Welcome to the Middle School Science Initiative’s Second Institute!

1. Welcome to the Middle School Science Initiative’s Second Institute! Institute #2 Theme: Unwrapping Florida’s Next Generation Science Standards

2. Sponsored by: Florida Department of Education and Florida and the Islands Comprehensive Center at ETS (FLICC) In Partnership with: The International Center for Leadership in Education

3. AGENDA • Changing Workplace • Rigor/Relevance Framework • Sharing Vetted Lessons • Unwrapping FL Science Standards • Reading Strategies • Vocabulary Strategies • Gold Seal (Quadrant D) Lessons

4. Draw a picture of a PIG

5. Jim Miles Jim@LeaderEd.com

6. Successful Curriculum Reform

7. Challenges • Changing Workplace • Technology • Globalization

8. Source: Tough Choices Tough Times, National Center on Education and the Economy

9. Forces of Technology and Globalization are altering the nature of work, the organizationof firms, and where work is conducted

10. Today’s Youth Technologically literate

11. Millennial-oriented Technology Blogs Wikis Tagging Instant Messaging MySpace Podcasts Facebook

12. America’s Classrooms Does this connect with and engage today’s youth?

13. Successful Curriculum Reform

14. Curriculum should focus on what students need to • Know • Be Able to Do • Be Like (Behaviors) for success in life and in a career

15. 21st Century Skills for Success • Strong Academics • Reading, Writing, Math, Science • Career Skills • Workplace Attitudes & Ethics • Technology Skills • Character Virtues • Honesty, Responsibility, Integrity

16. knowledge application • CAREER • DEVELOPMENT • Self-knowledge • Who am I? • Career exploration • Where am I going? • Career Plan • How do I get there? • INTEGRATED • LEARNING • What am I learning? • Why am I learning it? • How can I use it? • UNIVERSAL • FOUNDATION SKILLS • (SCANS) • What do I need to know? • What skills are • important for me” Questions students should be able to answer skills

17. The primary aim of education is not to enable students to do well in school, but to help them do well in the lives they lead outside of school.

18. Successful Curriculum Reform

19. ICLE Philosophy • Rigor • Relevance • Relationships • All Students

20. ICLE Philosophy • Relationships • Relevance • Rigor • All Students

21. Rigor/Relevance Framework 6 Knowledge D C 5 4 3 A B 2 1 Application 1 2 3 4 5

22. Assimilation of knowledge Thinking Continuum Level of challenge of the learning for the student Acquisition of knowledge

23. Knowledge Taxonomy 6. Evaluation 5. Synthesis 4. Analysis 3. Application 2. Comprehension 1. Recall Knowledge

24. Knowledge Taxonomy Verb List

25. Webb’s Depth of Knowledge

27. Action Continuum Acquisition of knowledge Application of knowledge Relevance of learningto life and work

28. Application Model 5 Application to real-world unpredictable situations 4 Application to real-world predictable situations 3 Application across disciplines 2 Application within discipline 1 Knowledge of one discipline course

31. Rigor/Relevance Framework C D Teacher gives students a real-world question to answer or problem to solve RIGOR High A B Low Low High RELEVANCE

32. Rigor/Relevance Framework C D RIGOR High A B Students seek information to answer question or solve problem Low Low High RELEVANCE

33. Rigor/Relevance Framework C D RIGOR High A B Students test the relevancy of the information as it relates to the question or problem Low Low High RELEVANCE

34. Rigor/Relevance Framework C D Students reflect on the potential use of the new information as a solution RIGOR High A B Low Low High RELEVANCE

35. Rigor/Relevance Framework C D Students apply the information learned to answer the question or to solve the problem RIGOR High A B Low Low High RELEVANCE

36. Rigor/Relevance Framework C D MotivationCreativity – Innovation-Problem Solving Rigor -Critical Thinking RIGOR High A B Relevancy -Validation Acquisition of knowledge / skills Low Low High RELEVANCE

37. Ways to Increase Rigor and Relevance • Interdisciplinary Instruction • Reading in the Content Area • Use of Technology • New Teaching Ideas / Strategies • Challenging Assessments • Professional Development • Peer Teaching Observations / Reviews

38. Rigorand RelevanceHandbook

39. Sharing Vetted Lessons

40. Planning Instruction

41. Rigorous and Relevant Instruction Actual Student Performance Expected Student Performance Assessment Instruction Feedback Reflection Rigor/Relevance Rigor/Relevance Formative SummativeAssessments Student Learning Student Learning Florida StandardsCurriculum Outlines Student LearningBest Practices Industry StandardsAdvisory CommitteesResourcesLearning Tasks

42. Rigor/ Relevance FrameworkGold Seal Lessons

43. Verbs by Quadrant B apply sequence demonstrate interview construct solve calculate dramatize interpret illustrate C analyze compare examine contrast differentiate explain dissect categorize classify diagram discriminate D evaluate formulate justify rate recommend infer prioritize revise predict argue conclude A name label define select identify list recite locate record memorize

45. Product by Quadrant B scrapbook summary interpretation collection annotation explanation solution demonstration outline C essay abstract blueprint inventory report plan chart investigation questionnaire classification D evaluation newspaper estimation trial editorial play collage machine adaptation poem debate new game invention A definition worksheet list quiz test workbook true-false reproduction recitation

46. Unwrapping Florida Sunshine State Science Standards

47. Reading Comprehension Strategies

48. Reading in the Content Area Reading Instruction Learn to Read Read to Learn K 1 2 3 4 5 6 7 8 9 10 . . .

49. Reading Research • College vs. Workplace • Entry-level vs. Management-level • High-stakes State Tests • NCLB Legislation • Adequate Yearly Progress (AYP) • Academic Rigor • Reading Comprehension Strategies • Strategic Reading Skills

50. Lexile Framework for Reading • Process for managing reading comprehension and reader progress • Measures text readability and student reading ability; can match text with student reading level • Determines difficulty of reading by word frequency and sentence length • Most widely used reading measure