CKEC -Kentucky Science Leadership Network

1. CKEC -Kentucky Science Leadership Network March 24, 2014 Today’s materials can be accessed at: http://www.terryrhodes1science.com/presentations.html

2. Welcome, Who is in the room? Burgin Independent School Over 100 years of Excellence

3. Terry Rhodes, KDE/CKEC Instructional Specialist – Science Debbie Waggoner, KDE/CKEC Instructional Specialist – Math & Social Studies CKEC KSLN Facilitation Team Dr Rebecca Krall Director of Graduate StudiesAssociate Professor, Dept. of STEM Education UK Dr. Eve Proffitt Director, P20 Innovation UK Mindy Curless STEM Initiatives Consultant KDE David Helm Learning & Innovation Specialist, Fayette County Public Schools

4. AGENDA • Fixed Mind-Set vs Growth Mind-Set • Criteria of Evaluating Deconstructions Testing the process • Fishbowl Activity Modeling Crucial Conversations • Critiquing last month’s deconstructions Looking for missing information Organizing targets • Lunch; Who’s Who? District Leadership Team Members • Making Connections between PGES and Practices • Target-Method Match Choosing the right assessments • Continue work in grade-bands on deconstructions, while also looking at the assessment piece

5. KSLN Meeting: Stop and Reflect Yellow Sheet Also don’t forget to do the online Evaluation. We Need your FEEDBACK!

6. Norms • Be an ambassador of “lifelong learning.” Show your enthusiasm for the work, support the learning of others, be willing to take risks, participate fully. • Come to meetings prepared. Be on time, any preparations/ readings completed, with necessary materials. • Be focused during meetings. Stick to network goals/ targets, use technology to enhance work at hand, limit sidebar conversations. • Work collaboratively. All members’ contributions are valued and honored, seek first to understand, then be understood.

7. Throughout the day, please post comments or questions to the website below; it will be monitored throughout the day and responses posted to your questions and comments. http://todaysmeet.com/KSLN-5 Documents from todays meeting can be found on my website under “Professional Learning/Presentations” www.terryrhodes1science.com

8. Today’s Targets • Participants will: • Identify whether they have a Fixed Mind-Set or a Growth Mind-Set • Critique deconstructions based upon criteria • Observe model of crucial conversations • Identify connections between PGES and NGSS • Determine appropriate assessments for learning targets • Review and revise deconstructions

9. Pillars again Pillars of Network Meetings Network Foundations…. Highly Effective Teaching and learning Kentucky’s Core Academic Standards Assessment Literacy Leadership TPGES –Teacher Professional Growth and Effectiveness System

10. Debbie Waggoner, KDE/CKEC Instructional Specialist Email:debbie.waggoner@education.ky.gov Website: www.debbiewaggoner.com Fixed Mind-Set vs. Growth Mind-Set Where are you? PG 6

11. Determine implications for how mindsets affect motivation, teaching & learning, and identify strategies to create a learning culture that fosters Growth Mindsets. Target-MINDSETS 11

12. Shirley Clarke What’s your Mindset?

14. Mindset is ~"an established set of attitudes held by someone." ~Oxford American Dictionary~

15. Fixed Mindset What’s your Mindset? If you have a fixed mindset, you believe that your talents and abilities are set in stone–either you have them or you don’t. You must prove yourself over and over, trying to look smart and talented at all costs. This is the path of stagnation. Mindset, Carol Dweck

16. Do you know anyone with a Fixed Mindset? What’s your Mindset? http://youtu.be/_jc2ESr43PY

17. Growth Mindset What’s your Mindset? If you have a growth mindset, you know that talents can be developed and that great abilities are built over time. This is the path of opportunity–and success. Mindset, Carol Dweck

18. What do these people have in common? • Mozart • Thomas Edison • Charles Darwin • Elvis Presley • Lucille Ball • Jackson Pollack • Ray Charles

19. They were considered failures in their chosen fields early in their careers. Are we willing to fail? http://www.youtube.com/watch?v=45mMioJ5szc

20. Michael Jordan He came into the league as a slam-dunker and he left as the most complete player ever to grace the game. He exhibits a growth mindset. Bobby Knight He has a fixed mindsetabout himself and coaching. The team was not allowed to lose games or make mistakes… “that would reflect on his competence.” Mindset, Carol Dweck

21. What do your students believe? • Intelligence is something I can increase with my efforts. • I love to learn something new. • I need easy successes to feel smart. • I am excited by challenge. • When faced by challenging work, I feel stupid. • The faster I am able to complete a problem, the smarter I am. • Every failure provides insight on my path to success.

22. What about you? How do you motivate your students?

23. What about you? • When students experience difficulty in my class, I make every effort to express my sympathy for their struggles. • In order to enhance student self-esteem, I provide lower achievers less demanding work so that they will experience success. • I often praise students for solving problems quickly. • I am honest with students about their academic deficiencies. • I expect low achievers to complete the same tasks, just with more support.

24. Shirley Clarke ~ Formative Assessment through Active Learning Count off at your table 1-6, then read the section of the document that matches your assigned number. • Take 2 minutes each to share the following: • What idea from the excerpt had the • most impact on you as you read? • Take notes as your colleagues share their sections. Which ideas will you use in your own classroom? Pgs 7-25

25. Growth versus Fixed Mindset ~ Posters Fixed Fixed 1. Intelligence is a fixed trait—I have a certain amount of it and that’s that. 2. I need easy successes to feel clever. 3. I don’t want to have my inadequacies and errors revealed. 4. I feel clever when things are easy, where I put in little effort and I outperform my peers. 5. If I can’t solve a problem or figure out how to do something then it means I’m not intelligent. 6. Intelligence is something I can increase through my own efforts. 7. There are differences between people in how much they know and how quickly they master things. 8. I love to learn something new. 9. I am excited by challenge. I throw myself into difficult tasks and stick to them. Fixed Fixed Fixed Growth Growth Growth Growth

26. Mindsets and Success • “I don’t divide the world into the weak and the strong, or the successes and the failures…I divide the world into learners and nonlearners.” • Benjamin Barber, sociologist • “A few modern philosophers…assert that an individual’s intelligence is a fixed quantity, a quantity which cannot be increased. We must protest and react against this brutal pessimism…With practice, training, and above all, method, we manage to increase our attention, our memory, our judgment and literally to become more intelligent than we were before.” • Alfred Binet, inventor of the IQ test

27. Growth vs Fixed Mindset • Finally, Take 2 minutes to write an action statement • using the sentence started below: • As a result of this learning, • I plan to . . . . . . in order to improve the learning culture in my class/school.

28. Making connections between TPGES Domain 3C (engaging students in learning) and the NGSS Scientific and Engineering Practices

29. Visiting Some Science Classrooms • Read through the four scenarios at your table. • With your group, determine which, if any, science and engineering practices are occurring in each scenario. • Determine an order of least to most rigorous for the scenarios. Be prepared to defend. Pgs 32-37

30. What does engaging students look like? • Read over component 3C. Highlight words or phrases that set each level apart. • Underline what a critical question for an observer would be in determining the degree of student engagement. • Circle the best evidence for student engagement. Pgs 38-39

31. Into which level would each of the scenarios fit? • What evidence did you use to make your decision? • Did you change your thinking about the rigor of the lessons? Why or why not? Pg 40

32. Deconstruction: Take 2 • Where we are: • -WKEC is a month ahead of CKEC • -Next month, you will look at WKEC • deconstructions • -This month, we will revisit our deconstructions and make revisions • -We will begin to look at assessment piece

33. This is an evolving process; and as we work across the state, we will keep fine-tuning it until we get it right!

34. Deconstruction of a standard should occur to make the standard clearer A product target will not alwayshave an accompanying skill target. Product targets sometimes produce evidence of target attainment that do not require a ‘direct observation’ of performance Don’t belittle the knowledge category-knowledge does not equal ‘easy or simple.’ Knowledge includes procedural knowledge-KNOWS HOW, as well as KNOWS THAT and KNOWS WHEN Comprehension, just like understands, is a FUZZY term. If you use that word in a target, it needs to be more clearly defined Categorizing targets helps us choose the most valid and efficient assessment method for gathering defensible evidence of student attainment

35. Criteria For Evaluating Deconstructions • Align with and support attainment of the standard at the appropriate level • Clear for the intended audience (teacher or student) • Focused on what is to be learned (not an activity) • The set of targets should scaffold learners toward attainment • The targets address specific, individual concepts that can be measured independently • The set of targets clearly address all 3 dimensions of the standard • Other experts would agree that the “set of targets” collectively meet the intent of the standard Pg 26

36. MODEL Pgs 27-29

37. In your district groups, using this model and the criteria, look at the two deconstruction examples. List any specific positive or negative aspects on the T-Chart provided. Combine into larger groups; review ideas and create summaries of pros and cons on chart paper. Pg 30

38. Fishbowl Activity Modeling those crucial conversations Un-numbered page between 30-31

39. Move into grade bands, try to sit with group you worked with last month. Each group take one of the deconstructions (NOT your own) for your grade band Critique deconstruction for missing information and connections to: Use resources: criteria, model, appendices, Framework DCI Practices XCC

40. Fill in the Brainstorm Session sheet and attach it to the deconstruction chart when completed Review/Revise Constructive Feedback Pgs 44-45

41. As you sit with your district groups, please refer to the Who’s Who sheet How many spaces can you fill? What’s your plan? Pg 31

42. Matching Assessment Methods to Learning Targets The accuracy of ANY classroom assessment depends on selecting the APPROPRIATE assessment method that matches the achievement target to be assessed. Mismatches occur when the assessment method is not capable of yielding accurate information about the learning target.

43. Classroom Assessment of KCAS-Science • Selected Response • Multiple Choice • True/False • Matching • Fill in-the-blank Students scores on selected response assessments are usually figured as the number or proportion of questions answered correctly.

44. Classroom Assessment of KCAS-Science • Written Response • Short Answer Items • Extended written response items Students construct an answer in response to a question or task. Short answer items call for a very brief response having one or a limited range of possible right answers. Extended written response require a response that is greater in length and generally have a greater number of acceptable or correct answers.

45. Classroom Assessment of KCAS-Science • Performance Assessment • Performance task • Performance criteria Assessment is based on observation and judgment; used to judge both real-time performances (demonstrations) and products (or artifacts) that students create. It has two parts: the task and the criteria for judging the quality of the response (rubric).

46. Classroom Assessment of KCAS-Science • Personal Communication • Questions during instruction • Interviews and conferences • Participation • Oral exams • Student journals and logs Finding out what students have learned through structured and unstructured interactions with them. Usually formative, but can also be summative

47. For your scenario, decide whether each assessment is: Strong- works well for all learning targets of this type Good- works for many learning targets of this type Partial-works in some instances for learning targets of this type Poor-never works for learning targets of this type To make your choices, ask yourself, which methods will provide the “most accurate information with the highest degree of efficiency?” Pgs 41-43

49. Afternoon Deconstruction Elementary-Side Hall with Debbie Middle- Front hall with Becky High- Main room with David Terry will rotate through all three rooms

50. Assigned Tasks Revisit and review work from last meeting; apply criteria from this morning Revise, as needed; If learning targets were not written last month, that’s your main focus. Begin thinking about assessment methods; add to fourth column if consensus is reached