session #1 next steps institute october 19-22, 2005

Session #1

Next Steps InstituteOctober 19-22, 2005

October 19 - 22, 2005 Next Step Professional Development Pathway

2

Agenda

Science through the decades Goals and overview Using notebooks for professional

learning Modeling level 1 kit training


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Meet and Greet at Decade Posters

Please go to the poster that represents the decade in which you began teaching

Introduce yourself

Consider this prompt… When I started teaching everyone thought the best way to teach science was to…

Record your group’s responses on the poster

Report out by decade


4

Meet and Greet Processing Questions

What have we changed in how we teach science?

What are the implications for professional learning for veteran and beginning teachers in the 21st century?


5

Goals for the Pathway

Experience, evaluate, and apply a practical professional development model that addresses the requirements of NCLB including student achievement goals and research-based practice.

Develop a clear vision of effective professional development that impacts student learning.

Learn and understand how to implement successful professional development strategies and professional learning activities.

Using Student Notebooks to Enhance Learning



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Journals, Logs, Notebooks??

Journals are reflections of students’ learning.

Logs are where students keep data over time.

Notebooks are tools for students to record data and thinking as they work with materials.

Purposes of Notebooks Enhance the development of students’

conceptual understandings and inquiry skills, and

Provide teacher with a window into the students’ understanding of concepts and many of the skills of inquiry, and

Offer students opportunity to develop literacy skills and an authentic application of those literacy skills.


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What can be used?

Composition Notebook Spiral Notebook 3-Ring Binder 3-Prong paper folder Folded paper booklets Other?


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NSI PD Pathway Notebooks

Composition Notebooks


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NSI PD Pathway Notebooks Common Structure

Title Page Table of Contents Title each section Number pages Date every entry Appendix

Seasonal Partners

1. In your notebooks draw an icon for each of the four seasons.

2. Draw a line beside each icon.

3. Find a person to be a partner for each of the seasons. You will write your name in their notebook and vice versa for the same season.

Seasonal Partners


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Line of Learning

To use line of learning, learners write their thinking about a key concept or topic.

Learners return to their thinking at strategic times throughout the unit.


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Line of Learning

To use line of learning, write your thinking about the key concept or topic.

Date the entry to the line of learning.


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Map showing Grant Wood Area Education Agency School Districts (Eastern Iowa)


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Taking a look inside the VAST Science Materials Center


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Preparing and packing the kits for circulation to the schools.


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Level One Kit Training on the STC Pebbles, Sand and Silt Unit


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Modeling Level One Professional

Development

Description Purpose and Goals Mini-Session Kit Specialists Logistics


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Level 1 Kit Training

What were your thoughts as a student? As a teacher? How would this experience help you

teach the content more effectively?


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Level One Inservice Goals

Participants will become familiar with the materials and activities in the unit.

Participants will gain ideas on managing hands-on science instruction.

Participants will experience the activities of the unit of learners.

Participants will be aware of the big ideas of the unit.


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A Teacher to Teacher Model

Kit Specialists: Are identified for each unit Have multiple years of implementation

experience with the unit Participate in the design of the Level One

inservice model Become familiar with effective professional

learning research and strategies Agree to respond to follow-up questions from

participants


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Logistics

Experienced teachers as facilitators

Kits and materials prepared by materials center staff

Facilitator tool kits/notebooks with all materials and information

Evaluation

Subs; honorarium

Session #2



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Agenda

Teachers in action Mock leadership teams Principles of effective PD Leadership teams

analyze data set goals select content


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Processing Level 1 Professional Development

View Level 1 Training video

Processing Question… What do you notice in this video that connects with what you have just experienced and how are these experiences evidence of effective professional development?


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Line of Learning

Reread previous responses when asked to return to your thinking at strategic times throughout the unit, draw a line under what you previously wrote and record how your ideas are changing by describing how the learning experiences have: reinforced something you thought

before. . . changed something you thought before. . . caused you to think something you have

never thought before. . . Again, date the entry to the line of learning.


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Next Step Community School District Leadership Team

Information about the Next Step Community School District

Developing a common vision of effective professional learning using Designing Professional Development for Teachers of Science and Mathematics (2003) by Susan Loucks-Horsley, Nancy Love, Katherine E. Stiles, Susan Mundry, and Peter W. Hewson


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Build a Leadership Team to…

•Analyze student achievement data•Set goals•Review research to select content•Design a professional development plan


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AnalyzeStudentLearning

andOther Data

Set

Goals

Plan

Do

Evaluate

Professional DevelopmentDesign Framework

Commit toVision andStandards


andOther Data

Set

Goals

Plan

Do

Evaluate


Knowledge

AndBeliefs

Context

Critical Issues

Strategies


Knowledge and Beliefs

Learners and Learning

Teachers and Teaching

The Nature of the

Disciplines

Effective Professional

Development

Change Process

Context

Students

Teachers

Practices

Resources

Parents and community

Organizational culture

Organizational

structures

History of professional

development


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andOther Data

Set

Goals

Plan

Do

Evaluate



Inquiring into Data Analysis


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Looking at data – Peeling away layers


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First layer – Who? Look at the 8th grade science and

mathematics proficiency data. Ask…

What do you suspect about the group of kids below proficiency? What patterns or trends might you see? What is your hunch about why some kids fall below?


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Possibilities

Identified subgroups Gender Free/Reduced Lunch IEP ELL Ethnicity Migrant


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Your district data

Look at your district’s 8th grade disaggregated student achievement data for mathematics total and science.

Percentage of 8th Grade Student Below Proficient in Mathematics per subgroup category

Percentage of Students in Subgroup who are below proficient

0 5 10 15 20 25 30 35 40 45 50

females

males

without-IEP

IEP

non-FRL

FRL

Asian

Hispanic

White

African American

non-ELL

ELL

Percentage of Students

Percentage of 8th Grade Student Below Proficient in Science per subgroup category

Percentage of Students in Subgroup who are below proficient

0 5 10 15 20 25 30 35 40 45 50

females

males

without-IEP

IEP

non-FRL

FRL

Asian

Hispanic

White

African American

non-ELL

ELL

Percentage of Students


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Rank Order of Subgroups (including Ns)

SUBGROUP % Below N

1. With IEP 44% 132. ELL 40% 123. African-Am. 31% 104. Eligible FRL 30% 465. Hispanic 20% 36. Asian 20% 27. Males 18% 228. Not ELL 17%

109. White 16% 3810. Not Eligible FRL 14%

2311. Females 14% 2212. Without IEP 12% 35


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Your Turn

Examine the data

Record what you notice on the Analyzing and Reporting Our Data form


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Looking deeper – Peeling away layers


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Second Layer – What?


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Science Skills

Examine the 8th Grade “Performance Profile”

Compare the skills under the Science Total (Scientific Inquiry, Life Science, Earth and Space Science, and Physical Sciences)

Graph the data


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Science 8th Grade Class Performance Profile

0

10

20

30

40

50

60

Low Middle High

Scientific Inquiry

Life Science

Earth & Space Science

Physical Sciences

Nation


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Mathematics Skills

Examine the 8th Grade “Performance Profile”

Compare the skills under the Mathematics Total (Prob. Solv. & Data Interpretation) Tests

Graph the data


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Math 8th Grade Class Performance Profile

0

10

20

30

40

50

60

Low Middle High

Problem Solving

Data Interpretation

Nation


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Your Turn

Examine the data Record what you notice on the

Analyzing and Reporting Our Data form

Consider what other data this team would gather to inform decision making


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The Data Quandary

“In sum, teachers and leaders must consider both year-to-year analysis and cohort data in order to have a comprehensive understanding of the relationship between student results and professional practices. The key is to use the right tool for the right job.

To understand student progress, use cohort data. To understand the consistent impact of teaching and curriculum practices, use year-to-year comparisons.”

Source: The Data Quandary: Which to Use- Year-to-Year or Cohort? By Douglas B. Reeves, Ph.D. as published in A Publication of the Center for Performance Assessment Volume 5, Issue 2, November 2003


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Your turn

What do the results and their implications mean for the design of our professional development plans?


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andOther Data

Set

Goals

Plan

Do

Evaluate




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Setting Professional Development Goals

Use your Analyzing and Reporting Our Data Response Sheet to focus on student learning around scientific inquiry and problem solving

Write a student learning goal on your team action plan sheet

One example… Students will improve achievement in the areas of scientific inquiry and problem solving.


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Write a teacher learning goal

One example… Teachers will directly experience science and mathematics concepts through the processes of inquiry and problem solving.


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Write a teacher practice goal

One example… All grade six through eight science teachers will implement inquiry and problem solving as modeled in the professional development workshop.


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Write an organizational goal

One example… The Next Step CSD will provide a structure to sustain the implementation of inquiry and problem solving as modeled in the professional development workshop.

Critical Issues

Ensuring Equity

Building Professional

Culture

Developing Leadership

Scaling Up

Building Capacity

Public Support

Supporting Standards

Evaluating Professional

Development

Finding Time


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andOther Data

Set

Goals

Plan

Do

Evaluate




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Selecting Content and Professional Development Providers

Using the Iowa Content Network , National What Works Clearinghouse, Center for Science Education

Use the collective power of multiple studies to select effective professional development to match our goals

http://www.state.ia.us/educate/ecese/tqt/tc/prodev/main.html

http://www.whatworks.ed.gov/

http://www.cse.edc.org/about.asp


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Questions to Ponder

What strategies will assist all students’ learning?

Strategies• Immersion Experiences:

Inquiry in Science and Problem Solving in Mathematics

• Examining teaching and learning: Lesson Study

• Vehicles and Mechanisms: Workshops, Institutes, Courses, Seminars


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One Example…

Based on our data, we find our students need improvement in both inquiry skills and problem solving skills.

Based on research available, we have decided to implement notebooks and integrate inquiry and problem solving instruction in science classrooms, grades 6-8.


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One Example…

Who? All 6th - 8th Grade Science Classroom Teachers

Professional Development Content – Implement Notebooks and problem solving in context of inquiry-based classrooms

Workshop – Immersion in inquiry in science and problem solving in mathematics

Academic Year – Lesson Study Format with grade band teachers

Session #3



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Agenda

Invitation to inquiry Guided inquiry

Set up Math connection Conduct investigation

Explore on your own Open inquiry

Choose a question Design investigation Math connection


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Inquiry and Problem Solving

Investigating Swinging

Pendulums


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Invitation to Inquiry

View a video Observe a demonstration

Listen to a reading


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Science in my life: Line of Learning

What understandings or ideas do you have about the science of swinging objects?


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With an elbow partner, discuss

What is your prediction about what will happen if two people are on one trapeze and only one is on the other and they are both let go at the same time?

What is your explanation?

Swinging Pendulum Guided Inquiry

How does the weight of a swinging object affect the

frequency of its swing?


73

Creating Angles

Without measuring tools available, can you paper fold an 8.5 by 11 sheet of paper to create different angle measurements?

What angle measurements can you create?

After you have created a few, share them with others.


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Guided Inquiry: Build a Pendulum Swinger: Getting started…

Set it up…gather materials and set up the investigation.

Try it out…using your paper folded angle and your swinger, swing one washer, and record the number of swings made in 10 seconds. See the data table provided.

Make predictions…what will be the frequency for 2, 3, and 4 washers?


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Exploration:

Explore on your own. “Play around” with the pendulum materials and see what interests you about them.

Reflect on when you were doing the guided inquiry, questions that you may have had.

Make a list of questions.


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Line of Learning: What understandings or ideas do you have about the science of swinging objects?

This is what I think now.

This is how my thinking has changed and this is what changed my thinking.

This is how my thinking has been reinforced and this is what reinforced my thinking.

This is something I never thought of before and here’s what got me to think about it.

Session #4



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Agenda

Open inquiry Math…it depends Design investigation Conduct investigation Math…a look at the data

Inquiry presentations Inquiry resolution

Math Science

Assessment


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Open Inquiry: Investigating your question…

Identify a researchable question.

Begin to design an investigation including brainstorming data table(s) you might use.


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It Depends!

As you design your pendulum investigation you may decide to look at how change in one quantity results in change in another quantity.


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You may be thinking about relationships between dependent and independent variables.

It Depends!


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Let’s think together about dependent and independent variables…as they relate to quantities, graphs, tables, and equations.

It Depends!


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How does this focus on dependent and independent variables relate to our task of designing an investigation?

Quick Write:


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Open Inquiry: Continue to investigate your question…

Analyze your data using these 3 questions:

1. What do you SEE in the data?

2. What can you CLAIM from what you see in the data?

3. What EVIDENCE is there that supports the claim(s) you made?


85

Open Inquiry:

Create a presentation to share the results of your investigation.

Include your question. Tell why you found it interesting and important to you.

Display data.

Present your claim(s) making sure they are supported by evidence.

Include other questions you might want to investigate next.


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Inquiry Resolution: Mathematics

Find your pendulum length envelope on your table.

Find a suitable location to swing your swinger.

Time and swing for 15 seconds.

Record your results by hanging your swingers on the number line.

Record the number of swings made next to its length in the T-table.


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Force and Inertia

Inquiry Resolution: Science


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This is what I think now.

This is how my thinking has changed and this is what changed my thinking.

This is how my thinking has been reinforced and this is what reinforced my thinking.

This is something I never thought of before and here’s what got me to think about it.

Line of Learning: What understandings or ideas do you have about the science of swinging objects?

Session #5



90

Agenda

Process Workshop PD Experience Pitfalls Extending the workshop learning

Linking two professional development strategies


91

Assessment

Now, what do you think will happen if two people are on one trapeze and only one is on the other and they are both let go at the same time? What is your explanation?

Have you ever seen a trapeze-type swing on an angled tree branch?


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Quick Write

Think about the learning experiences you have had in the first four pathway sessions.

How do they connect for you?


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Plus/Delta Participant FeedbackPlus Delta

Public list of interactive strategies Integrate more reflection time.

Modeling strategies Need to use our seasonal partners to juggle the mix

Affirmation and feeling part of a learning community

Make the Pathway storyline visible

Engaging in concrete ideas for math integration

Variety of strategies and people and resources

Large group of presenters

Mix of presenter expertise

Still awake in the PM – want to continue learning into the evening

Effective Pathway storyline


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Process

Each table will address a processing question that will guide the participants to analyze the “immersion” inquiry workshop experience with a focus on implementing and designing professional development.

One individual will share their group responses.

All may take notes from the table discussion in their notebooks


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Processing Question #1

What roles did the facilitators play in this example of professional development?

Participant Poster Responses by table group: Comic Relief Engagement Demo/Modeling Role Play Visuals Materials Rethink Plan – Make changes based on participant needs Cooperative learning (facilitated) Guided Activities Reflection Discussion Community of acceptance Positive learning environment Line of Learning Inquiry Literature connections Word Wall Attention Signals


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In what ways did the workshop experience mirror the kind of teaching and learning we would like to see in the classroom? What is similar and what is different?

Participant Poster Responses by table group: Workshop:

Short time Summary “flavor” Experience Resources Assumptions Team teaching Engaging strategies “hooks” Inquiry Cycle Interacting Strategies Reflection Notebook Literacy connection Extended time Diversity *self contained *more materials


97


What do teachers need to know and be able to do to use inquiry in the classroom? What follow-up activities would you suggest?

Participant Poster Responses by table group: What do they know about inquiry What is or is not inquiry We need the “stuff” They need to engage in inquiry and synthesize the

experience. This should happen more than once CONTENT KNOWLEDGE Set up mentoring or collaborative relationships Opportunities for Level 2 training.


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What is required to engage teachers in multi-day, in depth institutes such as the one modeled in this pathway? What expertise do you need? Time? Resources?

Participant Poster Responses by table group: See inspiration map on next slide…

buy in, value committmentResources neededResources neededMulti-day Institute Incentives Teachers Administrators Hands-on Relevant Time Release time for teachers Planning time for presenters Money Subs Consultants Presenters Materials Keep Engaged by


100


What aspects of the design were intended to promote reflection and dialogue about teachers’ own practice?

Participant Poster Responses by table group: Line of Learning Collaborative learning (e.g. making a tool for

determining angles “it depends” Quick Write (with sharing) Sharing posters Journals Reflecting on science can’t be separated from

reflecting about practice.


101


When might you use this professional development strategy and for whom? What help or information would you need?

Participant Poster Responses by table group: Groups of teachers, K-12 teachers Instructional team makeup: Content expert,

Teacher, Facilitator 1 week summer institute, Inquiry Institute 1 Day PD Level 2 Training (focus on content)


102

Pitfalls of Immersion Experiences

1. Transfer issues2. Linking the learning experience to

the strategic goals of their schools3. The relationship between scientists

and teachers that could lead to teachers emulating poor practice or that the teachers’ contribution is not valued


103

What Research Shows…

Knowledge Skill Transfer

Theory 10% 5% 0%

Demonstration 30% 20% 0%

Practice 60% 60% 5%

Peer Coaching 95% 95% 95%


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“The teaching of metacognitive skills should be integrated into the curriculum in a variety of subject areas.” Bransford, J.D, Brown, A.L., & Cocking, R.R., (eds.) (2000) How People

Learn: Bridging Research and Practice. p.21

Implications for Teaching…


105

Quick Write

Reference the Adult Learning Handout.

How did the design of the immersion workshop address these adult learning assumptions and guidelines?

Session #6



107

Agenda

Lesson Study Experts from a LS cycle

Lesson Study Panel sharing


108

Improving Instruction

Examining Ways Teachers Improve Instruction

Teacher to Teacher: Reshaping Instruction Through Lesson Study (2002) North Central Regional Educational Laboratory


109

Statements ____ Watch and discuss each other’s classroom lessons

____ Choose curriculum

____ Plan lessons alone

____ Align curriculum with standards

____ Write curriculum

____ Plan lessons collaboratively

____ Add your own: ________________


110

In our NSI power point we used resources and information from several sources.

The triangle slide that showed the differences in Japanese and U.S.teachers' use of time to improve instruction can be found in this lesson study power point presentation developed by Catherine Lewis at Mills College, Oakland, CA.

http://www.lessonresearch.net/handoutscenter.html

http://www.lessonresearch.net/


111

Getting to Know Lesson Study

Defining Lesson Study


112

Purposes

Continuing conversations about instructional improvement

Collecting and synthesizing information on lesson study

Building definitions of lesson study


113

Process Finish the phrase, “Lesson Study is…” by

circulating with a seasonal partner, discussing, and taking notes on the information provided on the clue placards around the room

After visiting the clues, return to your table, and with your partner, synthesize your information and prepare an answer

Share your answer with another seasonal partner pair

Merge responses and develop one group definition of lesson study


114

Starting to Implement Lesson Study

Translating Lesson Study for a U.S. Context


115

Characteristics of Effective Lesson Study Groups

Egalitarian discussion Shared ownership and

responsibility Emphasis on students, not teachers


116

“A ‘metacognitive’ approach to instruction can help students learn to take control of their own learning by defining learning goals and monitoring their progress in achieving them.” Bransford, J.D, Brown, A.L., & Cocking, R.R., (eds.)

(2000) How People Learn: Bridging Research and Practice. p. 18


117

Panel Discussion about Lesson Study

Session #7



119

Agenda

Lesson Study Viewing the DVD www.lessonresearch.net

Review Line of Learning Next Steps Focus Groups


120

Getting to Know Lesson Study

What lesson study looks like


121

Purpose

Reflecting on practice and the link of instructional activities to student learning

Understanding what the lesson study group (in the video) originally planned to teach and understanding the changes that resulted in the lesson plan following observation, reflection, and revision


122

Video

How Many Seats?


123

Process

Consider the following reflective cue: In the context of professional development, what do you notice?

While watching the video take notes in your notebook


124

Second Viewing Focus Questions

Segment 1: Planning

How is this segment similar and different from planning which is familiar to you?

Segment 1: Planning How is this segment similar and different from

planning which is familiar to you?

Participant responses…

Similar Different

(limited) team planning Collaboration (depth): focus on goal

Focus on student thinking (not a single problem)

Focus on student thinking (not a single problem)

Safe environment to share uncertainties Safe environment to share uncertainties

Varied talents in the group Varied talents in the group

Protocol/procedure structure for the meeting time

Provides forum for teacher exchange

Focuses on student outcome not topic


126


Segment 2: Research Lesson 1

Record what students are saying. What might be the different effects of focusing on students, rather than the teacher?

Segment 2: Research Lesson 1


Participant Responses Avoid terms “pacing” when describing lesson Listen to student conversation, expression Window into transfer Observer benefits Students found a pattern in worksheet – finishing it was

their task Listening to students focuses on misconceptions/debates View social nature of learning Verify with manipulative


128


Segment 3: First Debrief

Think of yourself as an anthropologist and try to describe the structure of the meeting. The culture?

Segment 3: First Debrief


Participant Responses Establishing protocol Moderator role helps keep people on task (timer helps) Non-threatening: teachers could explore thoughts Teachers were familiar with process Honor the lead teacher and classroom Anticipating student responses Reflective teacher Impact on teaching is powerful


130


Segment 4: Research Lesson 2 & Second Debriefing



Segment 4: Research Lesson 2 & Second Debriefing



Participant Responses Teacher excitement, enthusiasm, accomplishment, pride Differentiation for students Students shared solutions and solution paths

(negotiations) Simple change – may result in profound results Multiple observers increase feedback


132


Segment 5: Reflection

How might this lesson study cycle have been useful to teachers? What supports for their learning did you notice within this segment or earlier segments?


133


Segment 5: Reflection How might this lesson study cycle have been

useful to teachers? What supports for their learning did you notice within this segment or earlier segments?

Verbal responses were given but not charted


134

Evaluation: Quick Write

Review Line of Learning on your Vision of Professional Development

Writing Cue: As a result of participating in this pathway, I now think Professional Development is more _______ and less ________.

Partner share No public responses given


135

Evaluation: Quick Write

Review Line of Learning on your Vision of Professional Development

Writing Cue: As a result of participating in this pathway, I now think Professional Development is more _______ and less ________.


136

Evaluation: Process Pathway Learning

Identify key insights and strategies you have gained in the last three days that you will definitely “take home”

Seasonal partners, take your notebook and share

Large group sharing


137

Evaluation: Process Pathway Learning Participant Responses

Invite the presenting pathway team to MO Interactive strategies Increase student centered PD Empowerment of Lesson Study Intense immersion in lesson study; plan to involve all Starting with reading group To be the “seed” for the change to motivate colleagues Being out of comfort level is not a “bad thing” PD

depends to focus on the transfer Notebooks (more strategies) Learners reflecting on learning Find more opportunity for reflection; PD must focus on

self –reflection


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Evaluation: Process Pathway Learning Participant Responses

More important to facilitate the teachers than to be the expert as PD provider

More interactive strategies to apply to protocol for kit training statewide

Involve administrators through Lesson Study


139

Interactive Strategies - Posted

Through the decades Line of Learning Strategic Modeling Seasonal Partners Think-Pair-Share Parking Lot Poster Presentation Quick Write Mingle Eye-Contact Partner Whip (around the room)

session #1 next steps institute october 19-22, 2005

Documents

student learning

overviewusing notebooks

reflections of students

literacy skills

inquiry skills

skills of inquiry

andoffer students opportunity

steps instituteoctober