Network for New Math & Science Teachers

1. Network for New Math & Science Teachers Meeting 2, Year 3 October 19, 2011 Brought to you in part by KDE Delivered by P12 Math Science Outreach division of PIMSER

2. Your facilitators • Terry Parkey – Regional Teacher Partner tparkey@windstream.net • Susan Mayo – Regional Teacher Partner susan.mayo@pikeville.kyschools.us P-12 Mathematics and Science Outreach of PIMSER

3. Group Norms -RESPECT Rejoin whole group when signaled Everyone participates Side conversations to a minimum Prepared for meeting Expect to be here and present in the work Cell phone and other electronics etiquette Two feet rule P-12 Mathematics and Science Outreach of PIMSER 3

4. Reminder • You’re invited • You have to accept! P-12 Mathematics and Science Outreach of PIMSER

5. NMSTM Year 3 - Goal for this year • Design a strategic unit that will improve instruction and engage students in meaningful learning. P-12 Mathematics and Science Outreach of PIMSER

6. A look back…meeting 1 • Review: Two years of NNMST • Book Study: Drive • Classroom Curriculum Design • Learning window P-12 Mathematics and Science Outreach of PIMSER

7. Roadmap for the day… Book Study: Drive Curriculum Topic Study Classroom Curriculum Design Learning Essential Test Selected Window Questions Blueprint Response

8. Book Study Meaning Making

9. Ground Rules for Discussion • Only those who have read the selection may take part in the discussion. • All opinions should be supported with evidence from the selection. • Leaders may only ask questions not answer them. • Each person in the group is expected to contribute. • Group members should be respectful of other’s comments.

10. What are your thoughts? Using the reasoning and metacognition frame, describe your thoughts after the meaning making discussion. “At first I thought ________ because _______. But now I think _________ because _______.”

11. Next Meeting Prep • Read chapter 2 in Drive. • Please complete the reading guide.

12. Science & Math Curriculum Topic Study (CTS) This material is supported with funding from the National Science Foundation. Any opinions, findings, conclusions, or recommendations expressed in this material do not necessarily reflect the views of the National Science Foundation. 12

13. Bridging the Gap Classroom Practice State Standards and Curriculum National Standards Research on Learning Photo from stock.xchng

14. Whatis CTS? A processthat incorporates a systematic study of standards and research A set of toolsand collective resources for improving curriculum, instruction, assessment, and teacher content knowledge An intellectually rigorous and engaging professional development experience

15. What CTSIs Not CTS IS NOT: A remedy for weak content knowledge A collection of teaching activities A description of “how to’s” A quick fix The end-all for professional development

16. Having State and National Standards Is Not Enough… What has been missing is a systematic, scholarly, deliberate process to help educators intellectually engage with standards and research on student learning so they can make effective use of them Keeley, 2005 CTS provides that “missing link”

17. The CTS Study Guide Each guide has 6 CTS sections (Left Column) Purposes of the sections I : Identify Adult Content Knowledge II : Consider Instructional Implications III : Identify Concepts and Specific Ideas IV : Examine Research on Student Learning V : Examine Coherency and Articulation VI : Clarify State Standards and District Curriculum Each section links to CTS sources and pre-vetted Readings (Right Column) Supplementary materials for each topic can be found at www.curriculumtopicstudy.org

18. Electronic Copy in Dropbox

19. CTS: The Swiss Army Knife of Curriculum, Instruction, and Assessment Improve adult science literacy(I) Improve knowledge of content teachers teach(I and III) Examine curricular and instructional considerations(II) Identify difficulties and misconceptions(IV) Consider developmental implications(II, IV) Examine scope and sequence(III, V) See connections and articulation within and across topics(V) Clarify state standards and district curriculum (VI) Identify “Big Ideas”, Concepts, Specific Ideas, and Skills(III)

20. Science CTS Collective ResourcesExperts at Your Fingertips 24/7     Indicates the resource is online Indicates parts of the resource are online

21. Math CTS Collective ResourcesExperts at Your Fingertips 24/7     Indicates the resource is online Indicates parts of the resource are online

22. Parallel Resources in Science & Mathematics CTS Getting to Know the Resources Science Science for All Americans Science Matters Benchmarks for Science Literacy The National Science Standards Making Sense of Secondary Science Atlas of Science Literacy Mathematics Science for All Americans Beyond Numeracy Benchmarks for Science Literacy Principles and Standards for School Mathematics Research Companion Atlas of Science Literacy

23. Quick Summary of the CTS Scaffold STEP 1: Scan and select the CTS category.  STEP 2: Scan the list of topics within the category that include the content you are examining.  STEP 3:Select the CTS guide you will use.  STEP 4: Determine which section(s) of the CTS guide will help you find the information you need.  STEP 5: Select the resource(s) you will use, the grade span(s), and the readings.  STEP 6: Examine the reading for information relevant to your topic and task.  STEP 7: Record your findings. If you do not find what you need, go back to Step 2 and repeat with another topic. Start here

24. A modified CTS • Complete the following sections for the topic of your unit • Part II • Part III • Part IV • Record findings on the organizer

25. CTS Section Debrief • What information did you gain from this section? • How can the information gained improve your instructional practice? • How can the information gained improve understanding for your students?

26. Classroom Curriculum Design • Learning Target • I can identify strengths and weaknesses in an example unit as well as my own using criteria from the Curriculum Design folder. • I can develop a plan of action for strengthening my unit.

27. Section 1: Identify Your Purpose

28. The REFLECTION: Looking at Your Work Pg 40 in the Green folder • Examine Section 1: Identify Your Purpose of an example unit—What evidence is present to support your answers? • Using the questions from the handout, Curriculum Analysis Questions, discuss in groups of 4. • Now examine your own unit: • Using the same questions. On the organizer, provide the evidence for your answers. For areas that need improving, identify your plan for strengthening these pieces.

29. Section 2: Design Your Essential Questions

30. What makes a question essential. • The different types of essential questions and how to design each type. • How essential questions can be used to differentiate learning. Essential Questions

31. ExamplesEssential Questions • How can scientists living in the 21st Century draw conclusions about the origins of the universe? • What’s the difference between using statistics and abusing statistics? • How much control do we have over our health?

32. Consider This Atrue essential question is equally valuable before, during, and after a unit. Why do you think this might be true?

33. Brainstorming Ideas What broad, general concepts does the topic of your unit relate to? What are the controversial issues or scholarly questions that the topic relates to? What are your and your students’ interests about the topic? What different perspectives can be used to explore this topic?

34. Sample Brainstorm Linear Equations

35. Essential Questions for Linear Equations • What are the characteristics of a linear equation? • What are some different methods you can use to solve systems of linear equations? • How can we display equations graphically? • How are linear equations used in the real world?

36. Four Types of Essential Questions Essential questions can help to define the theme. Essential questions can be highly provocative and used to raise student curiosity and guide inquiry. Essential questions also serve as guiding questions for focusing student study. Essentialquestions can be generated by students.

37. Using Essential Questions to Differentiate Instruction Essential questions are also ideal tools for differentiating teaching and learning. Why? Because different kinds of questions call for different kinds of thinking. These different kinds of thinking are called learning styles.

39. We can effectively differentiate learning in our classrooms by using learning styles as a framework for question design. • What are the key attributes of mammals? • What is a friend? • How can you tell when a braking system needs service? • How do you find a theme in literature? • How can you help solve the energy crisis? • What was life like for families moving west? • What advice would you give to Holden? • How are mean, median, and mode used in the world? • How is an internet firewall like a security guard? • What are some other ways that Frog and Toad could have solved their problem? • What if there were no fractions? • What would a predator ideally suited to living in our neighborhood look like? • Why is the weather so unpredictable? • • What’s the difference between • propaganda and a legitimate argument? • • Why do people say that statistics lie? Can • numbers really lie? • • Should genetic research be driven by • ethics, economics, or sheer possibility?

40. The TASK • Review the Learning Window you created for your upcoming unit. Working with a partner, design the essential questions for your unit by: • • Brainstorming; • • Analyzing the different types of essential questions; and • • Considering the styles of your questions.

41. The Reflection: Looking at Your Work Here are a few questions to help you get more out of your essential questions: •Will they provoke curiosity? • Are they written in student-friendly language? • Will they lead to deep thinking on the part of students? • Do they connect to the central themes and concepts within your unit? • Do they adequately reflect what’s in your Learning Window? • Do they address a variety of learning styles?

42. The REFLECTION: Looking at Your Work Pg 51 in the Green folder • Examine the example unit. Again…provide evidence for your answers. • Examine your own essential questions. Where are they hitting the mark? Missing it? Provide evidence on your organizer.

43. Section 3: Establish Your Assessment Design

44. Deconstruction of Standards

45. Let’s review from NNMST February 2010 Target-Method Match: What’s the best way to assess the learning targets?

46. Possible Assessment Methods • Selected response - SR • Extended written response (essay) - EWR • Performance assessments - PA • Personal communication - PC

47. Target - Method Match

48. Assessment Plan • Learning Targets: • I can develop a test plan based on learning targets. • I can choose/design assessment items to match learning targets.

49. Assessment Plan • Desired results (learning targets, standards) • Summative assessments that are going to be used to determine whether the students ‘knows and can do’ • Diagnostic assessment(s) that are going to help to determine the what and the how for teaching and learning • Formative assessments that are going to help students achieve the learning goals and that are going to cause the teacher to adjust teaching and learning activities.

50. Steps in the Assessment Process • What are your targets? • Deconstruct state standards into K, R, S, P • Make sure they are student friendly • Design the summative assessment. • Items should match back to learning targets • Develop a test plan • Create a diagnostic or pre-test. • Build in known student misconceptions • Give prior to starting unit • Build in checks along the way • Examine learning plan and insert appropriate learning checks so that you will know that students will be successful on the summative assessment.