BILs Science Meeting April 21, 2016 Student Agency in Science BILs Science Meeting April 21, 2016 Student Agency in Science Office of Curriculum,Instruction, and Professional Learning Division of Teaching and Learning

2 From WELCOME!

Agenda Opening and Objectives Reflection on Previous Session Student Agency in Science Unpacking the Science and Engineering Practices Connections to Notebooking Classroom Video Analysis Reflection and Closing

Norms We will treat each other with respect. We will be concise when we speak - encouraging others to participate. We will allow no interruptions for texting and to make or take phone calls, etc. We will distribute tasks equally amongst members. We will address conflict by dealing with the issue not the person. We will ask questions when in doubt. From Wisconsin PBIS Network

Participants will: Understand how enacting the Science and Engineering Practices in the classroom leads to increased student agency ; and Analyze the role of effective instructional practices (science notebooking and inquiry) in increasing student agency. 5 Session Objectives

Essential Question How can we help increase student agency in science? 6

REFLECTION ON PREVIOUS SESSION 7

Reflection on Writing in the Science Classroom Take a moment to discuss with your shoulder partner: two major takeaways from our previous session; and any ways in which you implemented (or plan to implement) what you learned. 8

Turn and Talk to a New Partner Turn to a new partner and reflect on the following question: What did you hear this morning about student agency and engagement that resonated with you? 9

MINDSET SURVEY 10

What’s Your Mind-Set? Complete the survey provided and calculate your score

Fixed Mindset Students believe their basic abilities, their intelligence, their talents, are just fixed traits. They have a certain amount and that’s that, and then their goal becomes to look smart all the time. Growth Mindset Students understand that their talents and abilities can be developed through effort, good teaching and persistence. They don’t necessarily think everyone’s the same, but they believe everyone can get smarter if they work at it.

STUDENT AGENCY IN SCIENCE 13

What does student agency look like in science? You and a partner will receive a description of one of the 7 Student Agency Factors (excerpted from the Raikes report ed to you) Discuss: What does this factor look like in science? Prepare your responses on chart paper and plan to make a 60-second presentation to the group. 14

Does student agency support science learning, or does science learning support student agency? 15

UNPACKING THE SCIENCE AND ENGINEERING PRACTICES 16

Think and Discuss 17 Think on your own: Do you agree with the following statement? Explain. Engaging students in hands-on activities will deepen their understanding of science concepts. Share your ideas with your group.

Science and Engineering Practices The multiple ways of knowing and doing that scientists and engineers use to study the natural world and design world. 1.Asking questions (for science) and defining problems (for engineering) 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 (for science) and designing solutions (for engineering) 7.Engaging in argument from evidence 8.Obtaining, evaluating, and communicating information 18

S&EP Jigsaw Count off by threes to determine your expert group number. Move so you are sitting in expert groups. 19

S&EP Jigsaw In your expert group, carefully read your Practice. Then discuss and take notes on the following questions: 20 1) How do scientists use the assigned Practice to help them understand the natural word or engineers in solving real-world problems? 2) How does this Practice progress over grades K-12? 3) How can you support teachers in engaging students in the assigned Practice? 4) How can a sense of agency help students understand and use the Practice?

S&EP Jigsaw Return to your learner groups. Share your expertise so everyone can fill in the rest of the graphic organizer. 21

How the Science and Engineering Practices are Integrated NRC Framework 2012, p45. 22

Science and Engineering Practices 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 The practices work together – they are not separate! (Appendix F pp. 2 – 3)

Why are the Science and Engineering Practices Essential? Practices of science help students understand how scientific knowledge develops. Practices of engineering help students understand the work of engineers & the links between engineering and science. Participating in both practices helps students form an understanding of the crosscutting concepts and disciplinary ideas. These can pique students’ curiosity, capture their interest, and motivate their continued study. Appendix F- Science and Engineering Practices in the NGSS 24

MAKING CONNECTIONS TO NOTEBOOKING 25

Science Notebooking Entry Types Read through the 8 Types of Notebook Entries. Discuss the following questions at your table: Which entry types support each of the 3 Science and Engineering Practices we discussed? How? Where do you see opportunities for enriching the Science and Engineering Practices through student notebooking? Where do you see opportunities to use notebooking to increase student agency? 26

CLASSROOM VIDEO ANALYSIS 27

Secondary Classroom As we watch the video of classroom practice, you will be taking low-inference notes. 28

Secondary Science Video Where do you see evidence of student agency? Where do you see evidence of the Science and Engineering Practices? Using the FfT components 1e,3c, and 3d, what suggestions for improvement would you make to the teacher in order to increase student agency and the Practices in his classroom? 29

REFLECTION 30

How do the Science and Engineering Practices, inquiry learning, and notebooking support the following strategies we have discussed? Formative assessment UDL Vocabulary Instruction Disciplinary literacy and writing in the science classroom 31

What implications does your learning today have on your work as a BIL? 32

Thank you for your attention and commitment this week. We look forward to seeing you again next month. Please complete the evaluation using the link that was ed (also below and on your agenda). Your feedback is very important and will be used to inform upcoming sessions. 33

34 Linda Curtis-Bey Executive Director – STEM Greg Borman Director of Science Nadya Awadallah Citywide Instructional Lead – Elementary School Science Adaliz González Citywide Instructional Lead – Middle School Science Ingrid Buntschuh Citywide Instructional Lead – High School Science Teneika Benn Citywide Instructional Lead – MSP and STEM John Tom Urban Advantage Liaison Anna Poole Citywide Lead Instructional Teacher – Secondary Science 34 The Science Team

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