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STLN

STLN. November 2013. Kevin Crump kevincrumpscience.weebly.com kevin.crump@education.ky.gov. WELCOME BACK Science Teacher Leaders! Thanks for being here. Remember we will not meet in December Our next meeting will be Thursday, Jan. 30 th Same place here is Corbin. R E S P E C T.

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STLN

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  1. STLN November 2013 Kevin Crump kevincrumpscience.weebly.com kevin.crump@education.ky.gov

  2. WELCOME BACK Science Teacher Leaders! Thanks for being here • Remember we will not meet in December • Our next meeting will be Thursday, Jan. 30th • Same place here is Corbin

  3. R E S P E C T NORMS: - Be open to learning new strategies - Be an active participant - Take responsibility for your learning - Honor and respect the needs of others - Be prepared

  4. Building Success with a Solid Foundation twork

  5. Great Opportunities for Science Teachers:American MeteorologicalSociety’s Education Program DataStreme Online Graduate Classes and Summer Teacher Trainings Take a look at your flyer

  6. The DataStreme Project This is an AMS-Education Initiative to provide K-12 Teachers with: • High Quality Instruction • Increase Content Knowledge • FREE Online Science Graduate Credit (3 credit hours) • The opportunity to become a resource for others • Course Investigations that can be applied directly to the classroom • FREE Course Materials

  7. The Three DataStreme Courses: • DataStreme Atmosphere • AMS DataStreme Ocean • AMS DataStreme Earth’s Climate System

  8. AMS also provides two summer workshops for science teachers: Project Atmosphere and The Maury Project

  9. Project Atmosphere • Offered since 1991 • Two-week summer workshop on the fundamentals of meteorology (NOAA & NSF support) • Held at the National Weather Service Training Center in Kansas City, MO • Course taught by the National Weather Service and the AMS • FREE 3 graduate credits • Stipend is paid along with all food, travel and lodging

  10. Project Atmosphere

  11. Maury Project • Offered since 1994 • Two-week summer workshop on the physical foundations of oceanography (NSF support) • Held at the U.S. Naval Academy in Annapolis, MD • Focuses on leadership and the basics of ocean science • FREE 3 graduate credits • Office of Naval Research, Navy METOC, USNA, also NESDIS, NOS, and the MD Space Science Consortium • Stipend is paid along with all food, travel and lodging

  12. If you are interested in taking any of the 3 free Graduate online courses or applying for the 2 summer workshops let me know before you leave today.

  13. Thanks for those of you who have posted on the Formative Assessment Blog!Please post if you have not done soI hope the information is helpful.

  14. TODAY: Take a look at the agenda and please read the Learning Targets on the back.

  15. Time for some feedback… How is it going back in your District? Your Task – Please find the handout called LNID Complete this activity (front and back) and I will collect in a few minutes Science Teacher Leader Expectations: • Demonstrate Leadership to their school and district • Attend and participate in scheduled meetings • Complete readings and other tasks as “homework” between monthly meetings • Help other colleagues in their own school and district • Share and provide input to the other members of this network

  16. Quick Review of the Architecture of the Next Generation Science Standards

  17. Title Assessable Component Foundation Boxes What How Why Connection Box

  18. Please take out the:CASL Packet This packet contains CASL Points 1, 2 and 3 that emphasize the importance of Deconstructing Performance Expectations into Learning targets

  19. Performance Expectations and Learning Targets • Performance Expectations • Written as statements describing student performances that can be assessed • Extremely broad goals and represent true standards to be achieved • Require several skills and concepts • Learning targets • Smaller and more focused statements for students that build toward mastery of a Performance Expectation • Manageable “student friendly” segments for the purpose of planning instruction • Specific concepts, knowledge and skills that are the foundation of a larger more complex standard

  20. Can you simply add the words “I CAN” to this broad and complex statement? NO WAY! To understand Performance Expectations the teacher and students need to DECONSTRUCT the standards into Learning Targets

  21. Take out the Foundational Thinking for DeconstructingHandout • Deconstructing a PE into Learning Targets is a PROCESS • First, I am going to prepare for PE deconstruction by identifying the SEP, DCI and CCC within this PE

  22. DCI PS2.A: Forces and Motion (2 statements) ETS1.A: Defining Engineering Problems SEP Analyzing and Interpreting Data CCC Cause and Effect

  23. BRAINSTORM… Use this space to write down what students need to know and be able to do to achieve mastery for this PE Please turn your paper over…

  24. The Three Columns for Deconstructing a Performance Expectation: The CASL Packet (#2) will describe the details for each column

  25. K – PS2 - 2 Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull. Identify the key parts and words… Analyzedata to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull. Reasoning or Performance Skill: Describe the relationship between the strength of the push or pull and the change in speed or direction. Infer that people can cause change in an object’s speed or direction. Interpret speed/direction data to support a claim that the design solution worked or not. Knowledge: Describe pushes/pulls as forces that move an object. Know that speed is how fast something moves. Identify change as a difference in something. Recognize that “data” is collected information. Product: None

  26. Performance Expectations contrast the smaller more focused nature of student learning targets

  27. Performance Expectations contrast the smaller more focused nature of student learning targetsTeachers can work with students on this process

  28. Performance Expectations contrast the smaller more focused nature of student learning targetsTeachers can work with students on this processGiving the students ownership and understanding that learning targets are the building blocks of something bigger allows for a much clearer path to learning

  29. CreatingStudent Friendly Learning Targets is a First Step inDevelopingCurriculum,Instruction andAssessmentfor NGSS

  30. TIME TO WRITE Please locate the index card at your table Just need one card per table

  31. Take 5 Minutes One card per Table or District Take 5 minutes and discuss at your table On one side of the index card finish the following sentences: 1. We noticed… 2. The impact of deconstructing Performance Expectations into Learning Targets… 3. We look forward to learning more about…

  32. http://www.youtube.com/watch?v=ibw2C9KQlTM Sharpen Your Eye http://www.youtube.com/watch?v=65T4ReLkjCg We will work on another PE with teachers in our grade band: Elem. Room # Middle Room # High Room #

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