Partnering to Progress: Principals October 22, :00-3:30 p.m. Blue Licks State Resort Park 1

Group Norms Start and end on time Put cell phones on silent Be respectful of all comments Everyone participates Exercise the rule of “two feet” Come prepared for each meeting Keep side conversations to a minimum 2

Today’s Road Map Wrap-up Curriculum Topic Study Chapter 1 Debrief September Meeting with Teachers Classroom Observations Finalize Technology Orders 3

September Meeting with Teachers Piloting of Kits Mentee Training Structure and Transformation of Matter Pre-Test Sorting of Objects Curriculum Topic Study 4

October Meeting with Teachers 5 Kit Update SharePoint Complete Curriculum Topic Study Ready, Set, Science! Chapter One Debrief Activity: The Same Throughout or Not Formative Assessment Probes Homework: Chapters 1-3 in FACTS book

SharePoint SharePoint is a Microsoft product utilized by UK that allows public access to various files, calendars, forums, and other collaborative items. Welcome Page: mso/Welcome/Welcome.aspx mso/Welcome/Welcome.aspx

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Ready, Set, Science!

The Final Word Part 1 Highlight 2-3 things from the chapter that either… …changed your thinking about what a science classroom should look like. …you didn’t already know before reading the chapter. …really hit home. …you found compelling.

Draw It! Individually and without discussion, please draw what a scientist looks like.

What does it mean to have kids thinking like scientists? Literature Connection: What is a Scientist? Barbara Lehn, Author

What is a Curriculum Topic Study? A systematic study of readings from a core set of professional science education resources. It helps improve content background. It helps improve understanding of pedagogical implications of particular content. It helps teachers translate formal course content into a context that is appropriate for students.

Curriculum Topic Study Objectives: I can describe… – The reasons for performing a CTS. – How to perform a CTS. – The six parts of a CTS. I can identify the resources needed to perform a CTS in both science and mathematics. 16

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Section One This section helps you to identify what the average adult should know about the topic--- not a scientist, but just the Average Joe on the street. You are looking for the Big Idea—the macro-elements of the topic that K-12 education is aiming for. You may want to note key vocabulary that you see popping up. Make sure you stop reading when you notice the topic changing! 18

Section Two This section helps you to think about effective instruction of the topic. It suggests contexts, representations, and everyday experiences that will aid your teaching. It lets you “see” what the instructional progression looks like K-12. Benchmarks—Only read the paragraphs on the pages noted; not the bullets! National Standards—Make sure you stop reading when you notice the topic changing. 19

Section Three This section focuses on the specific grade level ideas of the topic. This enables you to examine the learning progression K-12. Again, you may notice key vocabulary being repeated. Benchmarks—Read the bulleted sections only. 20

Section Four A teacher favorite! In this section, you will find the misconceptions that students have about the particular topic and some suggestions on how to help them move past these misconceptions. This section also will help you to plan pertinent instruction later on. Benchmarks—Stop reading when the topic begins to change. 21

Section Five If you are a visual learner, you will love this section. Here, in the Atlas of Science Literacy, you will see the learning progression of the topic K-12. It gives a great visual on how the concepts build on one another and how they are related to other concepts. Also, you may be directed to view other maps that are connected with this topic. 22

Section Six Lastly, you will examine how sections 2-4 align with our state documents and your curriculum maps. You WILL notice some differences primarily because of how the grades are divided. But since our state documents were developed using these materials, you should see a strong correlation. With this section, please note any MAJOR differences that you gathered from your readings. 23

Parallel Mathematics and Science Resources Used in Curriculum Topic Studies Science ResourcesMathematics Resources Science for All Americans Science MattersBeyond Numeracy Benchmarks for Science Literacy National Science Education StandardsPrinciples and Standards for School Mathematics Making Sense of Secondary ScienceResearch Companion to Principles and Standards for School Mathematics Atlas of Science Literacy State Standards, Frameworks, Curriculum Guides 24

Additional Resources for CTS Training “Anatomy of a Science CTS Study Guide” “Science Curriculum Topic Study Book Overview” “Curriculum Topic Study Organizer” “Debrief Questions” 25

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Finalize Technology Orders 33 Requests Fleming County Denise Brown Lewis County Diane Johnson

How can I use observations to group objects? I can operationally define property. I can distinguish characteristic properties from those that are not.

Focus Question: How can I use observations to group objects? Select someone in your group to be the sorter. Make a table tent with an index card and write the rule you are using for sorting the objects in your bucket on it. You may sort the objects based on any criteria that your group chooses. Sort the objects based on the identified criteria.

Focus Question: How can I use observations to group objects? Designate a new sorter. Select a property that your group will use to sort the objects and write it on an index card/table tent. Sort the objects based on the identified property.

Focus Question: How can I use observations to group objects? Designate a new sorter. Select a different property for sorting the objects and record on an index card/table tent. Sort the objects based on the identified property. Record how the objects were sorted. Swap table tent/property with another group and use that to sort the objects. Compare your record of how the objects were sorted with that group. Were your sortings identical? Why or why not?

How can I use observations to group objects? I can operationally define property. I can distinguish characteristic properties from those that are not.

Today’s Road Map Wrap-up Curriculum Topic Study Chapter 1 Debrief September Meeting with Teachers Classroom Observations Finalize Technology Orders 39

Next Time December 10 Complete Classroom Observations