moving ngss to kcas and beyond
DESCRIPTION
Moving NGSS to KCAS and Beyond. Terry Rhodes [email protected] 859-585-7762 www.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. - PowerPoint PPT PresentationTRANSCRIPT
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.”
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KnowledgeThe underlying
facts and concepts of the discipline
that students need to know (describe,
explain, recall, identify)
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ReasoningStudents use and
apply what they know to reason and solve
problems (use, formulate,
Analyze, infer)
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Skill
Students perform an action or task
that must be observed to be
assessed (measure,
observe, use equipment)
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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)
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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.
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Flowchart for Deconstructing
Performance Expectations (PEs)
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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.
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Flowchart for Deconstructing
Performance Expectations (PEs)
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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.
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Flowchart for Deconstructing
Performance Expectations (PEs)
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