Welcome

1. Welcome Colorado Springs School District 11 Science Workshop

2. Community Norms • Listen actively -- respect others when they are talking. • Speak from your own experience • Do not be afraid to respectfully challenge one another by asking questions, but refrain from personal attacks -- focus on ideas. • Participate to the fullest of your ability • The goal is not to agree -- it is to gain a deeper understanding. • Limit side bar conversations- time will be allotted to share thoughts and ideas • Presume positive intentions • Stay on topic- one topic at a time

3. Let’s Work Smarter, Not Harder? You ARE kidding me, RIGHT?

4. Problem Many of our students do not have the foundational knowledge needed to succeed in life after high school.

5. Develop a Plan To provide and support a coordinated vision of what quality teaching and learning looks like in the classroom. It is a vision of a standards-based lesson focused on deliberate engagement of 21st Century Skills provided through research informed best instructional practices.

6. Provide a Path Every month, there will be a common practice, strategy, and language as the focus for the district. This practice will be shared and addressed in the K-12 Principals meetings, the Curriculum Team meetings, LRT/LTE meetings, and all of which in turn will be communicated to the rest of the district staff. The vision is for a coordinated effort of quality instruction and learning.

7. Re-Frame, Re-Focus, Re-Engage • Re- Frame: Examine how the CAS have been Re-Framed and embedded with 21st Century Skills and Competencies • Re- Focus: Re-Focus our instruction and instructional practices to include 21st Century skills and high impact strategies • Re- Engage: Re-Engage students in active learning by employing 21st Century Skills to foster student performance and practice in the classroom

8. Instructional Leaders • Linda Sanders- Facilitator • Sandy Smith- Palmer High School • Julie Furstenau and Glen Smith- Doherty High School • Chris Funk- Russell Middle School • Rose Tinucci and Chris Nigro– Jenkins Middle School

9. Today’s Objectives • Dig into the 21st Century Skills of the Colorado Academic Standards • Consider how using a science notebook can enhance literacy in the science classroom and have a positive impact on student reading, writing, and communication • Address the demands, expectations, and pressures of teaching • Participate in an engaging standards based investigation with a deliberate focus on 21st Century Skills • Consider how a blending of these components can assist teachers in achieving success with students and professional success and satisfaction

10. Literacy in science is essential to build students’ skills in reading science, writing about science, and communicating about scientific topics. Consider implementing this effective tool for students to use as a vehicle to improve their literacy skills. Science “Learning” Notebook

11. Set It Up! • Put your name and class on the front of your notebook • Title the first Table of Contents page (leave several pages blank) • After the Table of Contents- Number the pages 1 -20

12. Today’s Lesson • Turn to the first page after your Table of Contents, Page 1 • Label the page with today’s date : 09.16.2011 • “Standards Based Deliberate Engagement”

13. Next Step • Go back to the Table of Contents and document the date, Objective/ Title of today’s work, and date • This is the same protocol for each day a student enters class regardless of the task of the day • The presence of a Table of Contents in student notebooks have been proven to

14. Table of Contents

15. Student Benefits A student’s science notebook is a personal record of learning. For students, the notebook is, first of all, a place to record and organize observations and data.  Second, students generate a sequential exposition of their reasoning and conclusions that relates to the science data they record.  And finally, the notebook provides a place for students to write reflections about their thinking and the meaning they derived from the science experiences. NSTA, FOSS

16. Teacher Benefits Science notebooks provide benefits to teachers, too.  Notebooks present opportunities for students to exercise and demonstrate skills developed in other areas of the curriculum, such as mathematics, language development, and art.  The important skills of vocabulary development, reading, and writing are applied continuously in the notebook.  The notebook record provides an authentic body of student work for assessment of written language and science content understanding. NSTA, FOSS

17. 5 Good Reasons to Use a Science Notebook: National Research Council • Notebooks are thinking tools • Notebooks guide teacher instruction • Notebooks Enhance Literacy Skills • Notebooks Support Differentiated Learning • Notebooks Foster Teacher Collaboration

18. Record any ideas, questions, data, reflections, and notes in your notebook as the day goes along. A notebook is considered “work in progress.”

19. Now turn back to page 1 and copy the following questions in your notebook. Leave space between the questions to brainstorm some ideas as you reflect on the questions.

20. 21st Century Skills & Readiness Competencies • How do students learn to develop a better understanding of this word, phrase, or skill? • How do I build opportunities for my students to practice this word, phrase, or skill? • How do scientists use this word, phrase, or skill in the “real world?”

21. Inquiry • Scientific inquiry refers to the diverse ways in which scientists study the natural world and propose explanations based on the evidence derived from their work. Inquiry also refers to the activities of students in which they develop knowledge and understanding of scientific ideas, as well as an understanding of how scientists study the natural world. National Science Education Standards, p. 23.

22. Inquiry Questions Inquiry is a multifaceted process requiring students to think and pursue understanding. Inquiry demands that students • engage in an active observation and questioning process • investigate to gather evidence • formulate explanations based on evidence • communicate and justify explanations • reflect and refine ideas. • Inquiry is more than hands-on activities; it requires students to cognitively wrestle with core concepts as they make sense of new ideas. (CDE)

23. Relevance and Application The hallmark of learning a discipline is the ability to apply the knowledge, skills, and concepts in real-world, relevant contexts. Components of this include solving problems, developing, adapting, and refining solutions for the betterment of society. The application of a discipline, including how technology assists or accelerates the work, enables students to more fully appreciate how the mastery of the grade level expectation matters after schooling is complete. (CDE)

24. Relevance and Application • Examples of how the grade level expectation is applied at home, on the job, or in a real world, relevant context. • CDE Continuum of State Standards Definitions, Adopted: December 10, 2009

25. Nature of Science The unique advantage of a discipline is the perspective it gives the mind to see the world and situations differently. The characteristics and viewpoint one keeps as a result of mastering the grade level expectation is the nature of the discipline retained in the mind’s eye. (CDE)

26. Nature of ScienceAdopted by the NSTA Board of DirectorsJuly 2000 All those involved with science teaching and learning should have a common, accurate view of the nature of science. Science is characterized by the systematic gathering of information through various forms of direct and indirect observations and the testing of this information by methods including, but not limited to, experimentation. The principal product of science is knowledge in the form of naturalistic concepts and the laws and theories related to those concepts.

27. Elements of the Nature of Science • Scientific knowledge is reliable and tentative • There is no specific step by step method to capture the complexity of doing science, but there is a shared approach to understanding nature (observation, inference, replicability) • Creativity is vital • Science is limited by naturalistic methods and explanations

28. Elements of the Nature of Science Continued… • Primary goal is the formation of theories and laws • Science is based on evidence • Contributions are made by people all over the world • With new evidence, old ideas are replaced • Science and technology do impact each other but basic research is concerned with gaining an understanding of the natural world

30. Demands, Expectations, Pressures • In the box on your table, you will find several dice. You will need one dice per partner. • Work with the person on the opposite side of you this time. You can work in threes if you need. • When I say “GO,” write down as many Demands, Expectations, and Pressures that you can on the BINGO card until your partner rolls a 6. When they do, STOP! Now it is your partners turn to write and you roll the dice. Repeat as often as the 6 is rolled. • Fill in one item per box. You have five minutes.

31. District 11 Science Teacher

32. Colorado Academic Standards

33. Common Core State Standards • Colorado Academic Standards

34. College and Career Readiness • Common Core State Standards • Colorado Academic Standards

35. Pacing Guides and Curriculum Maps • College and Career Readiness • Common Core State Standards • Colorado Academic Standards

36. Essential Ingredients to Effective Curriculum • Close reading of selected portions of science texts • Regular reading and discussion of current science articles • Interactive Lecture • Writing- from short, almost daily pieces to longer, more formal pieces • A reasonable number of carefully designed labs and experiments that reinforce content • Schmoker , “Focus- Elevating the Essentials to Radically Improve Student Learning”

37. PLC’s and Collaboration • Pacing Guides and Curriculum Maps • College and Career Readiness • Common Core State Standards • Colorado Academic Standards

38. RTI and PBIS PLC and Collaboration Pacing Guides and Curriculum Maps College and Career Readiness Common Core State Standards Colorado Academic Standards

39. Differentiation • RTI and PBIS • PLC and Collaboration • Pacing Guides and Curriculum Maps • College and Career Readiness • Common Core State Standards • Colorado Academic Standards

40. Lesson Plans/Design • Differentiation • RTI and PBIS • PLC and Collaboration • Pacing Guides and Curriculum Maps • College and Career Readiness • Common Core State Standards • Colorado Academic Standards

42. Teaching/Learning Cycle Colorado Coalition for Standards Based Instruction • Lesson Plans/Design • Differentiation • RTI and PBIS • PLC and Collaboration • Pacing Guides and Curriculum Maps • College and Career Readiness • Common Core State Standards • Colorado Academic Standards

43. Instructional Strategies • Marzano’s Classroom Instruction that Works • Educators are at a special place in time. The “art” of teaching is rapidly becoming the “science” of teaching. • Meta-analyses research combined the results from many studies to determine the average effect of a given technique.

44. Effect Size of Marzano’s Top 9 Strategies

45. Instructional Strategies • Teaching- Learning Cycle • Lesson Plans • Differentiation • RTI and PBIS • PLC and Collaboration • Pacing Guides and Curriculum Maps • College and Career Readiness • Common Core State Standards • Colorado Academic Standards

46. Authentic Literacy • The essential components of authentic literacy events are purpose for the reading or writing and the text being read or written. Authentic purposes are those for which people actually read and write textsin the world. It is reading or writing events that are like those that occur in people’s lives, as opposed to reading or writing in order to learn to read and write. Literacy Assistance Center • Authentic literacy is the reading and writing of real-life texts for real-life purposes in the literacy learning classroom. Cultural Practice of Literacy Study

47. Disciplinary Literacy Common Core State Standards Each discipline has a unique approach to literacy and that content teachers are in the best position to teach literacy related to content. It is important to note that the Standards do not expect content teachers to be reading and writing specialists. Rather, the teachers are encouraged to model and teach literacy skills along with their content. Improved literacy skills will make students better content learners. These literacy skills should include vocabulary acquisition, building background knowledge, the application of comprehension strategies such as summarizing, question generation and note taking, and setting goals for writing about content.

48. Authentic Literacy, Disciplinary Literacy • Instructional Strategies • Teaching-Learning Cycle • Lesson Plans/Design • Differentiation • RTI and PBIS • PLC and Collaboration • Pacing Guides and Curriculum Maps • College and Career Readiness • Common Core State Standards • Colorado Academic Standards

49. Conley’s Habit of Mind • Read to infer/interpret/draw conclusions • Support arguments with evidence • Resolve conflicting views encountered in source documents • Solve complex problems with no obvious answers Conley’s 4 Simple Habits of Mind (Schmokers Book – Focus

50. Habits of Mind • Authentic and Disciplinary Literacy • Instructional Strategies • Teaching-Learning Cycle • Lesson Plans/Design • Differentiation • PBIS • Interventions • PLC and Collaboration • Pacing Guides and Curriculum Maps • College and Career Readiness • Common Core State Standards • Colorado Academic Standards