Administrator Module Whos in The Room? Site Administrator District - - PowerPoint PPT Presentation

Welcome

Administrator Module

Who’s in The Room?

• Site Administrator
• District level Administrator
• Curriculum Specialist
• Science Coach/specialist
• County office of Education
• Teacher/TOSA
• Other

Outcomes

• Deepen understanding of three NGSS

shifts: instruction, curriculum and assessment

• Explore professional learning needs and

support

• To go slowly and thoughtfully: timeline

and actions

Three Important Shifts….

3 Dimensional Instruction Performance Expectations as Assessment Curriculum/Instructional Materials

Integration of 3 Dimensions: Practices Crosscutting Concepts Core Ideas

Next Generation Of Science Standards Architecture

SCIENCE AS SENSE-MAKING

Science is fundamentally about making sense of

the natural world.

We often use the language: “figure something

• ut”.

When you are trying to figure something out, you

are trying to make sense of it. You are engaged in the process of sense-making.

The learner is the one doing the sense-making.

Shayna had a small bottle of Bromine gas. The bottle was closed with a cork. She tied a string to the cork, and then placed the bottle inside a larger bottle. She sealed the large bottle shut (Figure 1). Next, Shayna opened the small bottle by pulling the string connected to the cork. Figure 2 shows what happened after the cork of the small bottle was opened.

• 1. Draw a model

that shows what is happening in this experiment.

• 2. Explain in

writing what is happening in your model. Figure 1 Figure 2

Performance Expectations Guide Assessment

Instructional Materials

Reflection

• What do you think a NGSS

classroom might look like?

• What behaviors would

teachers and students exhibit?

• 5 mins to reflect and write
• Triad: share your ideas- 2

minutes each

What Do You Know?

 Take a moment to jot down three things you

know about gases.

 Turn to your elbow partner and discuss with

them.

 Did your understanding fit with your fellow

scientists?

 Record any new information or ideas that you now have

after talking with your partner.

 Record any ideas that you and your partner have different

understandings about.

Collapsed Tanker

 Think about what is happening inside the

tanker?

 Draw a model of your thinking  Include air particles (use arrows)

 Think about what is happening outside the

tanker?

 Draw a model of your thinking  How do air particles move?

Collaboration Time

 Discuss your thoughts with the scientists at your

table about why the tankard collapsed.

 Review your model to make revisions based

upon any information you gained from your colleagues.

Can Crusher Activity

Make predictions Observe Explain

Can Crusher Activity

 In what ways is the demonstration similar to the

imploding of the tanker.

 Review your model and make any necessary

revisions to your model based on the experiments.

 Use your new knowledge to show particle

movement.

Student work sample of how their model of what is going on with the air molecules inside and

• utside the can.

55 Gallon Drum

What questions do you still have?

 Does the material the container is made of

make a difference as to whether the container will collapse?

 Does the temperature of the water applied to

the substance make a difference in whether the container will collapse?

Information Gathering

 What other sources of information do you think

will help in furthering your understanding.

 Research additional information necessary to

help in your understanding

 Revise your model based upon new

information

Reading Resource

Constructing an Argument

 Construct an argument on the effects of air

pressure based upon your evidence.

 Make sure to include a claim, evidence(s),

and reasoning.

 Discuss your understanding with your table

partner.

Extension Activity Balloon on a Hot Day

• Using your model and understanding
• f the tanker, discuss what will

happen to the balloon when taken from a cool environment into a hot environment?

• Construct a model of the balloon

 Discuss with your table your

understanding

Application: Engineering

Based upon your understanding of air pressure and engineering design:

 Why are the tanker and the can made in the

shape of a cylinder?

 How could you reinforce the cylinders to make

them stronger?

 Would any other shape possibly work better?

So what are the shifts?

 What came first in the learning sequence?  Who is the center of the learning?  When did the reading come into the sequence?  What learning experiences led to deeper student

understanding?

 How did this allow for differentiated entry and

extension points?

 What was the role of the teacher in the learning?  Others???

 Initial Model is constructed  Model is revised several times:

based on new experimentation and reading

 Construct an argument (claim,

evidence, and reasoning)

 Balloon Extension  Engineering Application

Assessment Shifts

Traditional Assessment NGSS Shifts

Shifts in Assessment: Learning Sequence

 Where in the series of lessons could student

learning be assessed?

 What opportunities do students have to assess

their own understanding?

 How did the sequence of instruction allow

students to refine their understanding and create their argument?

Outcome #2 Professional Learning and Support

 Learnings from CCSS  Issues and Solutions  Developing a Strategic Plan

Time to Reflect on CCSS

• Reflect on your initial and
• ngoing experiences with

implementation of CCSS.

• Choice: on your own or

with a colleague respond to the prompts

• Think about the shifts that

are required for learning

8 mins to reflect

PD Issues and Solutions

 Develop a common understanding of

the vision and goals of NGSS

 Build content knowledge  Build student capacity for cognitive

shifts

 Enable collaboration within and across

grades

 Risk taking is accepted to allow for

innovation and new practices to flourish

 Instructional materials to support the

NGSS shifts

 Middle school configuration  Formative classroom assessment

focused on practices and content

 Administrative

Leadership

 Teacher Leadership  Time  Materials/Resources  Structures for

Professional learning

Issues and Solutions

Facilitating Change

 Select an Issue Topic  Form a group of 4-6 people  Discuss the issue  Brainstorm possible solutions—using your

experience from CCSS (success, challenges, resources)

 Be prepared to share

Developing a Professional Learning Plan

Component Awareness Transition Implementation (2016-2017) Policies and Practices Teacher Leadership Administrator Leadership Classroom Teachers Resources Others..

Outcome #3 Things to Consider as You Begin

 Follow the recommended CDE timeline  Use of LCFF and LCAP  Start with science and engineering practices and

engineering standards

 Provide science for all students  Build the structure and time for Elementary, Middle or

High School

Implementation Timeline

2013: Adoption of the Ca NGSS 2014: CST 5, 8, 10 Science Assessment on current Ca science standards 2014: Science Framework begins 2016-2017: Science Instructional Materials 2016-2017: Earliest State Implementation ???: Science assessment on Ca NGSS

Outcome #3 How Might You Take Action?

 Contribute to an understanding of LCAP  Start with science and engineering practices and

engineering standards

 Encourage science for all students  Build Structure and Time for Elementary, Middle or High  Elementary—as a core subject  Middle— 3 full years  High School  2 year required  3 years for UC

…Slow down you are going too fast….