good morning and welcome to the 2013-2014: northern kentucky leadership network meetings!

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

FORT THOMAS INDEPENDENT

GRANT COUNTY

GATEWAY COMMUNITY AND TECHNICAL COLLEGE

KENTON COUNTY

LUDLOW INDEPENDENT

NEWPORT INDEPENDENT

NORTHERN KENTUCKY UNIVERSITY

PENDLETON COUNTY

SILVER GROVE INDEPENDENT

SOUTHGATE INDEPENDENT

WALTON-VERONA INDEPENDENT

WILLIAMSTOWN INDEPENDENT

Review of Last Month

• Share you Innovation Configuration Map plan or discussion at your DLT

• What practices did you implement in your classroom this month?

• Areas of struggle – make sure to email them to me so that I can compile the needed areas of discussion.

• Comments/concern before proceeding

Innovation

Passion-Driven Innovation• http://www.businessinnovationfactory.com

/iss/video/bif9-scott-heimendinger

The Profession

The Big Picture School or District

Just Jack

• http://www.colbertnation.com/the-colbert-report-videos/430096/october-30-2013/jack-andraka

The Collision

• How do we combine our professional innovation with student passions?

Difference between Learning Targets and Performance Expectations

• Read the handout and note key important discussion points.

• Discuss in your table groups • Share with the group

DECONSTRUCTION

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REVIEW

I will understand how to translate Kentucky’s Core Academic Standards for Science into clear learning targets in order to design high quality formative and summative assessments and to plan/select rigorous and congruent learning experiences.

Network Target

During this part of the day, I will deepen my understanding of the process of deconstructing standards into knowledge, reasoning, performance skill and product learning targets that collectively address the intended learning of the standard.

Goal for this part …

Where Am I Going?

Provide students with

clear and understandable

vision of the learning target

R. Stiggins, J. Arter, J. Chappuis, & S. Chappius (2006) Classroom Assessment for Student Learning. ETS. Portland, OR.

• If the learning is unclear to you then – You will not be able to make it clear to students. – It will be unclear what to teach and how to assess.– It could be interpreted different ways that could lead to

significantly different learning experiences.• Create learning targets that are inherent to the intent of

the standard.• Sometimes the benchmark or standard is stated in a

manner that is clear and may only need to be categorized to determine which method should be used to assess the intended learning.

Clear Learning Target

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Cognitive Scaffolding and Targets

Knowledge

Reasoning

Performance Skills

Products

Knowledge Reasoning Performance Skills Product

What knowledge or understanding is required to become competent on this standard?

What reasoning (if any) is required to be competent on this standard?

What performance skills (if any) are required to demonstrate competence on thisstandard?

What product competencies (if any) are required by this standard?

Remember, not all standards have all of these as underpinnings and some standards may only need to be ‘classified’ to assist with assessing students’ learning.

Types of Learning Targets

Intent of Performance Expectation

Knowledge Reasoning

Performance

SkillsProduct

I am clear about …Initial Thoughts…Overall Goal:

Knowledge

Reasoning

Performance/Skills

Products

Things I’m not clear on…Progression, Practices, Core Ideas, and Crosscutting Concepts

CASL Chapter 3, page 64 and content resources

Interdisciplinary Connections and other resources

Performance Expectation:Performance Expectation:

Final Thoughts…Overall Goal:

Knowledge Targets:

Reasoning Targets:

Performance/Skill Targets:

Product Targets:

References

Anyone too busy to reflect on one’s practice is also too busy to improve.

Robert Garmston

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What did we learn?Homework review

• Take a post it note and summarize your “practice” and the activity that you did to incorporate this within your classroom.

• Share with your table group • Determine 1 that you would like to share to

the whole group. • Place your post it note on the practice title for

others to view

Learn from Others

But I’m not an EngineerYou know more than you think!

Think about the Scientific Method

Scientific Method• State your question

Scientific Method• State your question

• Do background research

• State your question

• Do background research

• Formulate hypothesis

Scientific Method

• State your question

• Do background research

• Formulate hypothesis

• Design Experiment

Scientific Method

• State your question

• Do background research

• Formulate hypothesis

• Design Experiment

• Test Hypothesis

Scientific Method

• State your question

• Do background research

• Formulate hypothesis

• Design Experiment

• Test Hypothesis

• Analyze results/draw conclusions

Scientific Method

• State your question

• Do background research

• Formulate hypothesis

• Design Experiment

• Test Hypothesis

• Analyze results/draw conclusions

• Communicate Results

Scientific Method

Engineering Design

• State your question

• Do background research

• Formulate hypothesis

• Design Experiment

• Test Hypothesis

• Analyze results/draw conclusions

• Communicate Results

Scientific Method Engineering Design

• Define the problem

Scientific Method Engineering Design

• State your question

• Do background research

• Formulate hypothesis

• Design Experiment

• Test Hypothesis

• Analyze results/draw conclusions

• Communicate Results

• Define the problem

• Do background research

Scientific Method Engineering Design

• State your question

• Do background research

• Formulate hypothesis

• Design Experiment

• Test Hypothesis

• Analyze results/draw conclusions

• Communicate Results

• Define the problem

• Do background research

• Specify requirements

Scientific Method Engineering Design

• State your question

• Do background research

• Formulate hypothesis

• Design Experiment

• Test Hypothesis

• Analyze results/draw conclusions

• Communicate Results

• Define the problem

• Do background research

• Specify requirements

• Create alternative solutions

Scientific Method Engineering Design

• State your question

• Do background research

• Formulate hypothesis

• Design Experiment

• Test Hypothesis

• Analyze results/draw conclusions

• Communicate Results

• Define the problem

• Do background research

• Specify requirements

• Create alternative solutions

• Build a prototype

Scientific Method Engineering Design

• State your question

• Do background research

• Formulate hypothesis

• Design Experiment

• Test Hypothesis

• Analyze results/draw conclusions

• Communicate Results

• Define the problem

• Do background research

• Specify requirements

• Create alternative solutions

• Build a prototype

• Test and redesign

Scientific Method Engineering Design

• State your question

• Do background research

• Formulate hypothesis

• Design Experiment

• Test Hypothesis

• Analyze results/draw conclusions

• Communicate Results

• Define the problem

• Do background research

• Specify requirements

• Create alternative solutions

• Build a prototype

• Test and redesign

• Communicate Results

Puff Mobile:Scenario:

• Land sailing is motion across land in a wheeled vehicle powered by wind through the use of a sail.

• You and your partner are considering designing a craft to participate in the 2013 World Championship land sailing race in Patagonia, Argentina in order to promote the skills of your engineering design company

Materials:• 3 straws

• 4 life savers

• 1 piece of paper

• 2 paper clips

• masking tape

• scissors

Puff Mobile:

Scenario:Sam is stuck on a boat, and how he got there is

not important, but Sam can’t swim. To get to shore sam needs to retrieve a life jacket from under the boat so that he can float to shore.

Saving Sam

Your groups job is to save Sam by retrieving the life jacket and putting it on his waist. Unfortunately, the only tools you can use to accomplish this task are paperclips. You cannot touch Sam, the boat, or the life preserver with your bare hands. You cannot hook Sam as it will harm him.

Your Mission:

Literacy Across the curriculum

Literacy Design Collaborative LDC

THE LITERACY DESIGN COLLABORATIVE IS A NETWORK OF TEACHERS AND PARTNERS "BUILDING OUT A TEMPLATE-BASED APPROACH TO THE LITERACY DEMANDS OF COLLEGE AND THE WORKPLACE, AS DEFINED BY THE COMMON CORE STATE STANDARDS."

(As a SCIENCE teacher, this is where you are probably thinking….. Are you serious? I really cannot handle doing this right now, I cannot integrate literacy standards when I do not have a handle on the new Common Core……

LDC is not a lesson plan library, it's a framework that helps

teachers across the curriculum promote standards-based literacy

This is an exercise in adding informational text As background to your lesson…

And employing common core writing techniques to enhance student learning in the science classroom

I CAN MODEL NOTE TAKING SKILLS.I CAN COMPARE AND CONTRAST UTILIZING SCIENTIFIC METHOD AND/OR ENGINEERING DESIGN

HTTP://WWW.MODULECREATOR.COM/MODULECREATOR/#PAGE=REVIEW&MODULEID=34085&STEP=REVIEWANDPUBLISH

NOTETAKINGRECORD NOTES ABOUT PROBLEM SOLVING AND TEAM SKILLS.

READ ARTICLES (DIFFERING LEXILES)

LIST 3 AHA STATEMENTS FROM READINGS

Use your reading to help use your problem solving skills

How would you tweak these activities to meet

Primary, elementary, middle school, high school

level?

From what you read how did it help or harm your

decisions regarding team work, engineering design or utilizing the scientific

method.

Compare and contrast how scientific methods and

engineering designs are similar. Explain what

changes are needed to present science lab

“activities” as engineering opportunities?

Homework Review!!!!!!!!!

• Bring one lesson in which you have included the practice you chose to ‘work” with.

• Explain what practices you are currently doing in your classroom and the lesson based on the information we have discussed………..