1. MAPLETON ELEMENTARY JUNE 3, 2015 Terry Rhodes terry.rhodes@education.ky.gov 859-585-7762 www.terryrhodes1science.com

2. AGENDA  Set Norms for the Day  Reflecting on the Conceptual Shifts in NGSS: T-P-S  Unpacking vs Deconstruction-What’s the Difference?  Learning Targets-How Do I Know It’s Good?  Building the Future-Engineering TED Talk  Lunch  Intent Protocol-Getting to the True Intent of the Performance Expectation Deconstructing Performance Expectations  Task Review-Does the activity/task meet the intent of the PE?  Pulling it All Together-What’s Next?  What does the Danielson Framework look like in a 21 st Century Classroom?

3. Breaking the Ice

4. 1. Choose an object from the next slide that best describes you as a learner. 2. Jot down the reason(s) on a post-it. 3. Move to the space where you see the placard with the object you chose. 4. When you have all arrived, share out your responses.

5. As a learner I am most like… because…

6. Slip Discussion and Contribution: – Together determine 2 to 3 Norms for our time together today – Write ONE norm on each post-it note. –As you return to your seat, stick the post-it notes on the flip chart paper, grouping with others that are similar. Because we all learn differently, we will have different cognitive needs. We will use this activity to set our norms for the next two days. If each group contributes 2 to 3 norms that accommodate YOUR cognitive needs, then we will end up with a differentiated set of norms. Use the post-it notes and steps below to contribute your norms.

7. Do you prefer… to complete tasks alone so there are no distractions? instant feedback? answers that are right or wrong? to organize tasks, objects, thoughts in some systematic way

8. Do you… prefer to talk things through with others or even yourself? complete tasks in a specific sequence? remember facts better if you can relate them to yourself personally?

9. Do you… have difficulty memorizing facts? or maybe you DO analyze the facts? prefer to mentally process new material alone before you discuss with someone else? look for patterns and “big picture” ideas? or maybe you zoom in on details?

10. Do you… prefer projects that involve creating a product? use metaphors to learn new things? enjoy listening to music and daydreaming from time to time? Consider yourself a little disorganized?

11. Would you describe yourself as… www.cognitiveprofile.com Mastery Interpersonal Understanding Self Expressive

12. Who’s in the room?  First Name  Grade Level  How many years in education?  Something you want to do this summer!

13. Norms

14. Performance Exp. Assessment Box Foundation Boxes Connection Boxes Title and Code Clarification Statement Assessment Boundary Engineering Component Science and Engineering Practices Disciplinary Core Ideas Cocti Engineering, Technology and Applications of Science; Nature of Science; Connections to other DCI’s Articulation of DCI’s CCSS Connections: ELE/Literacy and Mathematics P.E. Codes Crosscutting Concepts DCI Science and Engineering Practices

15. REFLECTING ON THE NGSS CONCEPTUAL SHIFTS Think-Pair-Share  Read the text on Conceptual shifts and think about the questions posed  Pair with a partner and discuss/record responses in boxes  Share recorded responses with the rest of the table; create one chart per table to share in gallery walk

16. Conceptual Shifts in the NGSS 1. 1. K-12 Science Education Should Reflect the Interconnected Nature of Science as it is Practiced and Experienced in the Real World. 2. 2. The Next Generation Science Standards are student performance expectations – NOT curriculum. 3. 3. The science concepts build coherently from K-12. 4. 4. The NGSS Focus on Deeper Understanding of Content as well as Application of Content. 5. 5. Science and Engineering are Integrated in the NGSS from K–12. 6. 6. The NGSS are designed to prepare students for college, career, and citizenship. 7. 7. The NGSS and Common Core State Standards (English Language Arts and Mathematics) are Aligned.

17. Less emphasis on scientific process skill More emphasis on science and engineering practices

18. Less emphasis on Science taught in isolation More emphasis on Science as the crossroads of curriculum

19. Less emphasis on one scientific method More emphasis on multiple methods of exploration

20. Less emphasis on knowing specific concepts More emphasis on using scientific knowledge to solve problems

21. Less emphasis on science labs done in isolation More emphasis on problem- or place- based learning

22. Less emphasis on using text from hard-bound books More emphasis on accessing digital media

23. Less emphasis on summative assessment More emphasis on formative assessment

24. Less emphasis on what "student knows“ to indicate level of mastery More emphasis on what "student can do" to indicate level of mastery

25. This means… We must remind ourselves that it isn’t enough to have STUDENTS telling WHAT or THAT (something is, is not, etc.)—we must ensure that STUDENTS’ LEARNING is SHIFTED to EXPLAINING— REASONING-- (using evidence) addressing WHY and HOW. As we engineer these experiences, we must focus PRIMARILY on what the STUDENTS WILL BE DOING versus what the teacher will be doing. We must prepare to engineer learning environments that require students to GATHER, REASON, and COMMUNICATE scientifically— across “3 Dimensions”.

26. This will require us to… Be willing to make mistakes, be wrong A LOT before we are RIGHT, listen to the ideas of others, appreciate understanding that comes from working through confusion, and persevere. ‘Science, my boy, is made up of mistakes, but they are mistakes which it is useful to make, because they lead little by little to the truth.’ – Jules Verne, Journey to the Center of the Earth

27. VS Unpacking vs Deconstruction

28. Life Science Standard CCD-4.1/POS Life Science Standard KCAS

29. Components Core Ideas Clarification Statement Assessment Boundary Practices XCC Math Connections Literacy Connections Grade Specific 4.1 Y Y Some N N N N Minimal NGSS Y Y Y Y Y Y Y Y “Unpacking”

30. Components Core Ideas Clarification Statement Assessment Boundary Practices XCC Math Connections Literacy Connections Grade Specific Targets 4.1 Y Y Some N N N N Minimal N NGSS Y Y Y Y Y Y Y Y N “Deconstructing”

31. Developing Quality Learning Targets 31

32. CASL Activity  Each table takes a sheet of chart paper, make 3 columns; label the first “Brainstorm”  At your table, brainstorm what criteria makes a good learning target; list in the column  Read the CASL #3 sheet and discuss  Label 2 nd column CASL and use that column to revise your first list based on the reading  Now, discuss whether NGSS requires anything more; what is unique about NGSS that must be considered as you create learning targets? Label 3 rd column NGSS and once again revise your list  Gallery walk

33. You Be the Judge-Learning Target or Not? I can analyze the change in position over time (motion) of an object I can model radioactive decay by counting pennies that land face-up to represent nuclear fission I can describe how materials change when they are heated or cooled I can flip a coin one hundred times to determine the probability of heads I can use authentic ancient Egyptian techniques to mummify a chicken I can use evidence to construct explanations of plant and animal life cycles

35. Types of Learning Targets

36. Knowledge The underlying facts and concepts of the discipline that students need to know (describe, explain, recall, identify) 36

37. Reasoning Students use and apply what they know to reason and solve problems (use, formulate, Analyze, infer) 37

38. Skill Students perform an action or task that must be observed to be assessed (measure, observe, use equipment) 38

39. Product The product itself is the focus of the standard and there must be a product to determine if the student can create it (constructs, creates, develops) 39

40. On the left side, draw an ENGINEER Stick figures acceptable! On the right side, draw or list what an engineer DOES Now, share your diagram(s)/list with your group and explain why you drew what you did

41. Turn to the side with the 10 boxes; you’ll know when to use them!

42. Building the Future A TED talk by Ted Minshall Why Engineering??

43. Turn-and-talk

45. Assessment Task Review

47. Assessment Task Review Process #1. Conduct the Modified Intent Protocol for Task Review for the PE mostly closely related to the task. Whoever brought the task, identify the PE and give that information ONLY to your group members This will have individual and partner/group components. This part is ONLY about the different aspects of the PE. Put away the Assessment Task/Activity Student work

48. Identify Initial Understanding of the PE 5 minutes  Individually and quietly Read the PE (including clarification statement and assessment boundary, if present). Brainstorm the concepts and skills a student at this grade level would need in order to demonstrate mastery of this PE. Write each concept or skill on an individual sticky note. Next, read the foundation boxes on the standards page and add any additional sticky notes you feel are necessary. Do this work independently.

49. Compare with Colleagues 5 minutes Share sticky notes with partner or group. Arrange sticky notes into general categories and eliminate duplicates.

50. Evaluate Initial Understanding 10 minutes Using the standards page for the PE, the NGSS appendices, and the Framework, evaluate each sticky note for its appropriateness -- find evidence that the skill or concept listed is appropriate for mastery of this PE. Remove sticky notes that are not appropriate based on your research. Consider and discuss  Why is this important for students to know in relation to big ideas in science? Is it associated with a phenomenon?  What are connections to grades before and after? Other PEs?

51. Develop More Thorough Understanding 5 minutes During your research to evaluate your initial ideas for the PE, you probably noticed concepts and skills that you missed. Add sticky notes for these additional concepts and skills; this may be significant depending on your depth of understanding for the true intent of the PE, so it is very important to do this carefully. Use the standards page, appendices, and Framework to ensure that you address the appropriate intent and depth for each dimension.  Note any additional questions you have about any aspect of the PE that you don’t have time to address. This will likely require additional resources Refer to the Learning Progressions (DCI) and the PE “jumps” (e.g. K → 3 rd Forces…look at middle school as part of the progression)

52. Reflect 5 minutes Use orange, blue, and green highlighters to underline where the DCI, practice, or crosscutting concept can be located on each sticky note. Reflect on collection of sticky notes. Are there other practices, DCIs, or CCCs that would be important for developing mastery of the PE? If so, note these on additional sticky notes.

53. Learning Targets 15 minutes Use your sticky notes to develop a set of Learning Targets for the PEs. These should be teacher level LTs and not “I can” statements. Put those learning targets on Chart paper

54. Back to Assessment Task Review Process 5-10 minutes #2. Task owner: share the task, but do not front-load the experience. Everyone work the task.

55. Back to Assessment Task Review Process 5-10 minutes #3. Define what evidence this task would elicit from a proficient student at that grade level.

56. Back to Assessment Task Review Process 5-10 minutes #6. Use the guide to evaluate whether a “proficient” response to the task accomplishes the following: a.Provides evidence of 3-dimensional learning b.Provides evidence of congruency to the PE-the focus is that the task provides evidence of learning that leads to mastery of PE, not a specific DCI, SEP or CCC

57. Back to Assessment Task Review Process Go back to the chart paper-tape the task under the learning targets Beneath the task, list the modifications you made based on the task review.

58. Putting it all together… Developing a Student Experience 58

61. Gathering Reasoning Communicating Obtain Information Ask Questions/Define Problems Plan & Carry Out Investigations Use Models to Gather Data Use Mathematics & Computational Thinking Evaluate Information Analyze Data Use Mathematics and Computational Thinking Construct Explanations/Solve Problems Developing Arguments from Evidence Use Models to Predict & Develop Evidence Communicate Information Using Argue from Evidence (written/oral) Use Models to Communicate (Moulding, 2012) Pages 8-9

62. Lesson Plan Idea Template

63. What does the Danielson Framework look like in a 21 st century science classroom?

64. There are parts of the Framework that tie nicely to NGSS : 2b.Establishing a Culture for Learning 2e.Organizing Physical Space 3b.Using Questioning and Discussion Techniques 3c.Engaging Students in Learning 3d.Providing Feedback (Adapted: Rob Lang: ISTA)

65. 2b. Establishing a Culture for Learning Traditionally Teacher talks about why science is important NGSS-Aligned Activities are relevant and interesting for all students

66. 2b. Establishing a Culture for Learning In an NGSS-aligned classroom, an observer will find evidence for component 2b by noting the engagement of the teacher and the students in the activity.

67. 2e. Organizing Physical Space Traditionally Desks in rows NGSS-Aligned Group work stations

68. 2e. Organizing Physical Space In traditional classrooms, observers may find that organizing students in groups promotes chaos; but in an NGSS-aligned classroom, the observer will notice that the non-traditional organization of students promotes communication and collaboration among students which are key elements behind NGSS.

69. 3b. Using Questioning and Discussion Techniques Traditionally “Will you please explain the relationship between…” NGSS-Aligned Questions scaffolded Deeper conversations “Why?” “What evidence is there to support your…?”

70. 3b. Using Questioning and Discussion Techniques An observer in an NGSS-aligned classroom will find evidence for component 3b by noticing how a teacher does not look for a single correct answer.

71. 3c. Engaging Students in Learning Traditionally Confirm phenomena Fill in the blanks NGSS-Aligned Open-ended questions Engaging

72. 3c. Engaging Students in Learning An observer in an NGSS-aligned classroom will find evidence for component 3c by noting the student-led investigations and the open-ended questioning the teacher uses.

73. 3d. Providing Feedback Traditionally Grading labs Summative assessments NGSS-Aligned Teacher actively involved Feedback consistent

74. 3d. Providing Feedback An observer in an NGSS-aligned classroom will find evidence for component 3d by noting the teacher acting more as a coach than a grader of summative assessments.

75. Moving NGSS to KCAS and Beyond Terry Rhodes terry.rhodes@education.ky.gov 859-585-7762 www.terryrhodes1science.com