
Spokane
East Valley
Davenport
Chewelah
Riverside
Ritzville
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Colville
Reardan
Summit Valley
West Valley
Great Northern
Newport
Cheney
Medical Lake
Odessa
LaCrosse
MESA (WSU)
WSU
Objectives
 Learn and understand
 Study the connections
the progression of the
Science and Engineering
Practices through the
grade levels
 Increase our
understanding of
conceptual models
between the CCSS-ELA
and the NGSS
 Networking
Our Charge:
Build capacity for high quality science instruction
in Washington State.
 What do YOU hope to get out of your participation
in the Science Leadership Network this year?
 How can you contribute as a part of the SLN this
year?
Asking Questions and Defining
Problems
 Do you have questions about the Next Generation
Science Standards?????
www.rightquestion.org
COMPONENTS OF THE QUESTION
FORMULATION TECHNIQUE™
1. The Question Focus (QFocus)
2. The Rules for Producing Questions
3. Producing Questions
4. Categorizing Questions
5. Prioritizing Questions
6. Next Steps
7. Reflection
www.rightquestion.org
1
THE QUESTION FOCUS
(QFOCUS)
www.rightquestion.org
For States by States
www.rightquestion.org
RULES FOR PRODUCING
QUESTIONS
Introduce the Rules for Producing Questions:
 Ask as many questions as you can
 Do not stop to answer, judge or to discuss the questions
 Write down every question exactly as it is stated
 Change any statement into a question
www.rightquestion.org
PRODUCING QUESTIONS
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Divide into small groups of 3 - 5.
Decide on a note taker.
As a group call out questions one at a time
Note taker records questions from group
www.rightquestion.org
CATEGORIZING QUESTIONS
Define closed and open-ended questions:
 Closed-ended Questions can be answered with a “yes’ or
“no” or with a one-word answer.
 Mark these with a “C”
 Open-ended Questions require more explanation.
 Mark these with an “O”
www.rightquestion.org
CATEGORIZING QUESTIONS
Step 2
Name the…
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advantages of closed-ended questions
Then,
 disadvantages of closed-ended questions
www.rightquestion.org
CATEGORIZING QUESTIONS
Name the…
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Advantages of open-ended questions
Then,
 Disadvantages of open-ended questions
www.rightquestion.org
PRIORITIZING QUESTIONS
For example:
Choose three questions…
•that most interest you.
•that are most important.
•that will best help you design your research project.
•you want/need to answer first.
www.rightquestion.org
PRIORITIZING QUESTIONS
 Review your list of questions and choose three questions
(most important; to develop a project, etc.). Mark them with an
“X”
 Keep the QFocus in mind while prioritizing.
 Ask students to think about their rationale for choosing the
priority questions.
For example:
“Why did you choose these three as the most important?”
www.rightquestion.org
REPORTS
On a poster
 Three priority questions
 Reasons for choosing the priority questions.
www.rightquestion.org
NEXT STEPS
How can we use our questions moving forward…
Professional Development
Transitioning to NGSS
For you
Your Classroom
For your district
Your District
www.rightquestion.org
REFLECTION
What is the value of learning to ask your own questions?
How can you use what you learned?
www.rightquestion.org
 Additional materials to help you teach the QFT are available at
www.rightquestion.org.
 For a comprehensive description of how to use the Question
Formulation Technique™ in the classroom please see Make
Just One Change: Teach Students to Ask Their Own
Questions, 2011 Harvard Education Press.
http://www.hepg.org/hep/book/144/MakeJustOneChange
 We would appreciate any insights, suggestions or feedback
about this presentation.
www.rightquestion.org
ABOUT THIS
PRESENTATION
This power point presentation will walk you through all the
steps needed and tips for teaching the Question Formulation
Technique™ to your students.
The Right Question Institute offers many of our materials through a Creative
Commons License and we encourage you to make use of and/or share this
resource. Please reference the Right Question Institute as the source on any
materials you use.
Source: www.rightquestion.org
Analyzing a Performance
Expectation
 Addressing our own questions and concerns
Highlights, Comments, and
Captions
Three Parts to this Protocol
Part 1: Record Data-make no judgments, inferences, or
conclusions
Part 2: Record “what it means”-this is your opportunity
to make those inferences and conclusions
Part 3: Reflect and Summarize your findings
Pick a Performance Expectation
What Standard Did You Choose?
Grade
Level
DCI
Title of Standard
K
PS3
Energy
Text of a Performance Expectation
3 Dimension-Foundation Boxes
3 Dimension-Foundation Boxes
Connection Boxes-To Other DCIs
Just record the codes for
now
DCIs Before and After
Connection to the Common Core
Highlights, Comments, and
Captions
Three Parts to this Protocol
Part 1: Record Data-make no judgments, inferences, or
conclusions
Part 2: Record “what it means”-this is your opportunity
to make those inferences and conclusions
Part 3: Reflect and Summarize your findings
What It Means?
I notice that students will
have to make observation
and comparisons. I will have
to teach these skills in
multiple settings
Highlights, Comments, and
Captions
Three Parts to this Protocol
Part 1: Record Data-make no judgments, inferences, or
conclusions
Part 2: Record “what it means”-this is your opportunity
to make those inferences and conclusions
Part 3: Reflect and Summarize your findings
Caption
 If this place mat was a picture in a book, what caption
would you give it?
 Write a one to three sentence caption describing what
you have created.
www.nextgenscience.org
Lunch
Parking Lot Questions
Using the NGSS Website
Models
 What is the difference between a conceptual model
and a physical model?
 Reference your Science and Engineering Practices
sheet.
 Give 3 examples of physical models you might use in
your classroom.
 Give 3 examples of conceptual models you might use
in your classroom?
Energy- Developing and Using
Models
 General Instructions
 Rules for Models
 What do you think??
 Specific Instructions
 Gathering Resources
Energy- Developing and Using
Models
 Reflect:
 How did you construct a
conceptual model?
Energy- Developing and Using
Models
 Apply:
 Find a performance
expectation that involves
developing and using
models.
 What would this look like
in your classroom?
Networking
 Choose a category:
1. Biology EOC/COE
2. 5th and 8th grade MSP
3. CCSS in the Science Classroom
4. TPEP in the Science Classroom
5. STEM programming
6. District level transitions to NGSS
7. Examining NGSS
Elementary
 Middle School
 High School
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Networking
 What are you currently doing?
 What questions do you have?
 What are your next steps?
 What resources can the SLN provide, and who is the
contact person?
Next Time
 A deeper look at all the Science and Engineering
Practices
 Does someone have an activity that demonstrates a
practice well that they would like to share?
 A guest presentation from the MAC: Visual Thinking
Strategies
 What else?
Survey and Resources
http://tinyurl.com/slnfall2013
www.washingtonesds.org
Science-Presentation
Resources