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Science Leadership Network-Fall 2013

Science Leadership Network-Fall 2013. Welcome!. THANK YOU FOR ATTENDING. 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. Who is in the room?.

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Science Leadership Network-Fall 2013

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  1. Science Leadership Network-Fall 2013

  2. Welcome! THANK YOU FOR ATTENDING

  3. 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

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

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

  6. Goals • Learn how to navigate the NGSS Performance Expectations in order to make instructional decisions • Learn how to help educators in my district navigate the NGSS Performance Expectations • Learn how to use a protocol to help ALL students (including Migrant, Bilingual, and ELL students) engage in the Science and Engineering Practices

  7. Framing the Day

  8. Implementing Initiatives • At your table group, list some of the initiatives that your school, building, and/or district is trying to implement.

  9. Concerns Based Adoption Model

  10. NGSS CBAM • Refocusing • Collaboration • Consequence • Management • Personal • Informational • Awareness • I claim I am at this level • My evidence is… • My reasoning is…

  11. NGSS CBAM • Refocusing • Collaboration • Consequence • Management • Personal • Informational • Awareness • I claim my district is at this level • My evidence is… • My reasoning is…

  12. Inquiring Minds Want to Know… www.rightquestion.org Do you have questions about the Next Generation Science Standards?????

  13. 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

  14. 1 THE QUESTION FOCUS (QFOCUS) www.rightquestion.org

  15. www.rightquestion.org For States by States

  16. 2 RULES FOR PRODUCING QUESTIONS www.rightquestion.org

  17. 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

  18. RULES FOR PRODUCING QUESTIONS • Review the rules. • Reflect about one of these questions: What do you think would be difficult about following these rules? Which one of these rules might be difficult to follow? Why? www.rightquestion.org

  19. 3 PRODUCING QUESTIONS www.rightquestion.org

  20. 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 on QFT Protocol Worksheet word for word www.rightquestion.org

  21. PRODUCING QUESTIONS Produce as many questions as you can in allotted time Follow the Rules for Producing Questions Number the questions www.rightquestion.org

  22. 4 CATEGORIZING QUESTIONS www.rightquestion.org

  23. 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. Open-ended Questions require more explanation. www.rightquestion.org

  24. CATEGORIZING QUESTIONS www.rightquestion.org Step 1 Look over the list and: • mark the questions that are closed-ended with a “C” • mark the questions that are open-ended with an “O”

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

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

  27. 4 PRIORITIZING QUESTIONS www.rightquestion.org

  28. 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

  29. 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. www.rightquestion.org

  30. PRIORITIZING QUESTIONS 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

  31. 5 SHARE www.rightquestion.org

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

  33. 7 NEXT STEPS www.rightquestion.org

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

  35. 8 REFLECTION www.rightquestion.org

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

  37. 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

  38. 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

  39. Asking Question and Defining Problems Claim: Students should learn to ask their own questions. PP. 54-56

  40. Asking Question and Defining Problems What evidence did you and your group find?

  41. Language Demands and Opportunities in Relation to Next Generation Science Standards for ELLs

  42. Supports for ELL Students • English Language Proficiency Development (ELPD) Framework • Stanford University: Understanding Language

  43. http://elachieve.org/

  44. Analyzing a Performance Expectation Addressing our own questions and concerns

  45. 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

  46. Pick a Performance Expectation

  47. What Standard Did You Choose?

  48. Text of a Performance Expectation

  49. 3 Dimension-Foundation Boxes

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