moving ngss to kcas and beyond

Moving NGSS to KCAS and Beyond

Terry Rhodesterry.rhodes@education.ky.gov

859-585-7762www.terryrhodes1science.com

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 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.

“The Kentucky Board of Education approved a motion to support Commissioner Holliday’s plan for moving ahead with teaching the Next-Generation Science Standards this fall in every grade, K-12, with development of a new test for elementary and middle school occurring after the 2014-15 school year. While there will be no K-PREP science test in 4th- and 7th-grades in the coming school year, students will still take science assessments as part of the EXPLORE (8th grade), PLAN (10th grade), ACT (11th grade) and End-of-Course (high school) tests.”

Types of Learning Targets

5

KnowledgeThe underlying

facts and concepts of the discipline

that students need to know (describe,

explain, recall, identify)

6

ReasoningStudents use and

apply what they know to reason and solve

problems (use, formulate,

Analyze, infer)

7

Skill

Students perform an action or task

that must be observed to be

assessed (measure,

observe, use equipment)

8

ProductThe 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)

Your Grade?

Your School?Your District?

How Do They Go Together?Thinking About Bundling

Close Ipads, laptops, phones and Standards books! NO CHEATING!

In pairs, choose an envelope with a grade level (ES/MS) or content (HS) you will teach

Lay out the strips and begin reading the Performance Expectations

Start thinking about how they fit together; where do they overlap? What PE’s will be bridges to other concepts?

Once partners have come to consensus, tape the strips to chart paper and use markers to write in additional information such as unit names or cross-discipline ideas

Remember…some may go in more than one place!

Hang the posters by grade/by school, starting with K

Gallery Walko Look for the flowo Find the connectionso What’s Your Story??

What content needs to be addressed??

What Practices need to be addressed??

What XCC’s need to be addressed?

What else??Math? Literacy?Misconceptions?

Connections Boxes,other resources

Appendix FFramework

Appendix G

Framework

Appendix E

Framework

Performance Expectation, Clarification Statement, Assessment Boundary

Long Term Unit Planning

Have grade level

discussions about

long term planning;

Word copy on

website with

today’s materials

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Flowchart for Deconstructing

Performance Expectations (PEs)

17

Deconstructing Standards Activity

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Flowchart for Deconstructing

Performance Expectations (PEs)

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Deconstructing Standards ActivityBrainstorm KNOWLEDGE Student learning targets

from the teacher’s perspective

Student “I Can” statements for KNOWLEDGE

Performance Expectations/Knowledge

Performance Expectations/SkillsBrainstorm SKILLS Student learning targets

from the teacher’s perspective

Student “I Can” statements for SKILLS

Performance Expectations/Products

Brainstorm PRODUCTS Student learning targets from the teacher’s

perspective

Student “I Can” statements for PRODUCTS

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Brainstorming KnowledgeBrainstorm KNOWLEDGE

Student learning targets from the teacher’s perspective

Student “I Can” statements for KNOWLEDGE

Light waves interact with matter by reflecting, refracting, absorption, and transmission.

21

Flowchart for Deconstructing

Performance Expectations (PEs)

22

Writing Learning TargetsBrainstorm KNOWLEDGE Student learning

targets from the teacher’s perspective

Student “I Can” statements for KNOWLEDGE

Light waves interact with matter by reflecting, refracting, absorption, and transmission.

My students can compare and contrast reflection and refraction.

23

Flowchart for Deconstructing

Performance Expectations (PEs)

24

Writing “I can…” StatementsBrainstorm KNOWLEDGE Student learning targets

from the teacher’s perspective

Student “I Can” statements for KNOWLEDGE

Light waves interact with matter by reflecting, refracting, absorption, and transmission.

My students can compare and contrast reflection and refraction.

I can correctly use the terms reflecting and refracting.

25

Flowchart for Deconstructing

Performance Expectations (PEs)

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Moving NGSS to KCAS and Beyond

Terry Rhodesterry.rhodes@education.ky.gov

859-585-7762www.terryrhodes1science.com