1. Together We improve student learning and achieve more by:
Asking the Right Questions
Taking Risks
Being Solutions Oriented
Working Collaboratively
Working Hard
Continuing our Own Learning and Professional Growth
Making Connections
Being Transparent
March 2, 2016

2. Two Core Beliefs:
Believe in the power of students and teachers to grow their intelligence. Intelligence can be grown through effort and continued learning.
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.

3. Secondary Science District Norms
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

4. A Quick review and Updates
Year
Activity
Fall of 2015
Public Review of New Standards
Winter of 2015
Revisions
Spring 2016
Second Review by Standards Recommendation Committee
State Board Standards Adoption Process/Begin Development of New Assessments
Textbook Adoption/Field Test of New Assessment
New Standards and Assessments Become Operational

5. Introductions and Sharing From the Last Meeting
Please Share:
Your Name
Your School
Your Role
How Long You’ve Been Teaching
What Was Shared From the Last
Meeting

6. Agenda For the day
AGENDA

7. Goals for The Day
Make Sense of the Relationship of Perception, Questions and Play in Science
Make Sense of the Relationship Between Facts and Inquiry in Teaching Science
Engage in Some Science Together as Learners
Debrief our Learning Experience Together as Teachers by Paying Close Attention to the Task and High-Leverage Teaching Practices
Introduce the Four Strands of Science Learning and The Levels of Conceptual Change (Ready, Set, Science)
Reflect on Our Individual and Collective Practice and Set Goals
Learn More About Formative Assessment Classroom Techniques (FACTS) in Science
Plan for Redelivery

8. The BlackAwton Bees Experience
Watch the Video Clip and Pay Close Attention to:
The Role of Perception
The Role of Questions
The Role of “Play” and Curiosity
Use Your Graphic Organizer to Write Down Key Quotes and Ideas

9. The BlackAwton Bees Experience
What one idea resonated with you the most? Why? (Go-Around)
What role does perception and questions play in learning science?
What are the implications for your work with students?

10. The Pursuit of Ignorance
Watch the Video Clip and Pay Close Attention to:
How Science is Pursued vs. How It is
Perceived
The Relationship Between Facts
and Questions
Use Your Graphic Organizer to Write Down Key Quotes and Ideas

11. The Pursuit of Ignorance
What is one quote that resonated with you? Why? (Go-Around)
Why is there a difference in how science is pursued and perceived? How do we perpetuate that in K-12 education?
What is the relationship between facts and questions in science? How can we balance the need for both?
What are the implications for your work with students?

12. Engaging in Science as a learner

14. You’re Gonna Need a Bigger Boat
Think of an animal that migrates.
Focus Question: What factors influence this behavior and why?

15. You’re Gonna Need a Task
Great White Shark Data Cards
Each person will take some cards from the stack and review them (use all the cards at your table)
Try to determine if you see any patterns in the data that may help explain why great white sharks travel over long distances
Use your Scientists notebooks to list your patterns as questions using the sentence stem “I wonder...”.

16. You’re Gonna Need a Structured Talk
Share your questions using the Go around protocol until all questions are exhausted
Add to your list, is anyone has a question not on your list

17. You’re Gonna Need a Good Argument
Developing your argument: Groups will work together to formulate one argument (or more) from the data cards that explains why great white sharks travel over long distances. Groups now decide on 4 questions (one per member) about great white sharks they would like to research more.

18. You’re Gonna Need An Expert
Expert Group Instructions:
Read and annotate your article
Think about the question you are researching
Answer the questions:
What new evidence does the article provide?
How does this evidence answer my research question?
How does this article explain the data from the cards?
What further questions do I now have?

19. You’re Gonna Need another structured talk
Complete a 4 square organizer in your notebook using the Go-Around Protocol to share your information with your group

20. you’re Gonna Need An Organizer

21. You’re Gonna Need an Artifact
Create a Claim that answers the questions why do sharks migrate over long distances
Provide 2 pieces of evidence supported by the data- include your reasoning

22. You’re Gonna Need to look at others work
Interpret and Compare 1. Swap and Review each others ideas 2. Group 1 tell what you believe they are saying, Group 2 Clarify 3. Group 2 tell what you believe they are saying, Group 1 Clarify 4. Discuss similarities and differences

23. You’re Gonna Need to share
Selecting and Sequencing Our Ideas

24. you’re Gonna Need to do some more research
Re-answer your focus question What further questions do you have that you would like to research?

25. you’re Gonna Need an Exit Task
One Word G- R- E- A- T- W- H- I-

26. Debriefing the Learning Experience
What did the task have you doing?
Where would this task fall on TAGS?
How were both the Habits of Practice and content integrated?
What role did questions play in the task?

27. Debriefing the Learning Experience
What instructional practices were evident in the lesson? Be specific.
What instructional practices were used? Be specific (what, when and how)
Which of the instructional practices/strategies helped you the most as a learner?

28. What is one thing that really resonated with you from the morning?
Morning Reflection
What is one thing that really resonated with you from the morning?
What is one question/curiosity from the morning?

29. Chapter 2: Four Strands of Science Learning
Ready, Set, Science
Chapter 2: Four Strands of Science Learning
What resonated with you and why?
What questions does this raise for you?

30. Ready, Set, Science
Chapter 3: Foundational Knowledge and Conceptual Change
Why are the four questions on Page 37 so critical to teaching science?
Of the three types of conceptual change, where do you tend to spend most of your time? Why?
What instructional practices/strategies did you see in the case study?

31. How is the learning from this morning connected to these chapters?
Ready, Set, Science
How is the learning from this morning connected to these chapters?

32. Reflecting on our work Thus Far
5 Practices
Anticipating
Monitoring
Selecting
Sequencing
Connecting
Habits of Practice and Interaction
Selecting Rigorous Tasks
Maintaining the Cognitive Demands of a Task
Accountable Talk
5 Talk Moves (Restating
Revoicing, Agree/Disagree
and Why, Add On, Wait Time)
Structured Science Talk
Public Records and Anchor Charts
Authentic Note-booking
Effective Questioning
Developing a Growth Mindset in My Students

33. Reflecting on our work Thus Far
What is one practice that you feel that you have really grown in? Why?
What is one practice that you plan to concentrate on honing over the remainder of the year? How?

34. Formative Assessment Classroom Techniques
Chapter 2: Integrating FACTS With Instruction and Learning
What resonated with
you and why?

35. Formative Assessment Classroom Techniques
Which Formative Assessment did you try? Give context.
How was the Formative Assessment helpful to you as a teacher? What did it tell you about what your students did or did not understand?
How do you plan to use some of these FACTS with your department?

36. Summarizing Through Connections

37. Preparing For Redelivery
Planning
Preparing For Redelivery