Science Leadership Network-Fall 2013

Welcome!

Who is in the room? Cle Elum/Roslyn East Valley Granger Highland Hope Academy Mabton Naches Valley Prosser Selah Sunnyside Toppenish Union Gap Wahluke Wapato West Valley Yakima

Who is in the room? Lake Chelan Tonasket Ephrata Omak Eastmont Cashmere Cascade Entiat Okanogan Bridgeport Quincy Waterville Warden Wenatchee Soap Lake Moses Lake

Who is in the room? Nine Mile Falls Deer Park Central Valley Columbia Pullman Wellpinit Creston Spokane East Valley Davenport Colville Reardan Summit Valley West Valley Great Northern Newport Cheney Medical Lake Odessa LaCrosse MESA (WSU)

Goals Learn how to navigate the NGSS Performance Expectations in order to make instructional decisions Learn how to help educators in my district navigate the NGSS Performance Expectations Learn how to use a protocol to help ALL students (including Migrant, Bilingual, and ELL students) engage in the Science and Engineering Practices

Framing the Day

Implementing Initiatives At your table group, list some of the initiatives that your school, building, and/or district is trying to implement.

Concerns Based Adoption Model

Stage of Concern Expression of Concern 6. Refocusing I have some ideas about something that would work even better to help teachers and students learn and demonstrating their understanding of the Next Generation Science Standards. 5. Collaboration How can I relate what I am doing to what others are doing related to the teaching and learning of the Next Generation Science Standards? 4. Consequence How is my teaching and use of the Next Generation Science Standards affecting learners? How can I refine my teaching to have more impact helping students to demonstrate their understanding of the Next Generation Science Standards? 3. Management I seem to be spending all my time referring back to the Next Generation Science Standards while trying to teach to them. I am trying to implement them, but am worried that it is not going well. 2. Personal How will adopting the Next Generation Science Standards affect me and my teaching? What will it look like? What do I need to know? 1. Informational I would like to know more about the Next Generation Science Standards, but am not ready to implement them fully. 0. Awareness I am not concerned about the Next Generation Science Standards. I have heard of them, but I am not worried about implementing them or learning them. What I am currently teaching is just fine.

NGSS CBAM Refocusing Collaboration Consequence Management Personal Informational Awareness I claim I am at this level My evidence is… My reasoning is…

NGSS CBAM Refocusing Collaboration Consequence Management Personal Informational Awareness I claim my district is at this level My evidence is… My reasoning is…

Inquiring Minds Want to Know… Do you have questions about the Next Generation Science Standards?????

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

1 THE QUESTION FOCUS (QFOCUS)

THE QUESTION FOCUS (Q- FOCUS) A simple statement, a visual or aural aid; anything to help students generate questions. Created from curriculum content You will need to design a QFocus every time you use the QFT.

For States by States

THE QUESTION FOCUS (Q- FOCUS) The QFocus should be designed to accomplish one or more of the following:  Generate Interest  Stimulate New Thinking  Introduce a Topic  Deepen Comprehension  Assess Prior Knowledge

The QFocus: Should: Be clear, brief and sharply focused. Provoke or stimulate new lines of thinking. Should NOT: be a question. reveal teacher preferences or bias. Tip: Use this criteria for evaluating your QFocus. THE QUESTION FOCUS (Q- FOCUS)

THE QUESTION FOCUS (Q- FOCUS) To design your QFocus: 1.Define the QFocus purpose 2.Think about what students will do with the questions they produce 3.Generate several QFocus ideas 4.Check against criteria 5.Choose idea that best meets your purpose and the criteria

THE QUESTION FOCUS (Q- FOCUS) Tip: Introduce the QFT process to your students by using a simple QFocus. Once you have the QFocus you will be ready to guide your students to formulate their own questions.

2 RULES FOR PRODUCING QUESTIONS

Let students know that you will be giving them a focus for asking questions but that before doing that, there are some rules to review and discuss. 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 RULES FOR PRODUCING QUESTIONS

 Review the rules.  Reflect about one of these questions: What do you think would be difficult about following these rules? Which one of these rules might be difficult to follow? Why? RULES FOR PRODUCING QUESTIONS

3 PRODUCING QUESTIONS

Divide into small groups of Decide on a note taker. As a group call out questions one at a time Note taker records questions from group on QFT Protocol Worksheet word for word PRODUCING QUESTIONS

Produce as many questions as you can in allotted time Follow the Rules for Producing Questions Number the questions PRODUCING QUESTIONS

4 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. Open-ended Questions require more explanation. CATEGORIZING QUESTIONS

Step 1 Look over the list and: –mark the questions that are closed-ended with a “C” –mark the questions that are open-ended with an “O” CATEGORIZING QUESTIONS

Step 2 Name the… advantages of closed-ended questions Then, disadvantages of closed-ended questions CATEGORIZING QUESTIONS

Name the… Advantages of open-ended questions Then, Disadvantages of open-ended questions CATEGORIZING QUESTIONS

Step 3 Practice changing questions from one type to another. –“Choose one closed-ended question from your list and change it into an open-ended one.” –“Choose one open-ended question from your list and change it into an closed-ended one.” CATEGORIZING QUESTIONS

4 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. 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. PRIORITIZING QUESTIONS

Ask students to think about their rationale for choosing the priority questions. For example: “Why did you choose these three as the most important?” PRIORITIZING QUESTIONS

5 SHARE

On a poster Three priority questions Reasons for choosing the priority questions. REPORTS

7 NEXT STEPS

How can we use our questions moving forward… NEXT STEPS Professional DevelopmentTransitioning to NGSS For youYour Classroom For your districtYour District

8 REFLECTION

What is the value of learning to ask your own questions? How can you use what you learned? REFLECTION

Additional materials to help you teach the QFT are available at 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. We would appreciate any insights, suggestions or feedback about this presentation.

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: 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.

Asking Question and Defining Problems Claim: Students should learn to ask their own questions. PP

Asking Question and Defining Problems What evidence did you and your group find?

Language Demands and Opportunities in Relation to Next Generation Science Standards for ELLs

Supports for ELL Students English Language Proficiency Development (ELPD) FrameworkEnglish Language Proficiency Development (ELPD) Framework Stanford University: Understanding Language

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 DCITitle of Standard KPS3Energy

Text of a Performance Expectation

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.

Three Dimensions!

Next Steps It’s lunch – Reflect on the morning – Network – Action planning – ?

Moving Along the Stages of Concern

Survey and Resources Science-Presentation Resources