Learning Teaching Enhancing Supporting Sharing ISLN February 24, 2015

Don’t forget to give us feedback. Please complete the evaluation

Professional Learning I can strengthen the structures of professional learning in my district.

Let’s do the math

A NEW idea for Professional Learning From OLD definition of Professional Development To NEW definition of Professional Learning One time event Occasional episodes of learning Isolated learning On-going learning Collaborative Reflective to analyze practice and consider ways to continue to improve Embedded in daily work

The Professional Learning Standards all begin with Professional learning that increases educator effectiveness and results for all students...

Professional Learning Guidance document

You Try It: What’s Happening in Your District?

Have a Standing Conversation Chart: What are the characteristics of the PL that yielded change in teacher practice?

What professional learning structures need refining to ensure the desired impact on practice? Consider: How might charts look different if you engaged different groups in this activity?

Science Network Update Please welcome Candi Rumsey to the OVEC team!

A habit cannot be tossed out the window; it must be coaxed down the stairs a step at a time. Mark Twain

Standards Deconstruction Intent Shifts in Instruction QFT GRC Argumentation/Inquiry FAL Assessment Formative Assessment Assessment Analysis

Deconstruction – First Glance What does a student need to know? What does a student need to do? How will you know that they know and can do it? Standards Deconstruction

3 Dimensions of NGSS Performance Expectations Formed from the 3 dimensions in The Framework No separate treatment of “content” and “inquiry” (i.e., no separate unit on scientific methods.) Curriculum and instruction needs to do more than present and assess scientific ideas – they need to involve learners in using scientific practices to develop and apply the scientific ideas. Core Ideas Practices Crosscutting Concepts

Performance Expectations Includes Clarification Statements and Assessment Boundaries Science and Engineering Practices Disciplinary Core Ideas (DCI) Crosscutting Concepts Connections to other DCIs within grade level and across grade levels Connections to CCSS ELA and Mathematics Standards Grade Level and Topic NGSS Structure

Compare

In the Classroom… Walking Pair and Share What are the kids doing? What is the teacher doing? What does the student work look like? What formative assessment strategies are being used? Shifts in Instruction

GRC Moulding, 2012 Gathering Reasoning Communicating Obtain Information Ask Questions/Define Problems Plan & Carry Out Investigations Use Models to Gather Data Use Mathematics & Computational Thinking Evaluate Information Analyze Data Use Mathematics and Computational Thinking Construct Explanations/Solve Problems Developing Arguments from Evidence Use Models to Predict & Develop Evidence Communicate Information Using Arguments from Evidence (written/oral) Use Models to Communicate

Predicting Motion GRC

Shift in Instruction

Implications of the Vision of NGSS Science Education Will Involve LessScience Education Will Involve More Rote memorization of facts and terminology Facts and terminology learned as needed while developing explanations and designing solutions supported by evidence-based arguments and reasoning Leaning of ideas disconnected from questions about phenomena Systems thinking and modeling to explain phenomena and to give a context for the ideas to be learned Teachers providing information to the whole class Students conducting investigations, solving problems, and engaging in discussions with teachers’ guidance Teachers posing questions with only one right answer Students discussing open-ended questions that focus on the strength of the evidence used the generate claims. from Guide to Implementing the Next Generation Science Standards, National Research Council

Implications of the Vision of NGSS Science Education Will Involve LessScience Education Will Involve More Students reading textbooks and answering questions at the end of the chapter Students reading multiple sources, including science-related magazine and journal articles and web-based resources Students developing summaries of information Pre-planned outcome for “cook-book” laboratories or hands-on activities Multiple investigations driven by students’ questions with a range of possible outcomes that collectively lead to a deep understanding of established core scientific Ideas WorksheetsStudents writing of journals, reports, posters, media presentations that explain and argue Oversimplification of activities for students who are perceived to be less able to do science and engineering Providing supports so that all students can engage in sophisticated science and engineering practices

Assessment Review the Predicting Motion GRC for places that lead to formative assessment opportunities Students and teachers Using evidence of learning To adapt teaching and learning To meet immediate learning needs Minute-to-minute and day-by-day from Content then Process by Dylan Wiliam Formative Assessment

Plan for Supporting Teachers and Building Capacity What is the need for professional learning centered around NGSS in your school/district? Where do you feel the greatest need exists and what is your evidence? The goal of professional learning is to increases educator effectiveness and results for all students. Leadership —skillful leaders who develop capacity, advocate, and create support systems for professional learning.

7 Principals for Implementing NGSS 1.Ensure coherence across levels (state, district, schools), across grades, and across different components of the system-- curriculum, assessment, instruction, professional development 2.Attend to what is unique about science 3.Develop and provide continuing support for leadership in science at the state, district and school levels 4.Build and leverage networks, partnerships, and collaborations 5.Take enough time to implement well 6.Make equity a priority 7.Ensure that communication is ongoing and relevant Guide to Implementing the Next Generation Science Standards, National Research Council

Teacher and Leader Learning Read the portion of the Guide to Implementing NGSS. “The most important thing about __________ is ____________________?” A Focus on Specific Content Connected to Teachers’ Instructional Practice Active Engagement Collaboration Sufficient Time A Coherent and Ongoing System of Support Underestimating the Shift Needed in One’s Own Practice Underestimating the Need for Ongoing Support Failing to Provide Opportunities for Administrators to Learn About the NGSS Offering “One Size Fits All” Learning Opportunities

What is your current PL plan? Professional learning emphasizes that learning is a process that continues over time, extends into practice and expects results for both educators and students. (KDE Professional Learning Standards) Do modifications to your plan need to be made to provide the professional learning opportunities that teachers will need in your district as they implement the KCAS science standards?

UPDATE Social Studies Teacher Leadership Network Date: Friday, February 27 th Location: OC Admin. Annex Time: 8:30-3:30 Deliverables: K-8 Considerations for Curriculum Design High School Course Models

ISLN Review and List of “To Do” TopicSuggested Follow Up In District Professional Learning (PL) Share the activity with different groups in your district to inform continued refinement of PL. Meet with your District Leadership Team to determine next steps Science Meet with school and district leadership teams to discuss PL needs for implementing Science KCAS. Social Studies Meet with DLT/SS Teacher Leaders to review processes, protocols and resources from SSTLN and determine actions/planning to scale the work

Don’t forget to give us feedback. Please complete the evaluation