ckec -kentucky science leadership network
DESCRIPTION
CKEC -Kentucky Science Leadership Network. March 24, 2014. Today’s materials can be accessed at: http://www.terryrhodes1science.com/presentations.html. Welcome, Who is in the room?. Burgin Independent School Over 100 years of Excellence. - PowerPoint PPT PresentationTRANSCRIPT
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CKEC -Kentucky Science CKEC -Kentucky Science Leadership Network Leadership Network
March 24, 2014March 24, 2014
Today’s materials can be accessed at: Today’s materials can be accessed at: http://www.terryrhodes1science.com/presentations.html
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Dr Rebecca KrallDr Rebecca KrallDirector of Graduate StudiesAssociate Professor, Dept. of
STEM EducationUK
CKEC KSLN Facilitation TeamCKEC KSLN Facilitation Team
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AGENDA
Fixed Mind-Set vs Growth Mind-Set
Criteria of Evaluating DeconstructionsTesting the process
Fishbowl ActivityModeling Crucial Conversations
Critiquing last month’s deconstructionsLooking for missing informationOrganizing targets
Lunch; Who’s Who? District Leadership Team Members
Making Connections between PGES and Practices
Target-Method MatchChoosing the right assessments
Continue work in grade-bands on deconstructions, while also looking at the assessment piece
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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!
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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.
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http://todaysmeet.com/KSLN-5
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
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Today’s TargetsParticipants will:Identify whether they have a Fixed Mind-Set or a Growth Mind-Set
Critique deconstructions based upon criteria
Observe model of crucial conversations
Identify connections between PGES and NGSS
Determine appropriate assessments for learning targets
Review and revise deconstructions
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Pillars again
TPGES –Teacher Professional Growth and Effectiveness System
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Debbie Waggoner, KDE/CKEC Instructional SpecialistEmail: [email protected]
Website: www.debbiewaggoner.com
Fixed Mind-Set vs. Growth Mind-SetWhere are you?
PG 6
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Determine implications for how mindsets affect motivation, teaching & learning, and identify strategies to create a learning culture that fosters Growth Mindsets.
11
Target-MINDSETS
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Shirley Clarke
What’s your Mindset?
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Mindset is ~"an established set of
attitudes held by someone."
~Oxford American Dictionary~
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Fixed MindsetFixed Mindset If you have a fixed mindset, you believe that
your talents and abilities are set in stone–either you have them or you don’t. You must prove yourself over and over, trying to look smart and talented at all costs. This is the path of stagnation.
Mindset, Carol Dweck
What’s your What’s your Mindset? Mindset?
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Do you know anyone with a Fixed Mindset?
What’s your What’s your Mindset? Mindset?
http://youtu.be/_jc2ESr43PY
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Growth MindsetGrowth Mindset If you have a growth mindset, you know that
talents can be developed and that great abilities are built over time. This is the path of opportunity–and success.
Mindset, Carol Dweck
What’s your What’s your Mindset? Mindset?
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What do these people have in common?
Mozart Thomas
Edison Charles
Darwin Elvis Presley
Lucille Ball Jackson
Pollack Ray Charles
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They were considered failures They were considered failures in their chosen fields early in in their chosen fields early in
their careers.their careers.
Are we willing to fail?
http://www.youtube.com/watch?v=45mMioJ5szc
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Bobby KnightHe has a fixed mindset about
himself and coaching. The team was not allowed to lose
games or make mistakes… “that would reflect on his
competence.”
Mindset, Carol Dweck
He came into the league as a slam-dunker and he left as the most complete player ever to grace the game. He exhibits a growth mindset.
Michael Jordan
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What do your students believe?
Intelligence is something I can increase with my efforts.
I love to learn something new. I need easy successes to feel smart. I am excited by challenge. When faced by challenging work, I feel stupid. The faster I am able to complete a problem,
the smarter I am. Every failure provides insight on my path to
success.
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What about you? How do you motivate your students?
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What about you? When students experience difficulty in my class,
I make every effort to express my sympathy for their struggles.
In order to enhance student self-esteem, I provide lower achievers less demanding work so that they will experience success.
I often praise students for solving problems quickly.
I am honest with students about their academic deficiencies.
I expect low achievers to complete the same tasks, just with more support.
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Shirley Clarke ~ Formative Assessment through Active Learning
Count off at your table 1-6, then read the section of the document that matches your assigned number.
1 How teachers and pupils view ability and their learning potential Article pages 18-21Packet pages 9-12
2 Strategies for developing a growth mindset – for teachers, parents and all involved in education
Article pages 21-24Packet pages 12-15
3 The importance of a growth mindset in raising achievement and aspirations
Article pages 24-26Packet pages 15-17
4 Becoming incremental learners Article pages 26-28Packet pages 17-19
5 What the ideal learning environment should consist of, and effective strategies to create and sustain it
Article pages 28-30Packet pages 19-21
6 Taking it further: learning how to learn Article pages 31-34Packet pages 22-25
Take 2 minutes each to share the following:What idea from the excerpt had the most impact on you as you read?Take notes as your colleagues share their sections. Which ideas will you use in your own classroom?
Pgs 7-25
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Growth versus Fixed Mindset ~ Posters1. Intelligence is a fixed trait—I have a certain amount of it and that’s that. 2. I need easy successes to feel clever. 3. I don’t want to have my inadequacies and errors revealed.4. I feel clever when things are easy, where I put in little effort and I outperform my peers.5. If I can’t solve a problem or figure out how to do something then it means I’m not intelligent.6. Intelligence is something I can increase through my own efforts.7. There are differences between people in how much they know and how quickly they master things.8. I love to learn something new.9. I am excited by challenge. I throw myself into difficult tasks and stick to them.
Fixed
Fixed
Fixed
Fixed
Fixed
Growth
Growth
Growth
Growth
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Mindsets and Success“I don’t divide the world into the weak and the strong,
or the successes and the failures…I divide the world into learners and nonlearners.”
Benjamin Barber, sociologist
“A few modern philosophers…assert that an individual’s intelligence is a fixed quantity, a quantity which cannot be increased. We must protest and react against this brutal pessimism…With practice, training, and above all, method, we manage to increase our attention, our memory, our judgment and literally to become more intelligent than we were before.”
Alfred Binet, inventor of the IQ test
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Growth vs Fixed Mindset
Finally, Take 2 minutes to write an action statement using the sentence started below:
As a result of this learning,I plan to . . . . . . in order to improve the learning culture in my class/school.
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Making connections between TPGES Domain 3C (engaging students in learning) and the NGSS Scientific and Engineering Practices
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Visiting Some Science Classrooms
• Read through the four scenarios at your table.
• With your group, determine which, if any, science and engineering practices are occurring in each scenario.
• Determine an order of least to most rigorous for the scenarios. Be prepared to defend.
Pgs 32-37
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What does engaging students look like?
Pgs 38-39
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• Into which level would each of the scenarios fit?
• What evidence did you use to make your decision?
• Did you change your thinking about the rigor of the lessons? Why or why not?
Pg 40
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Deconstruction: Take 2
Where we are:-WKEC is a month ahead of CKEC-Next month, you will look at WKEC
deconstructions -This month, we will revisit our deconstructions and make revisions-We will begin to look at assessment piece
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This is an evolving process; and as we work across the state, we will keep fine-tuning it
until we get it right!
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Deconstruction of a standard should occur to make the standard clearer
A product target will not always have an accompanying skill target. Product targets sometimes produce evidence of target attainment that do not require a ‘direct observation’ of performance
Don’t belittle the knowledge category-knowledge does not equal ‘easy or simple.’ Knowledge includes procedural knowledge-KNOWS HOW, as well as KNOWS THAT and KNOWS WHEN
Comprehension, just like understands, is a FUZZY term. If you use that word in a target, it needs to be more clearly defined
Categorizing targets helps us choose the most valid and efficient assessment method for gathering defensible evidence of student attainment
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Criteria For Evaluating Deconstructions
•Align with and support attainment of the standard at the appropriate level
•Clear for the intended audience (teacher or student)
•Focused on what is to be learned (not an activity)
•The set of targets should scaffold learners toward attainment
•The targets address specific, individual concepts that can be measured independently
•The set of targets clearly address all 3 dimensions of the standard
•Other experts would agree that the “set of targets” collectively meet the intent of the standard
Pg 26
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Pgs 27-29
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In your district groups, using this model and the criteria, look at the two deconstruction examples.
List any specific positive or negative aspects on the T-Chart provided.
Combine into larger groups; review ideas and create summaries of pros and cons on chart paper.
Pg 30
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Fishbowl Activity
Modeling those crucial conversations
Un-numbered page between 30-31
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Move into grade bands, try to sit with group you worked with last month.
Each group take one of the deconstructions (NOT your own) for your grade band
Critique deconstruction for missing information and connections to:
DCIPracticesXCC
Use resources: criteria, model, appendices, Framework
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Constructive Feedback
Fill in the Brainstorm Session sheet and attach it to the deconstruction chart when completed
Review/Revise
Pgs 44-45
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As you sit with your district groups, please refer to the Who’s Who sheet
How many spaces can you fill?
What’s your plan?
Pg 31
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Matching Assessment Methods to Learning Targets
The accuracy of ANY classroom assessment depends on selecting the APPROPRIATE assessment method that matches the achievement target to be assessed.
Mismatches occur when the assessment method is not capable of yielding accurate information about the learning target.
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Classroom Assessment of KCAS-Science
Selected ResponseMultiple ChoiceTrue/FalseMatchingFill in-the-blank
Students scores on selected response assessments are usually figured as the number or proportion of questions answered correctly.
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Classroom Assessment of KCAS-Science
Written ResponseShort Answer ItemsExtended written response items
Students construct an answer in response to a question or task. Short answer items call for a very brief response having one or a limited range of possible right answers. Extended written response require a response that is greater in length and generally have a greater number of acceptable or correct answers.
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Classroom Assessment of KCAS-Science
Performance AssessmentPerformance taskPerformance criteria
Assessment is based on observation and judgment; used to judge both real-time performances (demonstrations) and products (or artifacts) that students create. It has two parts: the task and the criteria for judging the quality of the response (rubric).
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Classroom Assessment of KCAS-Science Personal Communication
Questions during instructionInterviews and conferencesParticipationOral examsStudent journals and logs
Finding out what students have learned through structured and unstructured interactions with them. Usually formative, but can also be summative
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For your scenario, decide whether each assessment is: Strong- works well for all learning targets of this type
Good- works for many learning targets of this typePartial-works in some instances for learning targets of
this typePoor-never works for learning targets of this type
To make your choices, ask yourself, which methods will provide the “most accurate information with the highest degree of efficiency?”
Pgs 41-43
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Afternoon Deconstruction
Elementary-Side Hall with Debbie
Middle- Front hall with Becky
High- Main room with David
Terry will rotate through all three rooms
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Assigned Tasks
1.Revisit and review work from last meeting; apply criteria from this morning
2.Revise, as needed; If learning targets were not written last month, that’s your main focus.
3.Begin thinking about assessment methods; add to fourth column if consensus is reached
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Contact:
Marsha Buerger
502-727-6933
marsha.buerger@
jefferson.kyschools.u
s
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How to Start a Movement - The One Lone NUT
One Lone NUTOne Lone NUT
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KSLN 2013-2014NorthEast Christian Church
September 23rd, 2013October 21st, 2013
November 25th, 2013January 27th, 2014
February 24th, 2014March 24th, 2014
April 28, 2014