1. Washington State ESD Science Coordinators Craig Gabler, Jeff Bullock, Michael Brown, Jon Hanson, Mark Watrin Teaching Secondary Science: Working Smarter

2. Experience reform-based instructional strategies that enable students to demonstrate “science practices”. Observe how reform-based science instruction is supported by research and how it links with the revised Washington Science Standards. Take home an instructional strategy to use in your classroom. Goals:

3. Road Signs Getting to know each other…

4.  Jon Hanson, ESD 101, Spokane  Mike Brown, ESD 105, Yakima  Mark Watrin, ESD 112, Vancouver  Craig Gabler, ESD 113, Olympia  Jeff Ryan, ESD 114, Bremerton  Kirk Robbins, ESD 121, Puget Sound  Georgia Boatman, ESD 123, Pasco  Jeff Bullock, ESD 171, Wenatchee  Adrienne Somera, ESD 189, Anacortes Regional Science Coordinators

5. Probing your thinking… Power Send

6. Framing…. This Session

7. Framing the Session: What it is like to experience science as scientists? What instructional strategies support students experiencing “science practices”?

8. Framing the Session: How does inquiry-based science connect with Washington State Science Standards? How does inquiry-based science connect with the research?

9. Let’s immerse ourselves in science!

10. Focusing on light….

11. Instructional Strategies What Instructional Strategies have you observed today?

12. Connecting to Science Standards 6-8 INQA Question 6-8 INQB Investigate 6-8 INQC Investigate 6-8 INQD Investigate 6-8 INQE Model 6-8 INQF Explain 6-8 INQG Communicate Clearly 6-8 INQH Intellectual Honestly 6-8 INQI Consider Ethics 9-12 INQA Question 9-12 INQB Investigate 9-12 INQC Investigate 9-12 INQD Investigate 9-12 INQE Model 9-12 INQF Explain 9-12 INQG Communicate Clearly 9-12 INQH Intellectual Honestly

13. Connecting to Science Standards 6-8 PS3D, Draw and label a diagram showing that to see an object, light must come directly from the object or from an external source reflected from the object, and enter the eye. 9-12INQA, Generate and evaluate a question that can be answered through a scientific investigation. Critique questions generated by others and explain whether or not the questions are scientific. 9-12INQC Draw conclusions supported by evidence from the investigation and consistent with established scientific knowledge. Analyze alternative explanations and decide which best fits the data.

14. Connecting to the research A Private Universe - Minds of our Own

15. Connecting to the research Research on How People Learn 1.Take about 8-10 minutes to read the one page summary. 2.Think about connections between the summary of this research and the video.

16. Connecting to the research Key Findings Key Findings for Students Key Findings for Teachers HPL 1 Students come to the classroom with preconceptions about how the world works. Surface student preconceptions and adjust instruction HPL 2 Students must have a deep foundation of usable knowledge and understand facts in the context of a conceptual framework. Understand the content and conceptual framework of instructional units HPL 3 Students must be taught explicitly to take control of their own learning by monitoring their progress. Teach students to think about their thinking. Research on How People Learn (HPL)

17. A sense of urgency “If education is to help students make sense of their surroundings and ready them for the challenges of the technology-driven, internationally competitive world, then it must be based on what we know about learning from science.” How People Learn

18. 18 A sense of urgency : State Science Proficiencies Crisis in Science Education For 5 yrs, 2 of 3 students did NOT understand science. What will be different in the next 5 yrs? 100 Proficient Students on the Science WASL (%) 34.9 Grade 8 High School Grade 10 35.8 03 39.4 04 31.8 03 32.2 04 28.2 0506 10 07 09 08 35.2 Grade 5 04 05 35.7 0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 90.0 100.0 05 06 35.7 35.0 06 29.0 G4 2005 NAEP 33.0 G8 2005 NAEP 121113 07 36.4 07 44.4 42.9 36.3 2009 NAEP 40.0 48.2

19. 19 375 Scale Score 25 of 62 pts 40% Percent of Students Who Took Test Level 4: Advanced Level 3: Proficient Level 2: Basic Level 1: Below Basic 33.5% 25,192 students 21.3% 16,017 students 30.5% 22,927 students 2.4% 1,836 students 400 Scale Score 34 of 62 pts 55% 458 Scale Score 51 of 62 pts 83% A sense of urgency : 2007 Grade 10 Student Performance

20. TIMSS? Trends in International Mathematics and Science Study (formerly known as the Third International Mathematics and Science Study) Developed by the International Association for the Evaluation of Educational Achievement (IEA) to measure trends in students' mathematics and science achievement. TIMSS It’s a competitive world: TIMSS

21. We are here! 2007 TIMSS

22. PISA A system of international assessments that focus on 15-year-olds' capabilities in reading literacy, mathematics literacy, and science literacy. A sense of urgency : It’s a competitive world

23. We are here! 2006 PISA Results

24. An eye opening discourse on today’s technology, education, and our country’s future. A sense of urgency Published in 2007

25. A sense of urgency In 2004 the New York Times reported that low-wage employers Wal-Mart and McDonalds created more jobs in the US than high-wage employers in the science and technology industries. Economist estimate that about half of US economic growth sense WWII is the result of technological innovation. However in 2001 we had a negative trade balance of 50 billion dollars in high-technology products and high-wage jobs.

26. Thomas L. Friedman’s commentary on the ramifications of technology and people, businesses, education, and society in general A sense of urgency Published 2005, updated 2006

27. Allen Greenspan interview at the Department of Education in 2006 about education in general and science and technology specifically. “If you can solve the education problem, you don’t have to do anything else. If you don’t solve it, nothing else is going to matter all that much”. A sense of urgency

28. WHAT CAN WE DO TO HELP YOU? Statewide network among the ESDs We appreciate this opportunity to gather data about your needs to support science education reform in your district. What support would be helpful?

29.  Jon Hanson, ESD 101, Spokane  Mike Brown, ESD 105, Yakima  Mark Watrin, ESD 112, Vancouver  Craig Gabler, ESD 113, Olympia  Jeff Ryan, ESD 114, Bremerton  Kirk Robbins, ESD 121, Puget Sound  Georgia Boatman, ESD 123, Pasco  Jeff Bullock, ESD 171, Wenatchee  Adrienne Somera, ESD 189, Anacortes Regional Science Coordinators

30. What will you take home from this session? Taking it home Things you’ve learned Things you want to know more about Strategies you will use

31. Washington State ESD Science Coordinators Craig Gabler, Jeff Bullock, Michael Brown, Jon Hanson, Mark Watrin Teaching Secondary Science: Working Smarter