Good Morning and Welcome to the : Northern Kentucky Leadership Network Meetings!

AUGUSTA INDEPENDENT

BEECHWOOD INDEPENDENT

BELLEVUE INDEPENDENT

BOONE COUNTY

BRACKEN COUNTY

CAMPBELL COUNTY

COVINGTON INDEPENDENT

DAYTON INDEPENDENT

ERLANGER- ELSMERE INDEPENDENT

FORT THOMAS INDEPENDENT

GRANT COUNTY

GATEWAY COMMUNITY AND TECHNICAL COLLEGE

KENTON COUNTY

LUDLOW INDEPENDENT

NEWPORT INDEPENDENT

NORTHERN KENTUCKY UNIVERSITY

PENDLETON COUNTY

SILVER GROVE INDEPENDENT

SOUTHGATE INDEPENDENT

WALTON- VERONA INDEPENDENT

WILLIAMSTOWN INDEPENDENT

Review of Last Month Share you Innovation Configuration Map plan or discussion at your DLT What practices did you implement in your classroom this month? Areas of struggle – make sure to them to me so that I can compile the needed areas of discussion. Comments/concern before proceeding

Innovation

Passion-Driven Innovation /iss/video/bif9-scott-heimendinger /iss/video/bif9-scott-heimendinger

The Profession The Big Picture School or District

Just Jack report-videos/430096/october /jack-andraka report-videos/430096/october /jack-andraka

The Collision How do we combine our professional innovation with student passions?

Difference between Learning Targets and Performance Expectations Read the handout and note key important discussion points. Discuss in your table groups Share with the group

DECONSTRUCTION

32 REVIEW

I will understand how to translate Kentuckys Core Academic Standards for Science into clear learning targets in order to design high quality formative and summative assessments and to plan/select rigorous and congruent learning experiences. Network Target

During this part of the day, I will deepen my understanding of the process of deconstructing standards into knowledge, reasoning, performance skill and product learning targets that collectively address the intended learning of the standard. Goal for this part …

Where Am I Going? Provide students with clear and understandable vision of the learning target R. Stiggins, J. Arter, J. Chappuis, & S. Chappius (2006) Classroom Assessment for Student Learning. ETS. Portland, OR.

If the learning is unclear to you then – You will not be able to make it clear to students. – It will be unclear what to teach and how to assess. – It could be interpreted different ways that could lead to significantly different learning experiences. Create learning targets that are inherent to the intent of the standard. Sometimes the benchmark or standard is stated in a manner that is clear and may only need to be categorized to determine which method should be used to assess the intended learning. Clear Learning Target

37 Cognitive Scaffolding and Targets Knowledge Reasoning Performance Skills Products

KnowledgeReasoningPerformance SkillsProduct What knowledge or understanding is required to become competent on this standard? What reasoning (if any) is required to be competent on this standard? What performance skills (if any) are required to demonstrate competence on this standard? What product competencies (if any) are required by this standard? Remember, not all standards have all of these as underpinnings and some standards may only need to be classified to assist with assessing students learning. Types of Learning Targets

Intent of Performance Expectation

I am clear about … Initial Thoughts… Overall Goal: Knowledge Reasoning Performance/Skills Products Things Im not clear on… Progression, Practices, Core Ideas, and Crosscutting Concepts CASL Chapter 3, page 64 and content resources Interdisciplinary Connections and other resources Performance Expectation: Final Thoughts… Overall Goal: Knowledge Targets: Reasoning Targets: Performance/Skill Targets: Product Targets: References

Anyone too busy to reflect on ones practice is also too busy to improve. Robert Garmston 42

What did we learn? Homework review Take a post it note and summarize your practice and the activity that you did to incorporate this within your classroom. Share with your table group Determine 1 that you would like to share to the whole group. Place your post it note on the practice title for others to view

Learn from Others

But Im not an Engineer You know more than you think!

Think about the Scientific Method

Scientific Method State your question

Scientific Method State your question Do background research

State your question Do background research Formulate hypothesis Scientific Method

State your question Do background research Formulate hypothesis Design Experiment Scientific Method

State your question Do background research Formulate hypothesis Design Experiment Test Hypothesis Scientific Method

State your question Do background research Formulate hypothesis Design Experiment Test Hypothesis Analyze results/draw conclusions Scientific Method

State your question Do background research Formulate hypothesis Design Experiment Test Hypothesis Analyze results/draw conclusions Communicate Results Scientific Method

Engineering Design

State your question Do background research Formulate hypothesis Design Experiment Test Hypothesis Analyze results/draw conclusions Communicate Results Scientific Method Engineering Design Define the problem

Scientific Method Engineering Design State your question Do background research Formulate hypothesis Design Experiment Test Hypothesis Analyze results/draw conclusions Communicate Results Define the problem Do background research

Scientific Method Engineering Design State your question Do background research Formulate hypothesis Design Experiment Test Hypothesis Analyze results/draw conclusions Communicate Results Define the problem Do background research Specify requirements

Scientific Method Engineering Design State your question Do background research Formulate hypothesis Design Experiment Test Hypothesis Analyze results/draw conclusions Communicate Results Define the problem Do background research Specify requirements Create alternative solutions

Scientific Method Engineering Design State your question Do background research Formulate hypothesis Design Experiment Test Hypothesis Analyze results/draw conclusions Communicate Results Define the problem Do background research Specify requirements Create alternative solutions Build a prototype

Scientific Method Engineering Design State your question Do background research Formulate hypothesis Design Experiment Test Hypothesis Analyze results/draw conclusions Communicate Results Define the problem Do background research Specify requirements Create alternative solutions Build a prototype Test and redesign

Scientific Method Engineering Design State your question Do background research Formulate hypothesis Design Experiment Test Hypothesis Analyze results/draw conclusions Communicate Results Define the problem Do background research Specify requirements Create alternative solutions Build a prototype Test and redesign Communicate Results

Puff Mobile: Scenario: Land sailing is motion across land in a wheeled vehicle powered by wind through the use of a sail. You and your partner are considering designing a craft to participate in the 2013 World Championship land sailing race in Patagonia, Argentina in order to promote the skills of your engineering design company

Materials: 3 straws 4 life savers 1 piece of paper 2 paper clips masking tape scissors Puff Mobile:

Scenario: Sam is stuck on a boat, and how he got there is not important, but Sam cant swim. To get to shore sam needs to retrieve a life jacket from under the boat so that he can float to shore. Saving Sam

Your groups job is to save Sam by retrieving the life jacket and putting it on his waist. Unfortunately, the only tools you can use to accomplish this task are paperclips. You cannot touch Sam, the boat, or the life preserver with your bare hands. You cannot hook Sam as it will harm him. Your Mission:

Literacy Across the curriculum Literacy Design Collaborative LDC

THE LITERACY DESIGN COLLABORATIVE IS A NETWORK OF TEACHERS AND PARTNERS "BUILDING OUT A TEMPLATE-BASED APPROACH TO THE LITERACY DEMANDS OF COLLEGE AND THE WORKPLACE, AS DEFINED BY THE COMMON CORE STATE STANDARDS."LITERACY DESIGN COLLABORATIVE COMMON CORE STATE STANDARDS (As a SCIENCE teacher, this is where you are probably thinking….. Are you serious? I really cannot handle doing this right now, I cannot integrate literacy standards when I do not have a handle on the new Common Core……

LDC is not a lesson plan library, it's a framework that helps teachers across the curriculum promote standards-based literacy

This is an exercise in adding informational text As background to your lesson…

And employing common core writing techniques to enhance student learning in the science classroom

I CAN MODEL NOTE TAKING SKILLS. I CAN COMPARE AND CONTRAST UTILIZING SCIENTIFIC METHOD AND/OR ENGINEERING DESIGN

MODULECREATOR/#PAGE=REVIEW&M ODULEID=34085&STEP=REVIEWANDPU BLISH

NOTETAKING RECORD NOTES ABOUT PROBLEM SOLVING AND TEAM SKILLS.

READ ARTICLES (DIFFERING LEXILES)

LIST 3 AHA STATEMENTS FROM READINGS

Use your reading to help use your problem solving skills

How would you tweak these activities to meet Primary, elementary, middle school, high school level?

From what you read how did it help or harm your decisions regarding team work, engineering design or utilizing the scientific method.

Compare and contrast how scientific methods and engineering designs are similar. Explain what changes are needed to present science lab activities as engineering opportunities?

Homework Review!!!!!!!!! Bring one lesson in which you have included the practice you chose to work with. Explain what practices you are currently doing in your classroom and the lesson based on the information we have discussed………..