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 3, 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. Getting to know Your Group!
Please Share:
Your Name
Your School
What Courses You Teach
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 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
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 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

9. 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?

10. Engaging in Science as a learner

11. 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?

12. 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?

13. 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?

14. 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

15. 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?

16. Formative Assessment Classroom Techniques
Chapter 2: Integrating FACTS With Instruction and Learning
What resonated with you? Why?
How do the practices that we have been working on support the 9 Suggestions on Pages 26-28?
What implications does this have for our work?

17. 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?

18. Summarizing Through Connections

19. Preparing For Redelivery
Planning
Preparing For Redelivery