Science Leadership Network
Winter 2015
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high
school
Framing the Day…
Updates and News
Sharing our Leadership Success
Engaging in Model-Based Inquiry
Leasership Goals
Elevator Speeches
The
Geologic
History of
Science
Education in
the State of
Washington
Assessment Timeline
Washington State Transition
Plan

Use a sticker to indicate where you think your
building is now along our CBAM (Concerns Based
Adoption Model) transition

A toolkit for supporting your leadership


Wiggio invitation

Password: WSSLSleader
Guide to Implementing NGSS
HOW MUCH
PROGRESS
HAVE WE
MADE?
LEADERSHIP STORIES AROUND
OUR REGION
Since the beginning of the
school year, 253 teachers
have received Professional
Learning around WSSLS
Hockinson Middle School – Kim Abegglen
Liberty Middle School (Camas) – Sarah Kankelburg
Others who would like the share the NGSS shifts you are infusing (or are
considering) in your classroom this year & how you share them with your
building
OSPI Teaching and Learning Webinar,
Thursday January 22 @ 3:30pm: OSPI
Teaching and Learning in 2015: Learning
Standards, Resources, Instructional
Materials and More
OTHER STATE AND REGIONAL
UPDATES/QUESTIONS
Today’s Goals
What does infusing some “Practices” and “Crosscutting Concepts” look
like in my classroom?
 Apply the practice of Developing and Using Models to instructional
design.
 Connect the practices called Constructing Explanations & Designing
Solutions, Engaging in Argument from Evidence to Developing and
Using Models and WA State Learning Standards (ELA).
 Develop the capacity to engage all learners in classroom discourse
and the public representation of their ideas.
 Reflect on TPEP growth goal.
Is It Developing and Using Models?
The milk chocolate melts in
your mouth, not in your
hands. (?)
Human Scatterplot
The milk chocolate melts in your
mouth, not in your hands.
Group Based on Your Response
• Yes – High…Table 1
• Yes- Low…Table 2
• Sort of-High…Table 3
• Sort of- Low…Table 4
• No – High…Table 5
• No- Low…Table 6
• Your group has made a claim in response to our
phenomena.
• Draw a labeled diagram that describes what you
think happens to an M&M in your mouth and in your
hand that supports your claim.
• Use your best scientific explanation based on your
current understanding.
• What is happening before, during, and after the
candy goes from your hand to your mouth?
• Be prepared to share your ideas in 15 minutes.
Initial Thinking Model
 Scout each group’s initial claim
 Leave a docent
 On your note sheet write an affirmation and a question
for each
 We will regroup at 11:30
GALLERY WALK
Competing
Ideas
http://ambitiousscienceteaching.org/videoseries/orientation-to-ambitious-scienceteaching/
• How does your
explanation differ
from others’ in the
room? Or is it
similar?
• What should your
model include?
• Are there ideas you
want to consider
including in your
model?
Lunch!

What ideas do we gotta have in order
to explain if the milk chocolate melts
in our mouths not in our hands?

This practice is designed to help you
adapt upcoming instruction, based
on how students are reasoning with
the anchor event or driving question
CREATING A GOTTA-HAVE LIST
ELL/STRUGGLING READER SUPPORT
http://tinyurl.com/isitmelting
Make Your Probe Explanation
Cl-Ev-R
Claim
• Relevant
• Stands Alone
Evidence
• Appropriate
• Sufficient
Reasoning
• Stands Out
• Link Between Claim and Evidence
Dissolving vs. Melting
(Adapted from FOSS Chemical Reactions)
More Evidence
• What new information can you
include in your model?
or
• Is there anything you want to
change in your model?
• Consider…
– What happened to the
different parts of the candy?
– What is happening at the
particle level?
– What is happening to the
matter and energy?
Revising Our Model
Adding to Our Model:
Sticky-Notes and Language Scaffolds
We added….
Added to our model -
We used to
think….
Revised our model -
We are
wondering….
Questions we still have -
Use the
Sentence
Frames!

Provide sentence frame and scaffolds

For beginners, you can build in the additional
scaffold of choice in the Claim-EvidenceReasoning

Gradually over the course of the year, release
some of the scaffolding
FORMALIZE YOUR EXPLANATION
• How have your ideas changed?
• Revisit the probe. Any new insights?
• What should students at your grade
band know and be able to do with the
practice of developing and using
models? (Appendix F p.6)
Reflecting on Developing
and Using Models
● Reflect on the use of the Sticky-notes and Language
Scaffolds, the “Gotta-have” checklist, and your small
group model:
○ as an illustration of developing and modifying
models
○ as a formative assessment tool
● Reflect on the use of the probe as an assessment tool.
Reflecting on Formative
Assessment

The intent with crosscutting concepts is to create
a bridge between disciplinary concepts and
have explanatory power across science and
engineering.

Explicit teaching of CCC enables less privileged
students to make connections among ideas that
cut across disciplines

CCCs should drive questioning strategies.

Which CCC would best anchor the experiences
in the M&Ms learning sequence?

How could this CCC be more explicit during
instruction?
REFLECTING ON THE USE OF
CROSSCUTTING CONCEPTS
Take a 10 minute Break!
Application to Our Practice
Exhibiting collaborative and collegial practices
focused on improving instructional practice and
student learning

Think of a group that needs to hear the message
around shifting instruction to WSSLS

What is important that they need to know? Why is
this important? What happens if they don’t hear
the message?

Share your thoughts at your table.
SPEED DATING IN AN ELEVATOR

Aligns with what the listener cares about.

Is short, simple, and repeatable to be heard often

Is included in every communication whether it be

written and oral

formal and informal.
ANY MESSAGE WORTH ITS
WEIGHT
ACTION:
WHAT IS THE PURPOSE OF
YOUR MESSAGE? WHAT DO YOU
WANT PEOPLE TO DO?
DO YOU WANT DIFFERENT THINGS
FROM DIFFERENT AUDIENCES?
BE SPECIFIC.
REINFORCEMENT:
What are some statistics and anecdotes to reinforce
your message?
Is there research that can be cited?
What personal stories help make your point?
THRESHOLD:
•
What do people need to know, believe, or
care about in order to become engaged
with your issue?
•
What obstacles do you have to
acknowledge and overcome to get
people over this threshold?
SOLUTION:
•
And The World Will Be A Better
Place Because…
•
What is the projected positive outcome?
•
Give suggestions of how, if people do what
you say, the education world will be better
for students.
MAIN MESSAGE:
•
Now examine each
section and write a 60
second Main Message

Two lines facing one another

At chime Person 1 gets 60 secs to deliver message

At chime Person 2 delivers 30 seconds of critical
feedback

Reverse roles!

Step 2 persons to your right…repeat!

Back at your seat, refine and jot your messge

Now SHARE IT!!
SPEED DATING IN AN ELEVATOR
 Consider how you will monitor the Levels of
Use of SEPs/CCC/3D teaching.
 What strategies will you be implementing?
 What evidence will you be able to share in May
at our next meeting?
Between now and then...
Goals
What does infusing some “Practices” and “Crosscutting Concepts” look
like in “my classroom”?
1. Apply the practice of Developing and Using Models to instructional
design.
1. Connect the practices called Constructing Explanations & Designing
Solutions, Engaging in Argument from Evidence to Developing and
Using Models and WA State Learning Standards (ELA).
1. Develop the capacity to engage all learners in classroom discourse
and the public representation of their ideas.
1. Identify an appropriate growth goal.
Take the AESD Survey found here...
http://tinyurl.com/ESD112Science
Wrapping Up
Supporting Your Work
• tools4teachingscience.org
• Public representations of students’ thinking
(PDF)
Science Leadership
Network
See you May 26!