Learning

Teaching

Enhancing

Supporting

Sharing

ISLNFebruary 24, 2015

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Professional Learning

I can strengthen the structures of professional learning in my district.

Let’s do the math

A NEW idea for Professional Learning

From OLD definition of Professional Development

To NEW definition of Professional Learning

• One time event• Occasional episodes of

learning• Isolated learning

• On-going learning• Collaborative• Reflective to analyze

practice and consider ways to continue to improve

• Embedded in daily work

The Professional Learning Standards

all begin with

Professional learning that increases educator effectiveness and results for all students . . .

Professional Learning Guidance

document

You Try It: What’s Happening in Your District?

Have a Standing ConversationChart: What are the characteristics of the PL that yielded change in teacher practice?

What professional learning structures need

refining to ensure the desired impact on

practice?

TO BE CONTINUEDConsider: How might

charts look different if you engaged different groups in this activity?

Science Network Update

Please welcome Candi Rumsey to the OVEC team!

A habit cannot be tossed out

the window; it must be

coaxed down the stairs

a step at a time. Mark

Twain

Standards

•Deconstruction•Intent

Shifts in Instruct

ion

•QFT•GRC•Argumentation/Inquiry•FAL

Assessment

•Formative Assessment•Assessment AnalysisSTLN

Deconstruction – First Glance

• What does a student need to know?• What does a student need to do?• How will you know that they know and can do it?

StandardsDeconstruction

3 Dimensions of NGSS• Performance Expectations• Formed from the 3 dimensions in

The Framework• No separate treatment of

“content” and “inquiry” (i.e., no separate unit on scientific methods.)

• Curriculum and instruction needs to do more than present and assess scientific ideas – they need to involve learners in using scientific practices to develop and apply the scientific ideas.

Core Ideas

Practices

Crosscutting Concepts

Performance ExpectationsIncludes Clarification Statements

and Assessment Boundaries

Science and Engineering Practices

Disciplinary Core Ideas (DCI)Crosscutting Concepts

Connections to other DCIswithin grade level and across

grade levels

Connections to CCSS ELA andMathematics Standards

Grade Level and Topic

NGSS Structure

Compare

In the Classroom… Walking Pair and Share

• What are the kids doing?

• What is the teacher doing?

• What does the student work look like?

• What formative assessment strategies are being used?

Shifts in Instruction

GRC

Moulding, 2012

Gathering

Reasoning

Evaluate InformationAnalyze Data Use Mathematics and Computational Thinking Construct Explanations/Solve ProblemsDeveloping Arguments from Evidence Use Models to Predict & Develop Evidence

Communicating

Communicate InformationUsing Arguments from Evidence (written/oral)Use Models to Communicate

Predicting Motion GRC

Shift in InstructionPendulum Lab Name ____________________

1. Get 1 pendulum that measures 20 cm and 1 pendulum the measures 60 cm from the supply table.

2. Count how many times each pendulum swings back and forth in 10 seconds and record your measurements in the table below. Repeat twice.

20 cm pendulum 60 cm pendulum

Trial 1

Trial 2

Trial 3

Predicting Motion

Student Science Performance A. Gathering:

Students in groups of two compare the motion of 2 pendulums of different

lengths (provided), and work collaboratively to quantify this comparison.

Students develop and use a table to record data.

Hint: Be sure to have lengths of significant difference (i.e., 20 cm and 60 cm).

Hint: Engage students in generating ideas for quantification of measurements]

How can we do better than “fast” and “slow”?

Implications of the Vision of NGSSScience Education Will Involve Less Science Education Will Involve More

Rote memorization of facts and terminology

Facts and terminology learned as needed while developing explanations and designing solutions supported by evidence-based arguments and reasoning

Leaning of ideas disconnected from questions about phenomena

Systems thinking and modeling to explain phenomena and to give a context for the ideas to be learned

Teachers providing information to the whole class

Students conducting investigations, solving problems, and engaging in discussions with teachers’ guidance

Teachers posing questions with only one right answer

Students discussing open-ended questions that focus on the strength of the evidence used the generate claims.

from Guide to Implementing the Next Generation Science Standards, National Research Council

Implications of the Vision of NGSSScience Education Will Involve Less Science Education Will Involve More

Students reading textbooks and answering questions at the end of the chapter

Students reading multiple sources, including science-related magazine and journal articles and web-based resourcesStudents developing summaries of information

Pre-planned outcome for “cook-book”laboratories or hands-on activities

Multiple investigations driven by students’ questions with a range of possible outcomes that collectively lead to a deep understanding of established core scientific Ideas

Worksheets Students writing of journals, reports, posters, media presentations that explain and argue

Oversimplification of activities for students who are perceived to be less able to do science and engineering

Providing supports so that all students can engage in sophisticated science andengineering practices

Assessment• Review the Predicting Motion GRC for

places that lead to formative assessment opportunities

Students and teachers

Using evidence of learning

To adapt teaching and learning

To meet immediate learning needs

Minute-to-minute and day-by-day

from Content then Process by Dylan Wiliam

Formative Assessment

Plan for Supporting Teachers and Building Capacity

• What is the need for professional learning centered around NGSS in your school/district?

• Where do you feel the greatest need exists and what is your evidence?

The goal of professional learning is to increases educator effectiveness and results for all students.

Leadership —skillful leaders who develop capacity, advocate, and create support systems for professional learning.

7 Principals for Implementing NGSS1. Ensure coherence across levels (state, district, schools), across

grades, and across different components of the system--curriculum, assessment, instruction, professional development

2. Attend to what is unique about science

3. Develop and provide continuing support for leadership in science at the state, district and school levels

4. Build and leverage networks, partnerships, and collaborations

5. Take enough time to implement well

6. Make equity a priority

7. Ensure that communication is ongoing and relevant

Guide to Implementing the Next Generation Science Standards, National Research Councilhttp://www.nap.edu/catalog/18802/guide-to-implementing-the-next-generation-science-standards

Teacher and Leader Learning

• Read the portion of the Guide to Implementing NGSS.

• “The most important thing about __________ is ____________________?”

• A Focus on Specific Content• Connected to Teachers’ Instructional Practice• Active Engagement• Collaboration• Sufficient Time• A Coherent and Ongoing System of Support• Underestimating the Shift Needed in One’s Own Practice• Underestimating the Need for Ongoing Support• Failing to Provide Opportunities for Administrators to Learn About the NGSS• Offering “One Size Fits All” Learning Opportunities

What is your current PL plan?

• Professional learning emphasizes that learning is a process that continues over time, extends into practice and expects results for both educators and students. (KDE Professional Learning Standards)

• Do modifications to your plan need to be made to provide the professional learning opportunities that teachers will need in your district as they implement the KCAS science standards?

UPDATESocial Studies Teacher Leadership Network

Date: Friday, February 27th

Location: OC Admin. AnnexTime: 8:30-3:30Deliverables: • K-8 Considerations

for Curriculum Design

• High School Course Models

ISLN Review and List of “To Do”Topic Suggested Follow Up In District

Professional Learning (PL) • Share the activity with different groups in your district to inform continued refinement of PL.

• Meet with your District Leadership Team to determine next steps

Science • Meet with school and district leadership teams to discuss PL needs for implementing Science KCAS.

Social Studies • Meet with DLT/SS Teacher Leaders to review processes, protocols and resources from SSTLN and determine actions/planning to scale the work

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Please complete the evaluation