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CKEC -Kentucky Science Leadership Network
April 28, 2014
Today’s materials can be accessed at: http://www.terryrhodes1science.com/presentations.html
Welcome, Who is in the
room?
Learning
Teaching
Enhancing
Supporting
Sharing
Burgin Independent SchoolOver 100 years of Excellence
Terry Rhodes, KDE/CKEC Instructional Specialist –
Science
Debbie Waggoner, KDE/CKEC Instructional
Specialist – Math & Social Studies
Dr Rebecca KrallDirector of Graduate StudiesAssociate Professor, Dept. of
STEM EducationUK
Mindy CurlessSTEM Initiatives Consultant
KDE
David HelmLearning & Innovation
Specialist, Fayette County Public Schools
Dr. Eve ProffittDirector, P20 Innovation
UK
CKEC KSLN Facilitation Team
To access today’s materialswww.terryrhodes1science.com
Click on Professional Learning and scroll to bottom
AGENDA
Introductions/Expectations
Overcoming Barriers to Success: Analogy Activity
Guided Practice: Giving Depth to Deconstructions
WKEC Deconstruction Feedback
Lunch/Updates/Summer Info
FAL Activity
How Do they Go Together? Thinking About Bundling
Long-range Planning for Deconstruction and Units
Debrief/Reflection/Evaluation
KSLN Meeting: Stop and Reflect
What do I want to remember?
How will I use this information, and how will I share it with others in my school and/or district?
Yellow
She
et
Also don’t forget to
do the online
Evaluation. We Need
your FEEDBACK!
Norms• Be an ambassador of “lifelong learning.” Show your
enthusiasm for the work, support the learning of others, be willing to take risks, participate fully.
• Come to meetings prepared. Be on time, any preparations/ readings completed, with necessary materials.
• Be focused during meetings. Stick to network goals/ targets, use technology to enhance work at hand, limit sidebar conversations.
• Work collaboratively. All members’ contributions are valued and honored, seek first to understand, then be understood.
http://todaysmeet.com/KSLN-6
Throughout the day, please post comments or questions to the website below; it will be monitored throughout the day and responses posted to your questions and comments.
Documents from todays meeting can be found on my website under “Professional Learning/Presentations”
www.terryrhodes1science.com
Today’s Targets• Identify successes and barriers to
deconstruction/implementation of NGSS
• Increase awareness of depth and rigor in deconstruction
• Provide feedback to WKEC on deconstructions
• Analyze a FAL lesson as a way to get to student understandings and misconceptions
• Identify options for bundling PE’s
• Develop a long-range plan for deconstruction and implementation
Pillars againH
ighl
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e Te
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arni
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Asse
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ent L
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Lead
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ip
Kent
ucky
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Sta
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TPGES –Teacher Professional Growth and Effectiveness System
Pillars of Network MeetingsNetwork Foundations….
Overcoming Barriers to Success
• Look at the picture on your table; think about the barriers that had to be overcome to achieve that success.
• Now think about the work ahead with the standards: building capacity in your district, deconstruction, implementation, assessment.
• Using the picture and your thoughts about the work ahead, create a T-chart of Successes and Barriers.
• Find another group with a different picture and share your thoughts/ideas/successes/barriers
Guided Practice: Giving Depth to Deconstructions
Move into grade band groups of 3-4; at this point, don’t worry about matching up content areas or grade levels…just Elem, MS and HS.
Choose roles within the group, making one person responsible for addressing misconceptions, one for the appendices, one for the Framework and someone to record on the feedback form
Step 1: Read the PE, Clarification
Statement and Assessment Boundary
Step 2:Read Practices,
DCI and XXC
Write
down your
notes!!!
Step 3: Look at the
progressions in Appendices
E,F,G
Step 4: Are there any
misconceptions that need to be
addressed?
Write
down your
notes!!!
Step 5: Look at the
Framework for additional
clarification
Now, collectively look at the targets as
written
Write
down your
notes!!!
If you responded NO to ANY of those questions, you must provide feedback and support with evidence from your conversations (notes)
Now, find another group in your grade band to compare feedback forms. Be prepared to defend your feedback.
Do you feel more confident now in your process?
WKEC Deconstruction Feedback
Grade level Deconstructions
Contents:
Grade Specific Deconstruction Misconception packet 2 feedback forms Blank paper for notes
Make sure each group has a
standards book and access to the
Framework
IMPORTANT:Each deconstruction must be
looked at by 2 separate groups.
WKEC Deconstruction Feedback
Elementary teachers to side hallway(Terry/Debbie)
Middle School teachers to front hallway (Becky/Mindy)
High School teachers stay in main room(David/Eve)
Primary teachers (K-3) from CKEC Member-Schools can now register for a FREE summer PD called
"NGSS in Primary: Building a Foundation for Science Literacy"July 7-11 at CKEC
Link is on the homepage atwww.terryrhodes1science.com Limited to 40 participants!
5 full days of content review, performance expectation deconstruction and unit development with teachers from
across the region at YOUR grade level!
CKEC Science and Social Studies Summer Network meeting:
Friday, July 25th with Ken Mattingly – CASL in action
HELP WANTED!Looking for those with content area expertise, and the best candidate will also have Gov. Cup or academic competition experience.
Needs: Multiple-choice Written Assessment exams on 5th, 6th, 8th, 9-10 and 11-12 levels
Content links:5th (Elementary): http://bit.ly/1rtYDGL 6th (Sixth Grade Showcase): http://bit.ly/1ilvUMF 8th (Middle Grades Gov. Cup): http://bit.ly/1nuesO99-10 (JV Challenge): http://bit.ly/1lPPRiO11-12 (High SchooL Gov. Cup): http://bit.ly/1kdeIO1 Ability to write clear, concise, assessment questions. Writers will work with KAAC representatives to obtain proper content and difficulty level. Apply: http://www.kaac.com/question-writing/ (Can be found on Terry’s homepage)
32
--What plans do you have
for sharing information this
Summer in your district?
Matching a Graph to a Story
P-34
A. Tom took his dog for a walk to the park. He set off slowly and then increased his pace. At the park Tom turned around and walked slowly back home.
C. Tom went for a jog. At the end of his road he bumped into a friend and his pace slowed. When Tom left his friend he walked quickly back home.
B. Tom rode his bike east from his home up a steep hill. After a while the slope eased off. At the top he raced down the other side.
Distance from home
Time
Matching Cards
P-35
• Take turns at matching pairs of cards. You may want to take a graph and find a story that matches it. Alternatively, you may prefer to take a story and find a graph that matches it.
• Each time you do this, explain your thinking clearly and carefully. If you think there is no suitable card that matches, write one of your own.
• Place your cards side by side on your large sheet of paper, not on top of one another, so that everyone can see them.
• Write your reasons for the match on the cards or the poster just as we did with the example in class. Give explanations for each line segment.
• Make sure you leave plenty of space around the cards as, eventually, you will be adding another card to each matched pair.
Sharing Work
P-36
• One student from each group is to visit another group’s poster.
• If you are staying at your desk, be ready to explain the reasons for your group's matches.
• If you are visiting another group:• Write your card placements on a piece of paper.
• Go to another group’s desk and check to see which matches are different from your own.
• If there are differences, ask for an explanation. If you still don’t agree, explain your own thinking.
• When you return to your own desk, you need to consider as a group whether to make any changes to your own poster.
1. Pre-Assessment – Individual student work
2. Intro Lesson
3. Collaborative Activity
4. Whole Class Discussion
5. Post-Assessment
Determine FEEDBACK QUESTIONS
Written FEEDBACK QUESTIONS
Oral FEEDBACK QUESTIONS
Formative Assessment Lesson
How Do They Go Together?Thinking About Bundling
Work in grade level groups of 2-3 Lay out the strips that contain the Performance
Expectations for your grade level Begin having discussions about what fits together At this point, leave your standards book CLOSED…
consider the content in front of you and how it fits together
How do they fit together? How will you teach them? What are the unit topics?
Chart Paper
• Place Unit Topics• Place PE’s beneath the unit
topic in which you plan to teach them
Some will
go in more
than one
topic!
They may
look
different, but
that’s OK!!Take a
picture to
help you
remember!
Long Term Unit Planning
Have grade level
discussions about
long term planning;
Word copy on
website with
today’s materials
Deconstructions
Once long-term planning is complete, begin working on grade
level deconstructions; Word deconstruction forms on website
with today’s materials
Access Online Evaluation on home pagewww.terryrhodes1science.com
Please fill out the online evaluation form nowbefore you leave. We need your feedback!
A pep talk from Kid President to Youhttp://youtu.be/l-gQLqv9f4o
ISLN/KLA June 26th – 27th, CASL in Action with Ken Mattingly July 25th
See you there!