STLN
November 2013
Kevin Crump
kevincrumpscience.weebly.com
kevin.crump@education.ky.gov
WELCOME BACK Science Teacher Leaders!
Thanks for being here
Remember we will not meet in December
Our next meeting will be Thursday, Jan. 30th
Same place here is Corbin
R E
S P E C T
NORMS:
-
Be open to learning new strategies
- Be an active participant
- Take responsibility for your learning
- Honor and respect the needs of others
- Be prepared
Building Success with a Solid Foundation
twork
Great Opportunities for Science Teachers:
American Meteorological
Society’s Education Program
DataStreme Online Graduate Classes
and Summer Teacher Trainings
Take a look at your flyer
The DataStreme Project
This is an AMS-Education Initiative to provide K-12
Teachers with:
1. High Quality Instruction
2. Increase Content Knowledge
3. FREE Online Science Graduate Credit (3 credit hours)
4. The opportunity to become a resource for others
5. Course Investigations that can be applied directly to
the classroom
6. FREE Course Materials
The Three DataStreme Courses:
 DataStreme Atmosphere
 AMS DataStreme Ocean
 AMS DataStreme Earth’s Climate System
AMS also provides two
summer workshops for
science teachers:
Project Atmosphere and
The Maury Project
Project Atmosphere
• Offered since 1991
• Two-week summer workshop on the fundamentals of meteorology
(NOAA & NSF support)
• Held at the National Weather Service Training Center in Kansas City, MO
• Course taught by the National Weather Service and the AMS
• FREE 3 graduate credits
• Stipend is paid along with all food, travel and lodging
Project Atmosphere
Maury Project
• Offered since 1994
• Two-week summer workshop on the physical foundations of oceanography
(NSF support)
• Held at the U.S. Naval Academy in Annapolis, MD
• Focuses on leadership and the basics of ocean science
• FREE 3 graduate credits
• Office of Naval Research, Navy METOC, USNA, also NESDIS, NOS, and the
MD Space Science Consortium
• Stipend is paid along with all food, travel and lodging
If you are interested in taking any of the 3
free Graduate online courses or applying
for the 2 summer workshops let me know
before you leave today.
Thanks for those of you who have posted
on the Formative Assessment Blog!
Please post if you have not done so
I hope the information is helpful.
TODAY:
Take a look at the agenda and please
read the Learning Targets on the back.
Time for some feedback…
How is it going back in your District?
Your Task – Please find the handout
called LNID
Complete this activity (front and back)
and I will collect in a few minutes
Science Teacher Leader Expectations:
• Demonstrate Leadership to their school and district
• Attend and participate in scheduled meetings
• Complete readings and other tasks as “homework” between monthly
meetings
• Help other colleagues in their own school and district
• Share and provide input to the other members of this network
Quick Review of the Architecture
of the Next Generation Science
Standards
Title
Assessable
Component
How
What
Why
Foundation
Boxes
Connection Box
Please take out the
:
CASL Packet
This packet contains CASL Points 1, 2
and 3 that emphasize the importance
of Deconstructing Performance
Expectations into Learning targets
Performance Expectations
and Learning Targets
Performance Expectations
Learning targets
- Written as statements
describing student
performances that can be
assessed
- Smaller and more focused
statements for students that
build toward mastery of a
Performance Expectation
- Extremely broad goals and
represent true standards to be
achieved
- Manageable “student friendly”
segments for the purpose of
planning instruction
- Require several skills and
concepts
- Specific concepts, knowledge
and skills that are the
foundation of a larger more
complex standard
Can you simply add the words “I CAN” to this broad and complex statement?
NO WAY!
To understand Performance Expectations the teacher and students need to
DECONSTRUCT the standards into Learning Targets
Take out the
Foundational Thinking
for Deconstructing
Handout
Deconstructing a PE into Learning
Targets is a PROCESS
First, I am going to prepare for PE
deconstruction by identifying the SEP,
DCI and CCC within this PE
DCI
PS2.A: Forces and Motion (2 statements)
ETS1.A: Defining Engineering Problems
SEP
Analyzing and Interpreting Data
CCC
Cause and Effect
BRAINSTORM…
Use this space to write down what
students need to know and be able to
do to achieve mastery for this PE
Please turn your paper over…
The Three Columns for
Deconstructing a
Performance Expectation:
The CASL Packet (#2) will describe
the details for each column
K – PS2 - 2
Analyze data to determine if a design solution works as intended
to change the speed or direction of an object with a push or a pull.
Identify the key parts and words…
Analyze data to determine if a design solution works as intended to change the
speed or direction of an object with a push or a pull.
Knowledge:
Reasoning or Performance Skill:
Product:
Describe pushes/pulls as
forces that move an object.
Describe the relationship between
the strength of the push or pull and
the change in speed or direction.
None
Know that speed is how
fast something moves.
Identify change as a
difference in something.
Recognize that “data” is
collected information.
Infer that people can cause change
in an object’s speed or direction.
Interpret speed/direction data to
support a claim that the design
solution worked or not.
Performance Expectations contrast the
smaller more focused nature of student
learning targets
Performance Expectations contrast the
smaller more focused nature of student
learning targets
Teachers can work with students on this
process
Performance Expectations contrast the
smaller more focused nature of student
learning targets
Teachers can work with students on this
process
Giving the students ownership and
understanding that learning targets are the
building blocks of something bigger allows
for a much clearer path to learning
Creating
Student Friendly Learning Targets
is a First Step in
Developing
Curriculum,
Instruction and
Assessment
for NGSS
TIME TO WRITE
Please locate the index card at your table
Just need one card per table
Take 5 Minutes
One card per Table or District
Take 5 minutes and discuss at your table
On one side of the index card finish the
following sentences:
1. We noticed…
2. The impact of deconstructing Performance
Expectations into Learning Targets…
3. We look forward to learning more about…
http://www.youtube.com/watch?v=ibw2C9KQlTM
Sharpen
Your Eye
http://www.youtube.com/watch?v=65T4ReLkjCg
We will work on another PE with teachers in
our grade band:
Elem. Room #
Middle Room #
High Room #