LeaPS Learning in Physical Science ADMINISTRATOR’S MEETING

1. LeaPSLearning in Physical ScienceADMINISTRATOR’SMEETING February 24, 2011 Funding Provided by KDE through a Math and Science Partnership Grant from USDOE Facilitated by the P-12 Math and Science Outreach Unit of PIMSER

2. Presentation Provided by the P-12 Math and Science Outreach Division of PIMSER

3. I Remember!

4. “I often wonder if many of our students feel like they are time traveling as they walk through the school door each morning. As they cross the threshold, do they feel as if they are entering a simulation of life in the 1980’s? Then, at the end of the day, do they feel that they have returned to the 21st century? • As educators, our challenge is to match the needs of our learners to a world that is changing with great rapidity. To meet this challenge, we need to become strategic learners ourselves by deliberately expanding our perspectives and updating our approaches.” • Heidi Hayes Jacobs, Curriculum 21

5. Facilitator • Kim Zeidler-Watters, Director P-12 Math & Science Outreach Unit of University of Kentucky PIMSER

6. Group NormsRESPECT • 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

7. Project Goals for LeaPS Overall goal: Students will learn targeted physical science concepts (structure and transformation of matter, force & motion) Goal 1: Enhance teacher content and pedagogical knowledge of targeted physical science concepts Goal 2: Improve Teacher Instructional Practices Goal 3: Enhance Administrator Support

8. Why this design? Requirements for PD that Impacts Practice: • Content Focus • Time- 30-120 hours to change practice • Pedagogy • Participation • Sources of information, expertise for new learning • Sources of support for implementation and reflection (e.g., administration) • Evaluation

9. Roadmap for Today Connections To SB 1 Literacy Standards for Science Literacy Standards and EXPLORE Wrap-up Conceptual Framework for New Science Education Standards and Accountability Update, KDE

10. T-Chart

11. “Change is a person by person process. But the system has to respond to the needs of each person.” • Carol Commodore

12. Ball Drop • Learning Targets • I can use data to make inferences and draw conclusions. • I can support a claim with evidence.

13. Is energy conserved when a ball is dropped? How do you know? • Work as district or table group. Please work in groups of 3. • Complete the “Ball Drop” probe on your own. Be sure to write your explanation. • Discuss your probe thoughts with your group.

14. Let’s Find Out! • Obtain a ball from a facilitator. • Using the probe as your guide, explore the question concerning the ball. • Develop a plan to test your hypothesis. • Be sure to record your observations and any data collected. • Materials available: • Ball, meter stick

15. Let’s Do a Little Research • To help you gather more information to answer your question, use the organizer as you read the excerpt from Newton at The Center by Joy Hakim.

16. What about the probe? • Discuss your findings with your group. • Re-visit the probe used at the beginning. • Are you satisfied with your choice & explanation? • Modify if needed.

17. Use the frame to guide your writing When a ball is dropped, ___________________. The data provide evidence that _____________________ . Therefore, I think ____________________________. What’s Your Claim? Your claim Include qualitative & quantitative data Reasoning for claim

18. Ball Drop • Learning Targets • I can use data to make inferences and draw conclusions. • I can support a claim with evidence.

19. Let’s Debrief • D

20. Why Reading and Writing?

21. “Language capacity is the root of all student performance.” • Heidi Hayes Jacobs, Active Literacy Across the Curriculum

22. Literacy Standards for Science Learning Targets I can describe the reading and writing standards for science and understand the connect to CCR.

23. What matters most? What does our investment in teaching students mean? What do we want students to walk away with from our schools and classrooms? What should we teach?

24. The Five-Minute University What is Guido Sarducci telling us about 20th century learning?

25. BP Oil Spill: A Teachable Moment What can we learn about the nature of the challenges our students will face in the 21st century from this ecological disaster?

26. The challenges and problems our students will face in the 21st Century are: unpredictable. As in the case of the BP oil spill, we can wake up facing new and significant challenges we didn’t know we had yesterday. ambiguous. We may not have the knowledge we need to solve the problems when they occur and will have to acquire new knowledge as a result. interdependent. No single person or entity can solve the problem of the BP oil spill. 21st century problems are situated in a global economy in which individuals, organizations, corporations, and governments often have to work together to solve large-scale problems.

27. What is the Common Core State Standard (CCSS) Initiative? Draws upon the best practices of existing curricular models in the United States, as well as internationally—cognizant of the fact that we are preparing our students to be active participants in a global society and economy. Designed with a focus on coherence and consistency, rigorous content and its application through higher order thinking skills—to best prepare students for college and careers. Emphasis on literacy across the content areas.

28. How are the Common Core State Standards designed? ELA & Literacy in Science, Social Studies/History, & Technical Subjects Mathematics The CCSS are divided up into 2 categories:

29. ELA Standards—An Overview • K-12 Standards for • Reading • Writing • Speaking and Listening • Language • Reading and Writing Standards for History/Social Studies (explicit for 6 – 12) • Reading and Writing Standards for Science and Technical Subjects (explicit for 6 – 12)

30. ELA Standards—StructureThis hierarchy describes how to read the CCSS documents for ELA & Literacy in Science, Social Studies/History, Science & Technical Subjects College and Career Readiness Anchor Standards ELA • 4 sets: Reading, Writing, Language, and Speaking and Listening • Social Studies/History, Science, and Technical Subjects—2 sets: Reading and Writing • All of the standards within the grade bands are linked to these anchors with building complexity as the grades increase Strands Within each set, the anchors are divided into strands Grade Bands The ELA anchors are grouped K-5 and 6-12 (6-12 only for Social Studies, History/Science, and Technical Subjects) Standards The standards within grades and grade bands provide further specificity in a developmentally appropriate progression toward meeting the expectation of the anchor Appendices Exemplar texts, performance tasks, student work

31. Strand

32. Standards Grade Band

33. Appendices • Exemplar texts, performance tasks, student work

34. Literacy Standards for Science: Writing Examine the College and Career Readiness Anchor Standards for Writing (pg. 63) and the Writing Standards for Literacy in Science (pgs. 64-66). What are the 3 types of writing specified in the CAS for science? What are some curricular and instructional implications based on the “Research to Build and Present Knowledge” strand and the “Range of Writing” strand? How is this similar and different from current practices in your schools?

35. Literacy Standards for Science: Writing Would the notebooking frame we used today help address these writing standards? What evidence can you cite to support your thinking? Why would it be important to help students develop this type of thinking and writing? Are frames only useful in science?

36. Resource • Provide to your teachers and embedded in the Force and Motion unit. • What is your expectation for teachers?

37. Literacy Standards for Science Learning Targets I can describe the reading and writing standards for science.

38. Any intelligent fool can make things bigger, more complex, and more violent. It takes a touch of genius —and a lot of courage —to move in the opposite direction. • E. F. Schumacke

39. Connections to SB 1 • SB 1 calls for professional development in: • Highly effective teaching and learning • Assessment literacy • Kentucky’s Core Academic Standards • Leadership to implement

40. Take Aways from Today’s Meeting • Implications for CIA from the literacy standards in science. • Vision of high quality instruction in science that effectively integrates the reading and writing as a way to learn content.

41. Answer the following on an index card: 3 – ideas gained from today 2 – actions will take as a result of meeting 1 – question or topic to address in upcoming meetings Leave the index card on your table. Wrap-up and Feedback

42. Meeting Dates Administrator Webex Meetings • March 18, 2011 from 10-11 a.m. focus Reading Standards Face to Face Meeting • May 12, 2011 Summer Session for Teachers • July 11-15, 2011 Teacher Summer Session • Grant pays $100/day