Together We improve student learning and achieve more by: Asking the Right Questions Taking Risks Being Solutions Oriented Working Collaboratively Working Hard Continuing our Own Learning and Professional Growth Making Connections Being Transparent March 3, 2016

Two Core Beliefs: Believe in the power of students and teachers to grow their intelligence. Intelligence can be grown through effort and continued learning. Focus your work on our most precious asset, our students! Don’t get caught by the distractors. Support students by implementing meaningful tasks and high-leverage instructional practices that promote student learning, engagement and inquiry.

Secondary Science District Norms Keep student learning at the center of all decisions Be respectful of other’s time — Begin and end on time  Monitor air time and share your voice  Be solutions oriented – For the good of the group, look for the possible Risk productive struggle Actively participate and bring requested materials Share a sense of responsibility for student learning Be professional at all times Be the learner you want in your class

A Quick review and Updates Year Activity Fall of 2015 Public Review of New Standards Winter of 2015 Revisions Spring 2016 Second Review by Standards Recommendation Committee 2016-17 State Board Standards Adoption Process/Begin Development of New Assessments 2017-18 Textbook Adoption/Field Test of New Assessment 2018-19 New Standards and Assessments Become Operational

Getting to know Your Group! Please Share: Your Name Your School What Courses You Teach How Long You’ve Been Teaching What was Shared From the Last Meeting

Agenda For the day AGENDA

Goals for The Day Make Sense of the Relationship Between Facts and Inquiry in Teaching Science Engage in Some Science Together as Learners Debrief our Learning Experience Together as Teachers by Paying Close Attention to the Task and High-Leverage Teaching Practices Reflect on Our Individual and Collective Practice and Set Goals Learn More About Formative Assessment Classroom Techniques (FACTS) in Science Plan for Redelivery

The Pursuit of Ignorance Watch the Video Clip and Pay Close Attention to: How Science is Pursued vs. How It is Perceived The Relationship Between Facts and Questions Use Your Graphic Organizer to Write Down Key Quotes and Ideas

The Pursuit of Ignorance What is one quote that resonated with you? Why? (Go-Around) Why is there a difference in how science is pursued and perceived? How do we perpetuate that in K-12 education? What is the relationship between facts and questions in science? How can we balance the need for both? What are the implications for your work with students?

Engaging in Science as a learner

Debriefing the Learning Experience What did the task have you doing? Where would this task fall on TAGS? How were both the Habits of Practice and content integrated? What role did questions play in the task?

Debriefing the Learning Experience What instructional practices were evident in the lesson? Be specific. What instructional practices were used? Be specific (what, when and how) Which of the instructional practices/strategies helped you the most as a learner?

What is one thing that really resonated with you from the morning? Morning Reflection What is one thing that really resonated with you from the morning? What is one question/curiosity from the morning?

Reflecting on our work Thus Far 5 Practices Anticipating Monitoring Selecting Sequencing Connecting Habits of Practice and Interaction Selecting Rigorous Tasks Maintaining the Cognitive Demands of a Task Accountable Talk 5 Talk Moves (Restating Revoicing, Agree/Disagree and Why, Add On, Wait Time) Structured Science Talk Public Records and Anchor Charts Authentic Note-booking Effective Questioning Developing a Growth Mindset in My Students

Reflecting on our work Thus Far What is one practice that you feel that you have really grown in? Why? What is one practice that you plan to concentrate on honing over the remainder of the year? How?

Formative Assessment Classroom Techniques Chapter 2: Integrating FACTS With Instruction and Learning What resonated with you? Why? How do the practices that we have been working on support the 9 Suggestions on Pages 26-28? What implications does this have for our work?

Formative Assessment Classroom Techniques Which Formative Assessment did you try? Give context. How was the Formative Assessment helpful to you as a teacher? What did it tell you about what your students did or did not understand? How do you plan to use some of these FACTS with your department?

Summarizing Through Connections

Preparing For Redelivery Planning Preparing For Redelivery