21 st CCLC Leadership Conference October 21, 2011

1. 21st CCLC Leadership ConferenceOctober 21, 2011

2. Agenda • Connections • Diploma • Standards • Essential Skills • Mathematical Practices • Effective Instruction • Putting it All Together

3. Connections • Diploma Requirements • Inquiry Science Credits • Lab Experiences • Essential Skills • Science Standards • Common Core State Standards • Research-Based Effective Instruction • Motivation • Prior Knowledge • Intellectual Engagement • Use of Evidence • Sense-Making

4. Oregon diploma • Standards -Based Credit Requirements • 4- English/LA 3- Arts/CTE/Second Language • 3- Math 1- Health • 3- Science 1- PE • 3- Social Sciences 6- Electives 24- Total • Essential Skills Proficiency • Reading (2012)  Writing (2013)  Apply math (2014) • Personalized Learning •  Education Plan & Profile •  Extended Application •  Career-Related Learning Standards and Experiences www.ode.state.or.us/go/diploma

5. Diploma Requirements • Essential Skills are foundational skills that all students need for success in college, the workplace, and in their communities The Essential Skills are: • Read and comprehend a variety of text • Write clearly and accurately • Apply mathematics in a variety of settings • Listen actively and speak clearly and coherently • Think critically and analytically • Use technology to learn, live, and work • Demonstrate civic and community engagement • Demonstrate global literacy • Demonstrate personal management and teamwork skills

6. Diploma Requirements 3 Science Credits • Inquiry-based - opportunity to apply scientific reasoning and critical thinking • Lab Experiences-may be field-based • Courses/credits aligned to content standards • Credit may be earned through applied academics

7. Oregon Content Standards Define what students are expected to know and be able to do.

8. Science Standards Framework Science Content Knowledge Science Process Skills* Abilities to do Scientific Inquiry Nature, History, and Interaction of Science and Technology Abilities to do Engineering Design Nature, History, and Interaction of Technology and Science Physical Life EarthandSpace * The Science Process Skills align with the Oregon Essential Skills

9. Science ProcessesAlign with the Oregon Essential Skills Scientific Inquiry Engineering Design Articulate Questions Define Problems Gather Relevant Information Explore/BrainstormDiscover/CreateTest Investigate Design Create or Refine Technological Solutions Evidence-based Explanations and Solutions Discover Scientific Knowledge Communicate and Apply Communicate and Apply Knowledge and Innovations “We live in a society exquisitely dependent on science and technology, in which hardly anyone knows anything about science and technology.” Carl Sagan

10. Science Processes Align with Oregon Essential Skills • Scientific Inquiry/Engineering Design (critical thinking) • Tools of Investigation (using technology) • Data Management (apply mathematics) • Communication (reading, writing, and speaking) • Collaborative Workgroups (teamwork)

11. Science Standards Resources • Moving Science Education Forward • www.ode.state.or.us/search/page/?id=2978 • Test Specification Content Pages • www.ode.state.or.us/search/page/?id=496 • Scientific Inquiry and Engineering Design in the Classroom; Activities vs. Inquiry and Design Tasks; Key Terms • www.ode.state.or.us/search/page/?id=518 • Scientific Inquiry and Engineering Design Work Sample Scoring Guides • www.ode.state.or.us/search/page/?=1414

12. Oregon Common Core State Standards • College and Career Ready K- 12 Standards for English Language Arts and Mathematics • www.ode.state.or.us/go/commoncore • ELA includes literacy standards for social science, technical subjects, and science • www.ode.state.or.us/search/page/?id=3350

13. CCSS Mathematical Practices • Make sense of problems and persevere in solving them. • Reason abstractly and quantitatively. • Construct viable arguments and critique the reasoning of others. • Model with mathematics. • Use appropriate tools strategically. • Attend to precision.

14. Connections • Review indicators of Essential Skills, Science Standards, and Math Practices • Table group discussion about ways to reinforce Essential Skills development, science standards, and math practices in 21st CCLC s

15. Elements of Effective Science Instruction The following elements of effective instruction are derived largely from the learning theory described in the National Research Council’s volumes How People Learn (2003) and How Students Learn: Science in the Classroom (2005). Center on Instruction and Horizon Research, Inc.(2008)

16. Elements of Effective Science Instruction • Motivation • Elicit Prior Knowledge • Intellectual Engagement • Use of Evidence • Sense-Making

17. Motivation • Students must have a desire to learn • Instruction needs to “hook” students • Extrinsic Motivators • deadlines for research projects, classroom competitions, and tests and quizzes affecting students’ grades • Intrinsic Motivators • usually stem from intellectual curiosity and a desire to learn.

18. Elicit Prior Knowledge • Students come to school with ideas and real-life experiences. • These ideas may either facilitate or impede their learning of important ideas. • Instruction is most effective when it elicits students’ initial ideas, provides them with opportunities to confront those ideas, helps them formulate new ideas based on evidence, and encourages them to reflect upon how their ideas have evolved.

19. Intellectual Engagement • Engage students intellectually with important content focused on the learning goal • Can be through a hands-on experience • Can be through an interactive lecture (Socratic discussion) • “If I were a student in this class, what would I be thinking about?”

20. Use of Evidence • Science is a process by which knowledge is constructed, NOT as a collection of facts. • Students should use valid evidence to support and critique conclusions. Discrepancies or conflicting data need to be resolved. • Students are less likely to revert to their prior incorrect ideas if they are familiar with the evidence that confronts those ideas and supports the scientific consensus.

21. Sense-Making Effective instruction requires opportunities for students to make sense of the ideas with which they have been engaged: • Making connections between what they did in a lesson and what they were intended to learn. • Connecting the new ideas to knowledge that students already have, placing the lesson’s learning goals in a larger framework and helping students organize their knowledge.

22. Elements of Effective Instruction Table Group Discussion: How can you incorporate the Elements of Effective Instruction into your program?

23. Instructional Concept Map Putting it All Together

24. Instructional Concept Map Graphical tool for organizing and representing knowledge related to a focus question Concepts in boxes or circles Lines specify relationships between concepts More general concepts at the top Less general, more specific concepts below

28. Instructional Concept Map Webspiration • Web-based concept map software • http://mywebspiration.com/ Thinking Space • Mobile mind mapping for Android • Android Market

29. Instructional Concept Map • Develop a concept map for 21st CCLC programs that includes connections to science, technology, and common core standards; essential skills; mathematical practices; and elements of effective instruction.

30. Thank you! Cheryl KlecknerScience Education Specialistcheryl.kleckner@state.or.us503.947.5794