Learning and Growing Together WELCOME TO THE HAMILTON COUNTY SCIENCE LEADERS NETWORK MEETING October 15, 2015

Please Share:  Your Name  Your School  What You Teach or Your Role  What’s Your Favorite Thing To Do Outside of School GETTING TO KNOW YOUR GROUP!

Like Me! GETTING TO KNOW OUR NETWORK!

1.Believe in the power of students and teachers to grow their intelligence. Intelligence can be grown through effort and continued learning. 2.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. TWO CORE BELIEFS:

Create an atmosphere of openness, collegiality and true professionalism through:  Shared Norms and Common Language  Promoting Growth through Collaboration and Continued Learning  Engaging Students through Research-based Best Practices  Encouraging Reflective Practice PURPOSE AND VISION:

 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 SECONDARY SCIENCE DISTRICT NORMS

Review:  Habits of Interaction and Practice are the expected norms of the classroom and behaviors of Hamilton County students.  Informational Texts are to be carefully selected to provide context, extensions, and support for the learning of scientific concepts. They are not to replace the exploratory and inquiry-based nature of learning science. Update:  The new State Science Standards are ready for review!  Our Science Assessments will be the same format for the next two years. There will be new assessments to reflect the new standards for the School Year. A QUICK REVIEW AND UPDATES

ENGAGING IN SCIENCE AS A LEARNER

CRASH BARRIERS Science Leaders Network October 14, 2015

 How do these things protect you? How do they absorb your energy if you crash?

CRASH BARRIERS How does this work to protect the driver?

CRASH BARRIERS How does this work to protect the driver?

CRASH BARRIERS How does this work to protect the driver?

CRASH BARRIERS How does this work to protect the driver?

CRASH BARRIERS How does this work to protect the driver?

CRASH BARRIERS

Focus Question: How does height and mass affect the way a crash barrier works?

CRASH BARRIERS Which crash barrier do you think will be pushed the farthest? One marble and one book; two marbles and one book; or one marble and two books. Make a prediction in your notebook. Please EXPLAIN your reasoning.

CRASH BARRIERS Sharing your ideas  Shoulder Partner Share  Face Partner Share  Report Partners Ideas

CRASH BARRIERS Task Instructions: In your notebook, record the results from all three scenarios doing multiple trails and averaging each scenario separately. If time permits, you may do another scenario of your own choosing.

CRASH BARRIERS Artifact: Organize your data into a table and write three sentences that state your results. Below the sentences, use the equation for Gravitational Potential Energy (E p = mgh ) to prove your results are correct.

CRASH BARRIERS Structured Science Talk: Listen and Compare

CRASH BARRIERS Re-Answer Focus Question

CRASH BARRIERS Exit Task: How has your thinking about potential energy changed because of this experience?

 What did the task have you doing?  What elements of the task promoted your engagement and learning?  Where would this task fall on the TAGS? ENGAGING IN SCIENCE AS A TEACHER

 What instructional practices were used in the lesson? Where? Be Specific.  Which instructional practices helped you the most as a learner? How? Be specific. ENGAGING IN SCIENCE AS A TEACHER

 What Habits were evident in the lesson? Where? Be specific.  Did you experience any Habits that were not necessarily shared by your group? Where? Be specific. ENGAGING IN SCIENCE AS A TEACHER

Two Critical Challenges in Science Instruction:  Designing and selecting instructional tasks that provide opportunities for students to simultaneously engage with science practices and learn core concepts  Providing and managing opportunities for students to talk productively with one another about their problem-solving approaches, solutions, models, etc. TASKS MATTER

5 PRACTICES FOR ORCHESTRATING PRODUCTIVE TASK-BASED DISCUSSIONS  What resonated with you? (Go-around)  What questions does this raise for you?  What are the implications for your work?

Morning Reflections

 What resonated with you? (Go- around)  What did science instruction look like when you were in school?  How does the Growth Mindset connect to this reading?  What implications does this have for your work? READY, SET, SCIENCE!

DATA GRADES 3-8 TVAAS

DATA – 6 TH GRADE PERFORMANCE DIAGNOSTIC

DATA – 7 TH GRADE PERFORMANCE DIAGNOSTIC

DATA – 8 TH GRADE PERFORMANCE DIAGNOSTIC

DATA EXPLORE TVAAS

DATA –EXPLORE PERFORMANCE DIAGNOSTIC

 How does your school data compare to the district?  What surprised you?  What questions or curiosities does this raise?  What are your initial reactions as to implications to your work? YOUR SCHOOL DATA

 What surprised you about the test?  How was this test used in your school?  How can this test be used as a teaching tool? LOOKING DEEPER AT A FORMER OPERATIONAL TEST

 The quote that most resonated with me was _______ because… (Go- around)  Which idea do you find the most challenging to implement? Why? FORMATIVE ASSESSMENT IN THE SCIENCE CLASSROOM

 One idea that reasonated with me from the Preface was _________ because… (Go-around)  In my preview, ________ really sparked curiosity because… SCIENCE FORMATIVE ASSESSMENT

Connections

Planning for Redelivery

ASSESSING AND ADVANCING QUESTIONS