1. Mr. Dane Jaber Ms. Vanessa Baker Ms. Cindy Jolicoeur
Miami-Dade County Public Schools
Department of Science
Science ICAD: Middle School
Session 2
Mr. Dane Jaber
Instructional Supervisor
Ms. Vanessa Baker
Curriculum Support Specialist MS
Ms. Cindy Jolicoeur
Curriculum Support Specialist K-8
Welcome to the second Middle School Science ICAD Power cast for the school year.

2. Session Objectives Participants will be able to:
Identify and develop their reflective practices around instruction (planning and delivery).
Cultivate student understanding of science inquiry through hands-on exploration of an essential lab.
Develop standards-based lessons through planning, implementation and feedback.
This Powercast is intended to highlight expected outcomes for participants by discussing the explored content and applied strategies of the session.
Department of Science

3. This session revolves around using reflection as a tool to improve teaching and learning.
Let’s start by identifying something you consider yourself to be an expert around…. Jot it down… Do you have something in mind? Great! Go back to Point A…. When you were at the pre-expert stage. You didn’t know anything.
What happened between point A & Point B? What happened to get you to the place you’re in today?

4. If we’re honest and stop to think about it, our trajectory of learning really looks something more like this.

5. 3. Assessment 2. Intentionality 1. Awareness 4. Adjustments Pre-Novice
Expertise
4. Adjustments
3. Assessment
2. Intentionality
Pre-Novice
On the road to achieving expertise, we learn about the THING (in our case teaching and learning)by becoming more aware of what it entails, we work on it intentionally (deliberately), we assess whether or not it’s working, and we refine and adjust as necessary.
1. Awareness

6. Reflective practice Human Scatter Plot (Confidence)
The factor that has the greatest impact on students is:
Classroom resource availability
Parental involvement
The teacher
Socio-economic status
Whether used as a pre-assessment or formative assessment, the human scatter plot can help teachers understand student thinking and supports the students’ scientific thinking by constructing explanations and engaging in an argument from evidence.
Department of Science

7. Reflective practice Human Scatter Plot (Frequency)
The strategy/activity that is most common in my class is:
Frontload/decode vocabulary
Labs
Graphic Organizers
D.I. Stations
This strategy was not only a quick way to have participants reflect on their teaching, but also a useful pre-assessment for the facilitators.
A good place to start our reflection on our teaching is to identify the resources we use, how resources impact our students, and what activities take place in our classrooms.
Take a moment to select a response… If you are an administrator, simply substitute the word “class” with “science department”.
Department of Science

8. Reflective practice Human Scatter Plot
The strategy/activity that has the greatest impact on my students is:
Frontload/decode vocabulary
Labs
Graphic Organizers
D.I. Stations
Here you have identical answer choices but are asked to select, not what is most common, but what is most impactful for our students.
While the previous prompts led to conversations related to the first 3 stages of reflection (awareness, deliberate practice and assessment), any hesitation to select the same response for this prompt as was selected for the prior prompt should bring you towards the adjustment or refinement stage.
Department of Science

9. The Reflective Cycle Awareness of Instructional Reality
How intentionally do I plan and deliver all aspects of my teaching?
How do I know whether my actions affect student learning?
How aware am I of my students, the content, and pedagogy?
How effectively do I respond to the results of ongoing assessments?
Capability to Adjust Actions
Awareness of Instructional Reality
Intentionality of Actions
Ability to Accurately Assess
Taking the stages of reflection from the road to expertise and creating a reflective cycle mirrors continuous improvement models and is vital to improving instruction.

10. Unaware Conscious Action Refinement
The same Continuum of Self-Reflection that was shared at the September Scaled Leadership sessions for administrators was reviewed with ICAD participants. With the expectation that ICAD participants are sharing and using the information from this session, the teachers should be able to serve as the Reflective Coach for their department.
The Continuum of Self-Reflection is not a program; it is a tool. It helps us a) identify teachers’ reflective tendencies and b) provide suggestions for how to help build their reflective capacity.

11. Fostering Frequent Open Inquiry in the Science Classroom
Grade 8 Essential Lab:
Physical and Chemical Changes in Matter
Big Idea 8: Properties of Matter
SC.8.P.8.1 Assessed as SC.8.P.8.5
Big Idea 9: Changes in Matter
SC.8.P.9.2 (Also assesses SC.8.P.9.1 and SC.8.P.9.3.)
SC.8.P.9.3
One of the 8th grade essential lab activities that should be used in classes shortly after this session is the Physical and Chemical Changes in Matter lab.
Department of Science

12. Hands-On Open Inquiry: Physical & Chemical Changes in Matter
How can you differentiate between a physical and chemical change?
Engage
Observe and identify different examples of physical and chemical change
Science Channel –
How It’s Made: Banana Bread
Prior to the lab, students should be provided a sequence of events (such as this short video on making banana bread) to make observations and identify changes in matter. After a list of observations is available, the class can try to identify each change as either physical or chemical. Students need not be correct at this point, as they should be given an opportunity to reflect and revise their lists after the lab or lesson. Instead, it will be useful for the students to reflect on their responses after the lab to see if they need to make any changes to their original answers.

13. Conclusion Writing (C-E-R)
How can you differentiate between a physical and chemical change?
Elaborate/Evaluate:
Using the data and information from your lab develop a C-E-R in the collaboration space for your group in the OneNote binder.
Similar to the first ICAD, written conclusions from the lab were evaluated using the C-E-R rubric. As part of our deliberate practice, teachers make an effort to develop understanding of student thinking in order to improve science instruction over time.
Department of Science

14. How does this STEM Activity fit into the curriculum?
Participants analyze how well the essential lab addressed one of the grade 8 standards for the first marking period.

15. Unwrapping Standards In your groups, unwrap the standard below:
Group 1 : 1st Nine Weeks : Standard: SC.8.P.8.1
Group 2 : 1st Nine Weeks : Standard: SC.8.P.8.6
Group 3 : 1st Nine Weeks : Standard: SC.8.P.8.7
Group 4 : 1st Nine Weeks : Standard: SC.8.P.9.1
Group 5 : 1st Nine Weeks : Standard: SC.8.P.9.2
Group 6 : 1st Nine Weeks : Standard: SC.8.P.9.3
Following the standards-based analysis of the essential lab, participants unwrapped the remaining standards emphasized within the first marking period.
Department of Science

16. Collaborative Lesson Exploration
TLO Protocol adapted from code.org
Planning
District
Resources
Essential
Labs
A goal without a plan is just a wish
Lesson Plan
Create a STEM 5E Lesson Plan in the designated class notebook page:
Group 1: Standard: SC.8.P.8.1
Group 2: Standard: SC.8.P.8.6
Group 3: Standard: SC.8.P.8.7
Group 4: Standard: SC.8.P.9.1
Group 5: Standard: SC.8.P.9.2
Group 6: Standard: SC.8.P.9.3
If our goal is to increase student acquisition of content within the first quarter, we must plan accordingly. As a result, participants underwent the first phase of a collaborative lesson exploration where they developed 5E lessons around the unwrapped standards in groups.
Department of Science

17. Collaborative Lesson Exploration
TLO Protocol adapted from code.org
Teacher – Develop and teach a lesson
Learner – Actively participate as students
Observer – Observe, note and provide
pedagogical feedback
Next, participants showcased best practices when modeling their lessons using the Teacher/Learner/ Observer or TLO protocol adapted from code.org where each group got the opportunity to practice and participate in the phases of lesson development through different roles. As a teacher, participants delivered a lesson. As the learner, participants actively participated in the lesson. As the observer, participants noted standard aligned, academic practices and shared them out with the group.

18. Science Department Dr. Ava D. Rosales Executive Director Elementary
Middle School
High School
Mr. Dane Jaber
Supervisor
Dr. Millard Lightburn
Ms. Noreyda Casanas
Curriculum Support Specialist
Ms. Vanessa Baker
Mr. Daniel Gangeri
Ms. Yusimi Osteen
Curriculum Support
Specialist
Ms. Cindy Jolicoeur
Ms. Mary Tweedy
Ms. Mildred Farber
District Administrative Assistant
Phone:
We thank you for viewing the second Middle School Science ICAD for the school year and look forward to seeing the continuation of deliberate and reflective practice in science instruction. For additional comments or questions please contact the appropriate staff listed.
Department of Science