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Good Morning and Welcome to the 2013-2014:

Good Morning and Welcome to the 2013-2014:. Northern Kentucky Leadership Network Meetings!. Augusta Independent . Beechwood Independent . Bellevue Independent . Boone County. Bracken County . Campbell County . Covington Independent . Dayton Independent . Erlanger-Elsmere Independent.

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Good Morning and Welcome to the 2013-2014:

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  1. Good Morning and Welcome to the 2013-2014: Northern Kentucky Leadership Network Meetings!

  2. Augusta Independent

  3. Beechwood Independent

  4. Bellevue Independent

  5. Boone County

  6. Bracken County

  7. Campbell County

  8. Covington Independent

  9. Dayton Independent

  10. Erlanger-Elsmere Independent

  11. Fort Thomas Independent

  12. Grant County

  13. Kenton County

  14. Ludlow Independent

  15. Newport Independent

  16. Pendleton County

  17. Silver Grove Independent

  18. Southgate Independent

  19. Walton-Verona Independent

  20. Williamstown Independent

  21. Homework Review!!!!!!!!! • Bring one lesson in which you have included the practice you chose to ‘work” with. • Explain what practices you are currently implementing in your classroom and the lesson that accompanies

  22. Structure Function and Matter Activity Patti Bills Northern Kentucky University Kimberly Haverkos Thomas More College

  23. NGSS and Science Education:Walking the Talk Kim Haverkos, PhD 859-344-3359 haverkk@thomasmore.edu Thomas More College

  24. Image created by Nick Farrantello For more info on the scientists: http://rationalcrank.blogspot.com/2010/03/each-of-people-in-this-picture-has.html

  25. Science Education in America • “Similarly [to math texts], although U.S. science textbooks attempt to cover 930 percent more topics than do German textbooks, and 433 percent more topics than do Japanese textbooks, both German and Japanese students significantly outperform U.S. students in science achievement as well.” (Schmidt, McKnight, & Razien, 1996)

  26. Science Education in America • Science courses often have more new words than foreign language classes (Upwards of 3,000 new vocabulary words in some science courses). (Barton & Jordan, 2001)

  27. Another example…

  28. NGSS Content • Less is more  • Focus has shifted • No longer “Know steps of photosynthesis” • Now, “Create a model of Photosynthesis” • Thinking in terms of PRACTICES

  29. Content vs. Practices?? • Not an either/or • Instead a Both/And • Content, yes, but within the context of the practices AND VICE VERSA • What does this mean for teaching?

  30. Developing Scientific Habits of Mind • What does “scientific habits of mind” mean? • How do we reason scientifically? • How do we engage in inquiry?

  31. Another way to think about it…

  32. An engineering activity to get us thinking… • Problem: Design the best course for your bug • Criteria: Your bug…. • Has to change direction • Has to make noise (other than bug noise) • Has to go through a tunnel Constraint: Your bug… • Has to complete course within 10 seconds

  33. What are the practices? • Asking questions and defining problems • Developing and using models • Planning and carrying out investigations • Analyzing and interpreting data • Using mathematics and computational thinking • Constructing explanations and designing solutions • Engaging in argument from evidence • Obtaining, evaluating, and communicating information

  34. Hexbugs Focus • Which course design was the best? • How did your group define best? • What evidence did your group have that that design was the best? • Is there a better solution? • Can you defend your decision? How? • What changes could your group make to your course to make it “the best”? • What practices did this activity best engage? • Which were less emphasized?

  35. NGSS Pe: • 3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. • 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. • MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

  36. Asking questions and defining problems • “…asking a question…leads to involvement in another practice.” (Appendix F, p.4) • Science: Explain phenomena • Engineering: Solve a problem • Overlap?

  37. Developing and using models • Models represent a system • They are based on evidence • Key point for 9-12 • “Evaluate merits and limitations of two different models of the same proposed tool, process, mechanism or system in order to select or revise a model that best fits the evidence or design criteria.” (Appendix F, p. 6)

  38. Planning and carrying out investigations • Inquiry Continuum Teacher Led Student Driven • Students do all: • Develop question • Design method • Create data collection process • Analyze data • Engage with evidence • Act Teacher does all Students may design methods and… Students may develop question and… Students may create data collection charts

  39. Analyzing and interpreting data • “Data aren’t evidence until used in the process of supporting a claim.” (Appendix F, p. 7) • Bring out meaning of data and relevance through patterns, relationships, and sources of error (Appendix F, p. 9)

  40. Using mathematics and computational thinking • Critical Numeracy • Common Core Math, anyone? • Make sense of problems and persevere in solving them • Reason abstractly and quantitatively • Construct viable arguments and critique the reasoning of others • Model with mathematics • Use appropriate tools strategically • Attend to precision • Look for and make use of structure • Look for and express regularity in repeated reasoning

  41. Moving into the next three… • A possible resource???

  42. Constructing explanations and designing solutions • Goals of science: Explanations!!! • MUST have a claim • MUST have evidence (What is evidence???) • Goals of engineering: Solution • Constraints and criteria • Optimization and refining

  43. Engaging in argument from evidence • How to engage students in this when we have asked them to be quiet and NOT argue for 12 years??? • Compare and evaluate • Critique • Defend

  44. Obtaining, evaluating, and communicating information • Developing a “…critical consumer of information about science and engineering…” (Appendix F, p. 15)

  45. Deconstruction/Assessment Creation Focus: Structure and matter Timeline: Flow of development: what needs to be assessed deconstruct to meet the assessed needs create the assessment (multiple choice, extended response, performance based instruction)

  46. Cognitive Scaffolding and Targets

  47. Types of Learning Targets

  48. Knowledge Reasoning Intent of Performance Expectation Performance Skills Product

  49. Performance Expectation: I am clear about … Initial Thoughts… Overall Goal: Knowledge Reasoning Performance/Skills Products Final Thoughts… Overall Goal: Knowledge Targets: Reasoning Targets: Performance/Skill Targets: Product Targets: References Progression, Practices, Core Ideas, and Crosscutting Concepts Things I’m not clear on… CASL Chapter 3, page 64 and content resources • InterdisciplinaryConnections and other resources

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