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WELCOME Fall 2011- Winter 2012 RESA Meeting SCIENCE Essential Standards Implementation Facilitator: Jami Inman NCDPI Science Consultant

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Page 1: WELCOME

WELCOMEFall 2011- Winter 2012 RESA Meeting

SCIENCE Essential Standards Implementation

Facilitator: Jami InmanNCDPI Science Consultant

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By the end of today’s session, participants will be able to:

Locate K-12 Science Essential Standards and support documents.

Summarize what is new, better, and different about the 2009 NC Science Essential Standards.

Identify key resources to support the 2009 NC Science Essential Standards.

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Today’s Agenda•DPI Updates

SCOS and Essential Standards ACRE, Race to the Top, and Next Generation Accountability

•BREAK•Themes, Strands, and Organization of Standards•LUNCH•Curriculum Topic Study•Implementation Strategies

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The Science Section Curriculum and Instruction, DPI

Beverly Vance, Science Section Chief

Debra Hall , K-5 consultantDonna Kenestrick, K-5 consultant

Benita Tipton, 6-8 consultant Jami Inman, 9-12 consultant Ragan Spain, 9-12 consultant

Victoria Ewing, program assistant

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Lincoln

DurhamAlamance

Alleghany

Anson

Ashe

Avery

Beaufort

Bertie

Bladen

Brunswick

Buncombe

Burke

Cabarrus

Caldwell

Carteret

Caswell

CatawbaChatham

CherokeeClay

Cleveland

Columbus

Craven

Cumberland

DareDavidson

Davie

Duplin

Edgecombe

Forsyth

Franklin

Gaston

Gates

Graham

Granville

Greene

Guilford

Halifax

Harnett

Haywood

Henderson

Hertford

Hoke

Hyde

Iredell

Jackson

Johnston

Jones

Lee

Lenoir

McDowell

Macon

MadisonMartin

Mecklenburg

Mitchell

MontgomeryMoore

Nash

NewHanover

Northampton

Onslow

Orange

Pamlico

Pender

Person

Pitt

Polk

Randolph

Richmond

Robeson

Rockingham

Rowan

Rutherford

Sampson

Scotland

Stanly

StokesSurry

Swain

Transylvania

Tyrrell

Union

Vance

Wake

Warren

Washington

Watauga

Wayne

Wilkes

Wilson

Yadkin

Yancey

Perquimans

Chowan

Pasquotank

Camden

Currituck

Alexander

Region 1 Ragan Spain – [email protected](919)-807-3950

Region 2 Benita Tipton – [email protected](919)-807-3933

Region 3 Debra H/Donna K

Region 4 Jami Inman – [email protected](919)-807-3607

Region 5 Donna Kenestrick – [email protected](919)-807-3863

Region 6 Debra Hall – [email protected](919)-807-3814

Region 7 Jami Inman

Region 8 Ragan S/ Benita T

Science Service Delivery Assignments

Beverly G. Vance, Science Section Chief

[email protected]

Victoria EwingProgram Assistant/Science

[email protected]

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FOOD FOR THOUGHT…

• Even though we are preparing for the new 2009 Essential Standards, the 2004 SCOS will be taught and tested during the 2011-2012 school year.

• The 2009 Science Essential Standards will be implemented & tested during the 2012-13 school year.

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Race to the Top Career and College Ready, Set, Go!

• NC is one of 12 states awarded• Nearly $400 million over the grant period• Designed to spur public school innovation

North Carolina’s Four Pillars:Great Teachers and Principals

Quality Standards and AssessmentsTurn around the lowest achieving schools

Data System to improve instruction

• *Special Section devoted to STEM education

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What are WE doing to inform others?

• Summer Institutes for LEAs, IHE Institutes

• RESA presentations in all regions during November, January and February

• Informal Educator Institutes in December

• Live Webinars throughout the 2011-2012 school year

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NEED TO KNOW MORE?Science Webinars

September 22, 2011 Webinar I

November 29, 2011 Webinar II

February 28, 2012 Webinar III

April 25, 2012 Webinar IV

*all webinars will be archived and

posted to our Science WIKI

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Science WIKI

You can enter as a guest OR

create a wiki account and send a request to join us

http://scnces.ncdpi.wikispaces.net/

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DPI Modules• On the DPI ACRE web site, find the PD

menu on the left side of the page: http://www.ncpublicschools.org/acre/profdev/

• Includes online, onsite, real-time and asynchronous offerings https://center.ncsu.edu/nc/

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Assessment Updates

• Test Development• ACT framework

http://www.ncpublicschools.org/accountability/act/

• ABCs

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…Assessment continued…Best Practices Guidehttp://www.ncpublicschools.org/acre/assessment/guide/

Roadmaphttp://www.pearsonassessments.com/pai/ai/Products/NextGeneration/roadmap.htm

NC Education  https://center.ncsu.edu/nc 

• Includes tutorials and other informative links – to access NC FALCON, Online Writing Instruction, Primary Artifact Questions (PAQs), NC Test, etc.

• Large-scale managed Moodle system with specialized additions to support professional development, student learning, accountability processes, and information delivery.

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The Conceptual Framework & Next

Generation Science Standards

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NEW National Standards in Science

• Conceptual framework was released during the past summer

• ACHIEVE is in the process of developing draft versions of the next generation of standards

• North Carolina is one of the lead states

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How does the existing SCOS compare to the new?

• 3 Domains with 11 Conceptual Strands

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How does the existing SCOS compare to the new?

• 3 Domains with 11 Conceptual Strands

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• 3 Domains with 11 Conceptual Strands

How does the existing SCOS compare to the new?

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• 3 Domains with 11 Conceptual Strands

How does the existing SCOS compare to the new?

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Where are the new standards and support materials located?

• On the DPI website, ACRE webpage http://www.dpi.state.nc.us/acre/standards/new-standards/

• ESSENTIAL STANDARDS SUPPORT TOOLS include 2009-to-2004 Crosswalks and Unpacked Content http://dpi.state.nc.us/acre/standards/support-tools/

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Where are the new standards and support materials located? (continued)

Links are also on the •SCIENCE SHARP SCHOOL site http://science.ncwiseowl.org/

•NC DPI WIKI for Collaborative Workspaces http://scnces.ncdpi.wikispaces.net/•/

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How does the existing SCOS compare to the new?

REVISED BLOOM’S TAXONOMY (RBT)•Provides the framework used for all NC Science Essential Standards•Common language used for all curriculum areas•Two-Dimensional Taxonomy: Cognitive Process and Knowledge Dimension

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Understanding(RBT)

Why was the original taxonomy revised?•Cognitive research revealed that learning was not linear (e.g., analysis may have to precede understanding....)•Over the years, too many verbs were used (and misused) to describe the levels.•Type of knowledge makes a difference.•The original taxonomy was not designed for K-12 curricula.

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Bloom Revised Bloom

Remember

Apply

Understand

Analyze

Evaluate

CreateEvaluation

Analysis

Synthesis

Application

Comprehension

Knowledge

Understanding(RBT)

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Understanding RBT

1.

REMEM-

BER

2.

UNDER-

STAND

3.

APPLY

4.

ANALYZE

5.

EVALUATE

6.

CREATE

A.

FACTUAL

Knowledge

B.

CON-

CEPTUAL

Knowledge

C.

PROCE-

DURAL

Knowledge

D.

META-

COGNITIVE

Knowledge

THE COGNITIVE PROCESS DIMENSION

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Four Types of KnowledgeA. Factual knowledge- terms, details, symbols,

informational sources (vocabulary)

B. Conceptual knowledge- classification, generalizations, theories, models (Taxonomy of a bug/tree)

C. Procedural knowledge- employing a method or technique, using skills, procedures to solve a problem (Scientific processes)

D. Metacognitive knowledge- strategic, self- knowledge , critiquing, cognitive demands of specific tasks, (experimentation)

Understanding RBT

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Understand Defined as… “To construct meaning from instructional messages, including oral, written, and graphic communication”

Verbs alternative names

•Interpreting clarifying, paraphrasing, representing, translating•Exemplifying illustrating, instantiating•Classifying categorizing, subsuming•Summarizing abstracting, generalizing•Inferring concluding, extrapolating, interpolating, predicting•Comparing contrasting, mapping, matching •Explaining constructing models

Understanding RBT

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Analyze Defined as… “break material into its constituent parts and determine how the parts relate to one another and to an overall structure or purpose”

Verbs alternative names

•Differentiating discriminating, distinguishing, focusing, selecting•Organizing finding coherence, integrating, outlining, parsing, structuring•Attributing deconstructing

Understanding RBT

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Evaluate Defined as… “make judgments based on criteria and standards”

Verbs alternative names

•Checking coordinating, detecting, monitoring, testing

•Critiquing judging

Understanding RBT

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Looking at the Essential Standards with an RBT lens…

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What do we need to do in order to transition to the new standards?

1. Use Crosswalk document to identify new content

2. Correlate with the Unpacked Content document

3. Research selected topics as needed

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PHYSICAL SCIENCE CROSSWALK

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Relationship of Objectives

GLOBAL(National

Standards)

EDUCATIONAL(Essential

Standards & Clarifying Obj.)

INSTRUCTIONAL(Learning Targets)

INSTRUCTIONAL(Success Criteria -

Student Friendly Language)

SCOPE Broad Moderate Narrow- derived from CO

Student driven

Time Needed to

Learn

One or more years

Weeks or months

Hours or days Student driven

Purpose or

Function

Provide

Vision

Design Curriculum

Prepare Lesson Plans

Guide learning while student is engaged in learning tasks

Example

of

Use

Plan a multi-year

curriculum

Plan units of instruction

Plan daily activities, learning

experiences,

and exercises

Provide frameworkwithin which formative assessment takes place and make possible the interpretation of evidence

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BREAK

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Themes, Strands and Organizational Structure

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Constructing a map…

Themes, Strands and Organizational Structure

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Building A Map

• Remove the contents of the envelope and place on the table so the group can easily read the statements related to force and motion.

• Discuss which statements could be understood (learned) at K-2, 3-5, 6-8, and 9-12.

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Building A Map• Have one person keep notes of the

conversation and questions that arise.

• Once consensus on the grade range placements have been reached, try to arrange them on the template provided showing how one statement contributes to the understanding of another.

• Tape the statements to the template.

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Building A Map

• Use a vis-à-vis marker to draw arrows to show the connections.

• Prepare to give feedback to large group on the process and the discussion within your group.

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Building A Map

Compare your map to the NC Science Essential Standards map for Relative Motion.

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Referencing an Atlas Map…

Motion: Laws of Motion Map

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Quick Write: Make a quick list of 3 ideas shared today and

share how each will impact your practice.

List 1 idea that

“Squares” with your thoughts:

List 1 idea that’s

still rolling “Around”:

“I’m just not sure about

that!”

List 1 idea you would

like to “Change”:

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Lunch Break

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Curriculum TopicStudy

A look at the powerful process of curriculum Topic Study…..

DPI Science Consultants

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Bookmark our WIKI !

Open your browser.

Go to this site

http://scnces.ncdpi.wikispaces.net/home

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State and National Standards Are Not Enough…

“What has been missing is a systematic, scholarly, deliberate process to help educators intellectually engage with standards and research on student learning so they can make effective use of them.”

Keeley, 2005

CTS provides that “missing link”.

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What is CTS?

A process that incorporates a systematic study of standards and research

A set of tools and resources for improving curriculum, instruction, and assessment

An intellectually rigorous and engaging professional development experience to improve teacher content and pedagogical knowledge

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WHY is Curriculum Topic Study IMPORTANT to UNPACKING

North Carolina’s Science Essential Standards?

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Bridging the Gap

National Standards

Research on Learning

Classroom Practice

State Standards

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Resources for CTS…Experts at Your Fingertips 24/7

Indicates the resource or parts of it are online

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Additional Resources…• The National Research Council’s

(NRC) A Framework for K-12 Science Education was released in July 2011 and will serve as the basis for the Next Generation Science Standards managed by Achieve, Inc.

• Science College Board Standards for College Success defines the knowledge and skills students in grades 6-12 need to be college and career ready.

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Components of a Curriculum Topic Study

• CTS Sections and Outcomes• Selected Readings from CTS Resources • Web Site- Supplementary Material www.curriculumtopicstudy.org

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The CTS Guide

• 6 sections– Purposes of the sections

• I : Identify Adult Content Knowledge• II : Consider Instructional Implications• III : Identify Concepts and Specific Ideas• IV : Examine Research on Student Learning• V : Examine Coherency and Articulation• VI : Clarify State Standards and District

Curriculum

• Each section links to CTS collective resources

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Types of CTS Guides

• Published Guides• Customized Guides

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Published Guides

• Produced by Page Keeley• 147 CTS Topic Study Guides• Organized in 11 Categories• Closely aligned to national

documents

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Published Guides• Diversity of Life (7 topics)• Ecology (11 topics)• Biological Structure and Function (11 topics)• Life’s Continuity and Change (10 topics)• Matter (16 topics)• Earth (18 topics)• Astronomy (10 topics)• Energy, Force, and Motion (23 topics)• Inquiry and the Nature of Science and Technology (26

topics)• Implications of Science and Technology (11 topics)• Unifying Themes (4 topics)

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Looking at a Customized Guide

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Customized NC Guide

FORCE & MOTION Standards- and Research-Based Study of a Curricular Topic

Section and Outcome

Selected Sources and Readings for Study and ReflectionRead and examine related parts of

I. Identify Adult Content Knowledge

IA. Science for All Americans Chapter 4, Motion, pages 52-55; Forces of Nature, pages 55-57Chapter 10, Uniting the Heavens and Earth, pages 149-150 *Optional Resource:IB. Science MattersChapter 1, The Clockwork Universe, pages 7-18Chapter 3, Electricity and Magnetism, pages 44-49Chapter 9, The Four Forces, pages 157-163 

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Customized NC Guide Force & Motion (continued)

II. Consider Instructional Implications

IIA: Benchmarks for Science Literacy4F, Motion general essay, pages 87-88; grade span essays, pages 89-914G, Forces of Nature general essay, page 93; grade span essays, pages 94-9610B, Uniting the Heavens and Earth essay, page 242 IIB: National Science Education Standards Download free pdf version for easier navigationGrades K-4, Standard B essay, pages 123, 126; Vignette Science Olympiad, pages 39-40Grades 5-8, Standard B essay, pages 149, 154; Vignette The Insect and the Spider, pages 80-81Grades 9-12, Standard B essay, pages 177-178 *Optional Resource:IIC: A Framework for K-12 Science Education: Practices, Crosscutting Concepts and Core Ideas Download free pdf version Core Idea PS2: Motion and Stability: Forces and Interaction, pages 5-7 – 5-11

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Customized NC Guide Force & Motion (continued)

III. Identify Concepts and Specific Ideas

IIIA: Benchmarks for Science Literacy4F, Motion, pages 89-92, bulleted list of statements for each grade span10B, Uniting the Heavens and Earth, page 243, bulleted list for 9-124G, Forces of Nature, pages 94-97, bulleted list of statements for each grade span IIIB: National Science Education Standards Download free pdf version for easier navigationGrades K-4, Standard B, Position and Motion of Objects, page 127Grades 5-8, Standard B, Motion and Forces, page 154 Grades 9-12, Standard B, Motion and Forces, pages 179-180 

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Customized NC Guide Force & Motion (continued)

IV. Examine Research on Student Learning

IVA: Benchmarks for Science Literacy Click onto section; then click “View Research” box beside section heading or go to Chapter 15 from the Table of Contents

4F, Motion - The Concept of Force, page 339; Newton’s Laws of Motion, page 339-340

4G, Forces of Nature, page 340 *Optional Resource:IVB: Making Sense of Secondary Science: Research into Children’s Ideas Chapter 21, Forces, pages 148-153 Chapter 22, Horizontal Motion, pages 154-162 Chapter 23, Gravity, pages 163-167 

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Customized NC Guide Force & Motion (continued)

V. Examine Coherency and Articulation

VA: Atlas of Science Literacy link to Science Literacy Maps on the National Science Digital Library(NSDL)website

Volume 1, Laws of Motion, pages 62-63; Gravity, pages 42-43 Volume 2, Classical Mechanics, pages 74-75 On-line, The Physical Setting maps Gravity, Laws of Motion and Waves;

Historical Perspectives map Classical Mechanics VB: Science College Board Standards for College SuccessTM Download free pdf

version Foundational Knowledge upon entering sixth grade, page 88; Physical Science (6-8): Standard PS.1: Interactions, Forces and Motion,

pages 89-95 Physics (9-12): Standard P.1: Interactions, Motion and Forces, pages 142-

150; Objective P.2.2 Conservation of Linear Momentum, pages 152-154 

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Customized NC Guide Force & Motion (continued)

VI. Clarify State Standards and District Curriculum

VIA: State Standards: Link Sections II-IV to learning goals and information from your state standards or frameworks that are informed by the results of the topic study. See NC 2009 Science Essential Standards, Crosswalk and Unpacked Content documents.  VIB: District Curriculum Guide or Instructional Materials: Link Sections II-IV to learning goals and information from your district curriculum guide or instructional materials that are informed by the results of the topic study. 

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Exploring the

Guide

NC Customized CTS Guide for K-12 Force & Motion Strand

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Curriculum Topic Study Whirl-Away

Activity Instructions

•Follow the CTS section study directions for your assigned section.•You have 45-minutes to read the resource(s), discuss, identify important information and create a poster.•Designate a group reporter to share out to the whole group.

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CTS Share Out

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How can CTS Guides be used in Understanding the Essential Standards?

• Independent Study• Department Planning• Course Specific PLC teams• Vertical PLC Teams• LEA Professional Development

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Curriculum Topic Study Take-Away

Reflection Activity

Think-Pair-Share

How will you use CTS in preparing for implementation of

the Science Essential Standards?

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Literacy in Science

• Common Core Literacy Standards in Science and Technical Subjects

• The standards begin at grade 6. (Note: Standards for K–5 reading in history/social studies, science, and technical subjects are

integrated into the K–5 Reading standards.) • For more information: http://www.corestandards.org

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Writing in Science

Online Writing Instruction (OWI)

•designed to provide students with opportunities to have a variety of experiences throughout the school year•not an assessment, but a formative tool to monitor the progress of students in writing and adjust instruction•replaces the previous Writing Instruction System

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Information, Technology & Science

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5 W’s of the Information and Technology Essential Standards

• Who – Classroom teachers

• Where – In the classroom

• When – K-12 beginning 2011-2012

• Why – 21st Century Skills

• What – NC Information and Technology Standards

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Strands of the Information and Technology Essential Standards

• Sources of Information

• Informational Text (K-5)

• Research Process

• Technology as a Tool

• Safety and Ethics

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Evaluations

Thank you for your participation!-Jami Inman, NCDPI