1. Good Morning and Welcome to the 2013-2014: Northern Kentucky Leadership Network Meetings!

2. AUGUSTA INDEPENDENT

3. BEECHWOOD INDEPENDENT

4. BELLEVUE INDEPENDENT

5. BOONE COUNTY

6. BRACKEN COUNTY

7. CAMPBELL COUNTY

8. COVINGTON INDEPENDENT

9. DAYTON INDEPENDENT

10. ERLANGER- ELSMERE INDEPENDENT

11. FORT THOMAS INDEPENDENT

12. GRANT COUNTY

13. GATEWAY COMMUNITY AND TECHNICAL COLLEGE

14. KENTON COUNTY

15. LUDLOW INDEPENDENT

16. NEWPORT INDEPENDENT

17. NORTHERN KENTUCKY UNIVERSITY

18. PENDLETON COUNTY

19. SILVER GROVE INDEPENDENT

20. SOUTHGATE INDEPENDENT

21. WALTON- VERONA INDEPENDENT

22. WILLIAMSTOWN INDEPENDENT

23. Review of Last Month Share you Innovation Configuration Map plan or discussion at your DLT What practices did you implement in your classroom this month? Areas of struggle – make sure to email them to me so that I can compile the needed areas of discussion. Comments/concern before proceeding

24. Innovation

25. Passion-Driven Innovation http://www.businessinnovationfactory.com /iss/video/bif9-scott-heimendinger http://www.businessinnovationfactory.com /iss/video/bif9-scott-heimendinger

26. The Profession The Big Picture School or District

27. Just Jack http://www.colbertnation.com/the-colbert- report-videos/430096/october-30- 2013/jack-andraka http://www.colbertnation.com/the-colbert- report-videos/430096/october-30- 2013/jack-andraka

28. The Collision How do we combine our professional innovation with student passions?

30. Difference between Learning Targets and Performance Expectations Read the handout and note key important discussion points. Discuss in your table groups Share with the group

31. DECONSTRUCTION

32. 32 REVIEW

33. I will understand how to translate Kentuckys Core Academic Standards for Science into clear learning targets in order to design high quality formative and summative assessments and to plan/select rigorous and congruent learning experiences. Network Target

34. During this part of the day, I will deepen my understanding of the process of deconstructing standards into knowledge, reasoning, performance skill and product learning targets that collectively address the intended learning of the standard. Goal for this part …

35. Where Am I Going? Provide students with clear and understandable vision of the learning target R. Stiggins, J. Arter, J. Chappuis, & S. Chappius (2006) Classroom Assessment for Student Learning. ETS. Portland, OR.

36. If the learning is unclear to you then – You will not be able to make it clear to students. – It will be unclear what to teach and how to assess. – It could be interpreted different ways that could lead to significantly different learning experiences. Create learning targets that are inherent to the intent of the standard. Sometimes the benchmark or standard is stated in a manner that is clear and may only need to be categorized to determine which method should be used to assess the intended learning. Clear Learning Target

37. 37 Cognitive Scaffolding and Targets Knowledge Reasoning Performance Skills Products

38. KnowledgeReasoningPerformance SkillsProduct What knowledge or understanding is required to become competent on this standard? What reasoning (if any) is required to be competent on this standard? What performance skills (if any) are required to demonstrate competence on this standard? What product competencies (if any) are required by this standard? Remember, not all standards have all of these as underpinnings and some standards may only need to be classified to assist with assessing students learning. Types of Learning Targets

39. Intent of Performance Expectation

40. I am clear about … Initial Thoughts… Overall Goal: Knowledge Reasoning Performance/Skills Products Things Im not clear on… Progression, Practices, Core Ideas, and Crosscutting Concepts CASL Chapter 3, page 64 and content resources Interdisciplinary Connections and other resources Performance Expectation: Final Thoughts… Overall Goal: Knowledge Targets: Reasoning Targets: Performance/Skill Targets: Product Targets: References

42. Anyone too busy to reflect on ones practice is also too busy to improve. Robert Garmston 42

43. What did we learn? Homework review Take a post it note and summarize your practice and the activity that you did to incorporate this within your classroom. Share with your table group Determine 1 that you would like to share to the whole group. Place your post it note on the practice title for others to view

44. Learn from Others

45. But Im not an Engineer You know more than you think!

46. Think about the Scientific Method

47. Scientific Method State your question

48. Scientific Method State your question Do background research

49. State your question Do background research Formulate hypothesis Scientific Method

50. State your question Do background research Formulate hypothesis Design Experiment Scientific Method

51. State your question Do background research Formulate hypothesis Design Experiment Test Hypothesis Scientific Method

52. State your question Do background research Formulate hypothesis Design Experiment Test Hypothesis Analyze results/draw conclusions Scientific Method

53. State your question Do background research Formulate hypothesis Design Experiment Test Hypothesis Analyze results/draw conclusions Communicate Results Scientific Method

54. Engineering Design

55. State your question Do background research Formulate hypothesis Design Experiment Test Hypothesis Analyze results/draw conclusions Communicate Results Scientific Method Engineering Design Define the problem

56. Scientific Method Engineering Design State your question Do background research Formulate hypothesis Design Experiment Test Hypothesis Analyze results/draw conclusions Communicate Results Define the problem Do background research

57. Scientific Method Engineering Design State your question Do background research Formulate hypothesis Design Experiment Test Hypothesis Analyze results/draw conclusions Communicate Results Define the problem Do background research Specify requirements

58. Scientific Method Engineering Design State your question Do background research Formulate hypothesis Design Experiment Test Hypothesis Analyze results/draw conclusions Communicate Results Define the problem Do background research Specify requirements Create alternative solutions

59. Scientific Method Engineering Design State your question Do background research Formulate hypothesis Design Experiment Test Hypothesis Analyze results/draw conclusions Communicate Results Define the problem Do background research Specify requirements Create alternative solutions Build a prototype

60. Scientific Method Engineering Design State your question Do background research Formulate hypothesis Design Experiment Test Hypothesis Analyze results/draw conclusions Communicate Results Define the problem Do background research Specify requirements Create alternative solutions Build a prototype Test and redesign

61. Scientific Method Engineering Design State your question Do background research Formulate hypothesis Design Experiment Test Hypothesis Analyze results/draw conclusions Communicate Results Define the problem Do background research Specify requirements Create alternative solutions Build a prototype Test and redesign Communicate Results

62. Puff Mobile: Scenario: Land sailing is motion across land in a wheeled vehicle powered by wind through the use of a sail. You and your partner are considering designing a craft to participate in the 2013 World Championship land sailing race in Patagonia, Argentina in order to promote the skills of your engineering design company

63. Materials: 3 straws 4 life savers 1 piece of paper 2 paper clips masking tape scissors Puff Mobile:

64. Scenario: Sam is stuck on a boat, and how he got there is not important, but Sam cant swim. To get to shore sam needs to retrieve a life jacket from under the boat so that he can float to shore. Saving Sam

65. Your groups job is to save Sam by retrieving the life jacket and putting it on his waist. Unfortunately, the only tools you can use to accomplish this task are paperclips. You cannot touch Sam, the boat, or the life preserver with your bare hands. You cannot hook Sam as it will harm him. Your Mission:

66. Literacy Across the curriculum Literacy Design Collaborative LDC

67. THE LITERACY DESIGN COLLABORATIVE IS A NETWORK OF TEACHERS AND PARTNERS "BUILDING OUT A TEMPLATE-BASED APPROACH TO THE LITERACY DEMANDS OF COLLEGE AND THE WORKPLACE, AS DEFINED BY THE COMMON CORE STATE STANDARDS."LITERACY DESIGN COLLABORATIVE COMMON CORE STATE STANDARDS (As a SCIENCE teacher, this is where you are probably thinking….. Are you serious? I really cannot handle doing this right now, I cannot integrate literacy standards when I do not have a handle on the new Common Core……

68. LDC is not a lesson plan library, it's a framework that helps teachers across the curriculum promote standards-based literacy

69. This is an exercise in adding informational text As background to your lesson…

70. And employing common core writing techniques to enhance student learning in the science classroom

71. I CAN MODEL NOTE TAKING SKILLS. I CAN COMPARE AND CONTRAST UTILIZING SCIENTIFIC METHOD AND/OR ENGINEERING DESIGN

72. HTTP://WWW.MODULECREATOR.COM/ MODULECREATOR/#PAGE=REVIEW&M ODULEID=34085&STEP=REVIEWANDPU BLISH

73. NOTETAKING RECORD NOTES ABOUT PROBLEM SOLVING AND TEAM SKILLS.

74. READ ARTICLES (DIFFERING LEXILES)

75. LIST 3 AHA STATEMENTS FROM READINGS

76. Use your reading to help use your problem solving skills

77. How would you tweak these activities to meet Primary, elementary, middle school, high school level?

78. From what you read how did it help or harm your decisions regarding team work, engineering design or utilizing the scientific method.

79. Compare and contrast how scientific methods and engineering designs are similar. Explain what changes are needed to present science lab activities as engineering opportunities?

80. Homework Review!!!!!!!!! Bring one lesson in which you have included the practice you chose to work with. Explain what practices you are currently doing in your classroom and the lesson based on the information we have discussed………..