Science Leadership Network

1. Science Leadership Network October 22, 2013

2. Concerns Based Adoption Model

3. Welcome! THANK YOU FOR ATTENDING

4. Who is in the room? • Cle Elum/Roslyn • East Valley • Granger • Highland • Hope Academy • Mabton • Naches Valley • Prosser • Selah • Sunnyside • Toppenish • Union Gap • Wahluke • Wapato • West Valley • Yakima

5. Who is in the room? • Lake Chelan • Tonasket • Ephrata • Omak • Eastmont • Cashmere • Cascade • Entiat • Okanogan • Bridgeport • Quincy • Waterville • Warden • Wenatchee • Soap Lake • Moses Lake

6. Who is in the room? • Nine Mile Falls • Deer Park • Central Valley • Columbia • Pullman • Wellpinit • Creston • Spokane • East Valley • Davenport • Chewelah • Riverside • Ritzville • Colville • Reardan • Summit Valley • West Valley • Great Northern • Newport • Cheney • Medical Lake • Odessa • LaCrosse • MESA (WSU) • WSU

7. Objectives • Learn and understand the progression of the Science and Engineering Practices through the grade levels • Increase our understanding of conceptual models • Study the connections between the CCSS-ELA and the NGSS • Networking

8. Our Charge: Build capacity for high quality science instruction in Washington State. • What do YOU hope to get out of your participation in the Science Leadership Network this year? • How can you contribute as a part of the SLN this year?

9. Framing the Day

10. Asking Questions and Defining Problems www.rightquestion.org Do you have questions about the Next Generation Science Standards?????

11. COMPONENTS OF THE QUESTION FORMULATION TECHNIQUE™ 1. The Question Focus (QFocus) 2. The Rules for Producing Questions 3. Producing Questions 4. Categorizing Questions 5. Prioritizing Questions 6. Next Steps 7. Reflection www.rightquestion.org

12. 1 THE QUESTION FOCUS (QFOCUS) www.rightquestion.org

13. www.rightquestion.org For States by States

14. RULES FOR PRODUCING QUESTIONS Introduce the Rules for Producing Questions: • Ask as many questions as you can • Do not stop to answer, judge or to discuss the questions • Write down every question exactly as it is stated • Change any statement into a question www.rightquestion.org

15. PRODUCING QUESTIONS Divide into small groups of 3 - 5. Decide on a note taker. As a group call out questions one at a time Note taker records questions from group www.rightquestion.org

16. CATEGORIZING QUESTIONS Define closed and open-ended questions: • Closed-ended Questions can be answered with a “yes’ or “no” or with a one-word answer. • Mark these with a “C” • Open-ended Questions require more explanation. • Mark these with an “O” www.rightquestion.org

17. CATEGORIZING QUESTIONS www.rightquestion.org Step 2 Name the… • advantages of closed-ended questions Then, • disadvantages of closed-ended questions

18. CATEGORIZING QUESTIONS www.rightquestion.org Name the… • Advantages of open-ended questions Then, • Disadvantages of open-ended questions

19. PRIORITIZING QUESTIONS • For example: • Choose three questions… • that most interest you. • that are most important. • that will best help you design your research project. • you want/need to answer first. www.rightquestion.org

20. PRIORITIZING QUESTIONS Review your list of questions and choose three questions (most important; to develop a project, etc.). Mark them with an “X” Keep the QFocus in mind while prioritizing. Ask students to think about their rationale for choosing the priority questions. For example: “Why did you choose these three as the most important?” www.rightquestion.org

21. REPORTS On a poster Three priority questions Reasons for choosing the priority questions. www.rightquestion.org

22. NEXT STEPS How can we use our questions moving forward… www.rightquestion.org

23. REFLECTION What is the value of learning to ask your own questions? How can you use what you learned? www.rightquestion.org

24. Additional materials to help you teach the QFT are available at www.rightquestion.org. For a comprehensive description of how to use the Question Formulation Technique™ in the classroom please see Make Just One Change: Teach Students to Ask Their Own Questions, 2011 Harvard Education Press. http://www.hepg.org/hep/book/144/MakeJustOneChange We would appreciate any insights, suggestions or feedback about this presentation. www.rightquestion.org

25. ABOUT THIS PRESENTATION • This power point presentation will walk you through all the steps needed and tips for teaching the Question Formulation Technique™ to your students. The Right Question Institute offers many of our materials through a Creative Commons License and we encourage you to make use of and/or share this resource. Please reference the Right Question Institute as the source on any materials you use. Source: www.rightquestion.org

26. Analyzing a Performance Expectation • Addressing our own questions and concerns

27. Highlights, Comments, and Captions Three Parts to this Protocol Part 1: Record Data-make no judgments, inferences, or conclusions Part 2: Record “what it means”-this is your opportunity to make those inferences and conclusions Part 3: Reflect and Summarize your findings

28. Pick a Performance Expectation

29. What Standard Did You Choose?

30. Text of a Performance Expectation

31. 3 Dimension-Foundation Boxes

32. 3 Dimension-Foundation Boxes

33. Connection Boxes-To Other DCIs Just record the codes for now

34. DCIs Before and After

35. Connection to the Common Core

36. Highlights, Comments, and Captions Three Parts to this Protocol Part 1: Record Data-make no judgments, inferences, or conclusions Part 2: Record “what it means”-this is your opportunity to make those inferences and conclusions Part 3: Reflect and Summarize your findings

37. What It Means? I notice that students will have to make observation and comparisons. I will have to teach these skills in multiple settings

38. Highlights, Comments, and Captions Three Parts to this Protocol Part 1: Record Data-make no judgments, inferences, or conclusions Part 2: Record “what it means”-this is your opportunity to make those inferences and conclusions Part 3: Reflect and Summarize your findings

39. Caption • If this place mat was a picture in a book, what caption would you give it? • Write a one to three sentence caption describing what you have created.

40. www.nextgenscience.org

41. Lunch Parking Lot Questions Using the NGSS Website

42. Models • What is the difference between a conceptual model and a physical model? • Reference your Science and Engineering Practices sheet. • Give 3 examples of physical models you might use in your classroom. • Give 3 examples of conceptual models you might use in your classroom?

43. Energy- Developing and Using Models • General Instructions • Rules for Models • What do you think?? • Specific Instructions • Gathering Resources

44. Energy- Developing and Using Models • Reflect: • How did you construct a conceptual model?

45. Energy- Developing and Using Models • Apply: • Find a performance expectation that involves developing and using models. • What would this look like in your classroom?

46. Networking • Choose a category: • Biology EOC/COE • 5th and 8th grade MSP • CCSS in the Science Classroom • TPEP in the Science Classroom • STEM programming • District level transitions to NGSS • Examining NGSS • Elementary • Middle School • High School

47. Networking • What are you currently doing? • What questions do you have? • What are your next steps? • What resources can the SLN provide, and who is the contact person?

48. Next Time • A deeper look at all the Science and Engineering Practices • Does someone have an activity that demonstrates a practice well that they would like to share? • A guest presentation from the MAC: Visual Thinking Strategies • What else?

49. Survey and Resources http://tinyurl.com/slnfall2013 www.washingtonesds.org Science-Presentation Resources