1. Welcome to STLN December, 15 th 2015

2. Today’s Facilitators Dr. Robert Boram Morehead State University Teresa Rogers KDE Literacy Consultant Dr. Katrina Slone Stem Instructional Specialist KVEC Kim Sergent KDE SS Instructional Specialist KVEC Chris Bentley KDE Science Instructional Specialist KVEC Other Guests

3. STLN Site Norms Start and end on time Cell phones on vibrate Rule of two feet Calls (phone and nature) Pick up around your area when we are finished Others?

4. Four Pillars of STLN Meetings  Kentucky’s Core Academic Standards  Characteristics of Highly Effective Teaching and Learning/KY Framework for Teaching  Assessment Literacy  Leadership

5. Today’s Work Engage in planning an investigation as students Generate “student work” for analysis of investigation plan Use ES Templates to analyze your student work with a partner Engage in QFT (middle school life science) content Reflect on experiences through the lens of CHETL and FfT

6. Why do some things float and others sink?

7. Time to Observe What items (variables) were the same in your observation? Different? What do you not know? How did the ice float???? Did it sink slightly into the fluid or float completely on the surface???

8. What do you see???

9. Group Discussion Observations What exactly did we see, hear, smell, feel, or taste? Inferences What can we infer or presume from our observation? Questions What questions does this observation generate?

10. Journal Questions FA: Thinking questions: Designed to uncover misconceptions and provide insight into student reasoning. What happened to the fluid level when the ice was added? Why? Did the amount of fluid change when the ice was added to the fluid? Explain your reasoning. Imagine the beaker was completely full of liquid and a cube of ice was then added. Describe what would happen.

11. Force Diagrams Are forces balanced in both scenarios?

12. Stating Reasons Using the force diagrams for reference, explain the possible reasons that the ice did not float in the second beaker? Construct your reasons using evidence from the force diagrams ONLY. Thinking questions: You may not be able to answer these yet…. What is another name for the force called Ice? What is another name for the force called Fluid?

13. Time for Research Understanding why some things float and others sink will require students to research this topic. Topics for research might include “Buoyancy and Archimedes’ Principle, How does ice float?” or When does ice sink?”. Teachers may steer research using these criteria or allow students to generate research ideas on their own if time is not an issue.

14. Collaborative Research Brainstorm with your lab partners and/or perform research for answers to why things float and sink. Buoyancy, and/or Archimedes Principle are good starting points After performing the research/reading, you may revise your possible reasons in number 3 and answer: What is another name for the force called Ice? What is another name for the force called Fluid?

15. Research Resources

16. More Resources https://www.youtube.com/watch?v=RyYt4 U-phh0https://www.youtube.com/watch?v=RyYt4 U-phh0 https://www.youtube.com/watch?v=nMlXU 97E-uQhttps://www.youtube.com/watch?v=nMlXU 97E-uQ https://www.youtube.com/watch?v=w92H7 6E_gnghttps://www.youtube.com/watch?v=w92H7 6E_gng

17. Making the Plan Together, you and your lab partners will develop a plan to accurately and precisely collect the data needed to support your reasoning. As you answer questions (4,5,& 6) refer to the rubric for planning investigations. FA: Thinking questions: Check for Understanding From Previous work What does it mean to measure accurately? What does it mean to measure precisely?

18. See you in 10 min

19. Looking at the Work With a partner, use the rubric for Planning an Investigation to analyze the work for congruency to this practice. Make notes about areas where the work falls short of proficiency (3) on the rubric. –Give evidence why the work fell short of proficiency –Give feedback as to what the work needed to reach proficiency

20. Reflecting on the Lesson Large group discussion: –Were there any groups that differed in what they were investigating? –Did we find multiple methods for planning the same investigation? –What was missing in the lesson that would allow students to demonstrate the practice of planning an investigation?

21. The Next Step “From November” December will have us looking at student work (hopefully from this lesson???) December 15 th STLN: Bring in student work that was generated from this lesson idea (Journal entries, Quizzes, Data Tables, Graphs, Writings, etc.) One or two students will be fine. Any work aligned to a practice. We will look for congruency to SEP in the templates. “Did your lesson idea work?”

22. Looking at your Student’s Work Again with a partner identify: 1.The practice connected to the lesson. 2.The learning outcomes of the lesson. –Perform a bullet by bullet analysis of the templates as it compares to the work. »Make notes as to what is missing in the work as it relates to the ES template. Would there be value in a rubric for each practice in the templates?

24. District PLC Agenda Planning Template Completing the template Target/DeliverableMode of PresentationQuestions/IdeasResources/Equipment Learning your district teachers will need to implement NGSS & KAS standards successfully Think about the best method to deliver the learning you experienced at STLN What new ideas came up or what questions were uncovered during STLN? What items will you need to facilitate this learning in your district? Target/DeliverableMode of PresentationQuestions/IdeasResources/Equipment Lesson idea: Planning an investigation Analyzing Student Work Modelling What other modes may work for this? Guided Practice ??????? What came up? How can we use this? Developed lesson idea PPT slides Resources Rubric and ES Templates Complete the second target: Evidence Statements/Target Comparison

25. Experiencing the Question Formulation Technique TM (QFT)

26. Domain 3: Instruction 3b – Questioning & Discussion Techniques

27. Four Rules for Producing Questions Ask as many questions as you can. Do not stop to answer, judge, or discuss. (silence) Write down every question exactly as it was stated. Change any statements into questions.

28. Relationships Among Animals in Eastern Kentucky

29. Producing Questions – 4 min. Relationships Among Animals in Eastern Kentucky

30. Categorizing Questions: Closed/Open Definitions: –Closed-ended questions can be answered with a “yes” or “no” or with a one-word answer. –Open-ended questions require more explanation. Directions: Identify your questions as closed-ended or open-ended by marking them with a “C” or an “O”.

31. Change Closed to Open -Ended Questions (Divergent Thinking) Directions: Take one closed-ended question and change it into an open-ended question CLOSED- ENDED OPEN- ENDED

32. Change Open to Closed -Ended Questions (Convergent Thinking) Directions: Take one open-ended question and change it into an closed-ended question OPEN- ENDED CLOSED- ENDED

33. Prioritizing Questions Review your list of questions Choose the three questions you consider most important While prioritizing, think about your Q-Focus: Relationships among animals in Eastern Kentucky

34. REFLECTION Why did you choose those three questions as the most important? Where are your priority questions in the sequence of your entire list of questions?

35. Rigor in the Question Formulation Technique Three Thinking Abilities in One Process –Divergent –Convergent –Metacognitive

36. DIVERGENT THINKING Thinking in many different directions: Moving from CLOSED to OPEN QUESTIONS

37. Narrowing Down, Focusing Moving from OPEN to CLOSED CONVERGENT THINKING

38. METACOGNITIVE THINKING: “Why did you pick those as your priority questions?” Thinking about Thinking

39. The Research Confirms the Importance of Student Questioning Self-Questioning (metacognitive strategy): Students formulating their own questions proved to be one of the most effective metacognitive strategies Engaging in pre-lesson self-questioning improved students rate of learning by nearly 50% (Hattie, p.193) Visible Learning: A Synthesis of Over 800 meta-Analyses Relating to Achievement by John Hattie. 1 st Edition, December 26, 2008.

40. What is QFT? Question Formulation Technique for STUDENT ENAGEMENT in content

41. Students' Questions as a Catalyst for: Deeper Learning, Joy in Teaching and a Healthier Democracy The Right Question Institute www.rightquestion.org

42. The teacher is usually the person who asks the questions during a discussion. In a longitudinal study of elementary and secondary school classes, Dillon (1990) found that each student asks only one question(s) per month on average. Teachers must take deliberate steps to get their students to ask questions.

43. Why is it worth the time and effort to encourage more student questioning? The average preschool child asks 100 questions per day, but that number declines sharply when kids enter grade school. By middle school, the number of questions the average child asks in a day approaches zero. Why is there such a drastic decrease in the frequency of a behavior that seems to come naturally to most kids when they are very young? Because like most adults, kids will do what they are rewarded for doing, and in school you are rewarded for having correct answers, not asking good questions.

44. From a Big Idea to a Practical Resource Designed to address the burdens on you to ensure that your students can get to more of the right answers. This resource leads to changes in your classroom when students ‘own’ the questions and the learning agenda. Question Formulation Technique as a FOUNDATIONAL SKILL

45. Engagement ! The QFT: A rigorous step-by-step process that helps students (across grades, subject areas and levels of academic readiness) to consistently: Produce their own questions Improve their questions Strategize on how to use their questions

46. Components of the Question Formulation Technique TM  Question Focus (Q-Focus)  Produce Your Questions  Improve Your Questions  Prioritize Your Questions  Discuss Next Steps  Reflect

47. Question Focus (Q-Focus) A Question Focus IS a simple statement, a visual or aural aid to help students generate questions o Created from curriculum content o Brief o Stimulates a new line of thinking A Q-Focus is NOT o A question

48. Study Team Addressing December’s Goal Sharing Resources Establishing Goals for January Group share out of Needs/Goals Edmodo Group new code???? Anything for the whole group????

49. District PLC Agenda Planning Template Completing the template Target/DeliverableMode of PresentationQuestions/IdeasResources/Equipment Learning your district teachers will need to implement NGSS & KAS standards successfully Think about the best method to deliver the learning you experienced at STLN What new ideas came up or what questions were uncovered during STLN? What items will you need to facilitate this learning in your district? Target/DeliverableMode of PresentationQuestions/IdeasResources/Equipment QFT Predator Prey Relationships Modelling Guided Practice ??????? What came up? How can we use this? Right Question.org Website PPt with Q FOCUS STLN Website Complete the third target: Lesson analysis with EV Templates

50. CHETL and FfT Connections T. Rogers’ Slides T. Emmert’s work in FfT????

51. Please Complete New Evaluation