1. Science Leadership Network Winter 2015 Please be sure to sign in!

2. Framing the Day… Updates and News Sharing our Leadership Success Engaging in Model-Based Inquiry Leasership Goals Elevator Speeches high school

3. The Geologic History of Science Education in the State of Washington

4. Assessment Timeline

5. Washington State Transition Plan

6. HOW MUCH PROGRESS HAVE WE MADE?  Use a sticker to indicate where you think your building is now along our CBAM (Concerns Based Adoption Model) transition  A toolkit for supporting your leadership  Wiggio invitation Wiggio invitation  Password: WSSLSleader  Guide to Implementing NGSS Guide to Implementing NGSS

7. LEADERSHIP STORIES AROUND OUR REGION Hockinson Middle School – Kim Abegglen Liberty Middle School (Camas) – Sarah Kankelburg Others who would like the share the NGSS shifts you are infusing (or are considering) in your classroom this year & how you share them with your building Since the beginning of the school year, 253 teachers have received Professional Learning around WSSLS

8. OTHER STATE AND REGIONAL UPDATES/QUESTIONS OSPI Teaching and Learning Webinar, Thursday January 22 @ 3:30pm: OSPI Teaching and Learning in 2015: Learning Standards, Resources, Instructional Materials and More

9. Today’s Goals What does infusing some “Practices” and “Crosscutting Concepts” look like in my classroom?  Apply the practice of Developing and Using Models to instructional design.  Connect the practices called Constructing Explanations & Designing Solutions, Engaging in Argument from Evidence to Developing and Using Models and WA State Learning Standards (ELA).  Develop the capacity to engage all learners in classroom discourse and the public representation of their ideas.  Reflect on TPEP growth goal.

10. Is It Developing and Using Models?

11. The milk chocolate melts in your mouth, not in your hands. (?)

12. Human Scatterplot The milk chocolate melts in your mouth, not in your hands.

13. Group Based on Your Response Yes – High…Table 1 Yes- Low…Table 2 Sort of-High…Table 3 Sort of- Low…Table 4 No – High…Table 5 No- Low…Table 6

14. Initial Thinking Model Your group has made a claim in response to our phenomena. Draw a labeled diagram that describes what you think happens to an M&M in your mouth and in your hand that supports your claim. Use your best scientific explanation based on your current understanding. What is happening before, during, and after the candy goes from your hand to your mouth? Be prepared to share your ideas in 15 minutes.

15. GALLERY WALK  Scout each group’s initial claim  Leave a docent  On your note sheet write an affirmation and a question for each  We will regroup at 11:30

16. Competing Ideas http://ambitiousscienceteaching.org/video- series/orientation-to-ambitious-science- teaching/ How does your explanation differ from others’ in the room? Or is it similar? What should your model include? Are there ideas you want to consider including in your model?

17. Lunch!

18. CREATING A GOTTA-HAVE LIST ELL/STRUGGLING READER SUPPORT  What ideas do we gotta have in order to explain if the milk chocolate melts in our mouths not in our hands?  This practice is designed to help you adapt upcoming instruction, based on how students are reasoning with the anchor event or driving question

19. http://tinyurl.com/isitmelting

20. Make Your Probe Explanation Cl-Ev-R Claim Relevant Stands Alone Evidence Appropriate Sufficient Reasoning Stands Out Link Between Claim and Evidence

21. Dissolving vs. Melting (Adapted from FOSS Chemical Reactions)

23. More Evidence

24. Revising Our Model What new information can you include in your model? or Is there anything you want to change in your model? Consider… – What happened to the different parts of the candy? – What is happening at the particle level? – What is happening to the matter and energy?

25. Adding to Our Model: Sticky-Notes and Language Scaffolds Added to our model - Revised our model - Questions we still have - We added…. We are wondering…. Use the Sentence Frames! We used to think….

26. FORMALIZE YOUR EXPLANATION  Provide sentence frame and scaffolds  For beginners, you can build in the additional scaffold of choice in the Claim-Evidence- Reasoning  Gradually over the course of the year, release some of the scaffolding

27. Reflecting on Developing and Using Models How have your ideas changed? Revisit the probe. Any new insights? What should students at your grade band know and be able to do with the practice of developing and using models? (Appendix F p.6)

29. Reflecting on Formative Assessment ●Reflect on the use of the Sticky-notes and Language Scaffolds, the “Gotta-have” checklist, and your small group model: ○as an illustration of developing and modifying models ○as a formative assessment tool ●Reflect on the use of the probe as an assessment tool.

30. REFLECTING ON THE USE OF CROSSCUTTING CONCEPTS  The intent with crosscutting concepts is to create a bridge between disciplinary concepts and have explanatory power across science and engineering.  Explicit teaching of CCC enables less privileged students to make connections among ideas that cut across disciplines  CCCs should drive questioning strategies.  Which CCC would best anchor the experiences in the M&Ms learning sequence?  How could this CCC be more explicit during instruction?

31. Take a 10 minute Break!

32. Application to Our Practice

33. Exhibiting collaborative and collegial practices focused on improving instructional practice and student learning

34. SPEED DATING IN AN ELEVATOR  Think of a group that needs to hear the message around shifting instruction to WSSLS  What is important that they need to know? Why is this important? What happens if they don’t hear the message?  Share your thoughts at your table.

35. ANY MESSAGE WORTH ITS WEIGHT  Aligns with what the listener cares about.  Is short, simple, and repeatable to be heard often  Is included in every communication whether it be  written and oral  formal and informal.

36. ACTION: WHAT IS THE PURPOSE OF YOUR MESSAGE? WHAT DO YOU WANT PEOPLE TO DO? DO YOU WANT DIFFERENT THINGS FROM DIFFERENT AUDIENCES? BE SPECIFIC.

37. REINFORCEMENT: What are some statistics and anecdotes to reinforce your message? Is there research that can be cited? What personal stories help make your point?

38. THRESHOLD: What do people need to know, believe, or care about in order to become engaged with your issue? What obstacles do you have to acknowledge and overcome to get people over this threshold?

39. SOLUTION: And The World Will Be A Better Place Because… What is the projected positive outcome? Give suggestions of how, if people do what you say, the education world will be better for students.

40. MAIN MESSAGE: Now examine each section and write a 60 second Main Message

41. SPEED DATING IN AN ELEVATOR  Two lines facing one another  At chime Person 1 gets 60 secs to deliver message  At chime Person 2 delivers 30 seconds of critical feedback  Reverse roles!  Step 2 persons to your right…repeat!  Back at your seat, refine and jot your messge  Now SHARE IT!!

42. Between now and then...  Consider how you will monitor the Levels of Use of SEPs/CCC/3D teaching.  What strategies will you be implementing?  What evidence will you be able to share in May at our next meeting?

43. Goals What does infusing some “Practices” and “Crosscutting Concepts” look like in “my classroom”? 1.Apply the practice of Developing and Using Models to instructional design. 1.Connect the practices called Constructing Explanations & Designing Solutions, Engaging in Argument from Evidence to Developing and Using Models and WA State Learning Standards (ELA). 1.Develop the capacity to engage all learners in classroom discourse and the public representation of their ideas. 1.Identify an appropriate growth goal.

44. Wrapping Up Take the AESD Survey found here... http://tinyurl.com/ESD112Science

45. Supporting Your Work tools4teachingscience.org Public representations of students’ thinking (PDF)

46. Science Leadership Network See you May 26!