Science Leadership Network

Science Leadership NetworkOctober 22, 2013

Concerns Based Adoption Model

Welcome!THANK YOU FOR ATTENDING

Thank you for attendingLogisticsRest roomParking Lot

3Who is in the room?Cle Elum/RoslynEast ValleyGrangerHighlandHope AcademyMabtonNaches ValleyProsser

SelahSunnysideToppenishUnion GapWahlukeWapatoWest ValleyYakima

Who is in the room?Lake ChelanTonasketEphrataOmakEastmontCashmereCascadeEntiatOkanoganBridgeportQuincyWatervilleWardenWenatcheeSoap LakeMoses Lake

Who is in the room?Nine Mile FallsDeer ParkCentral ValleyColumbiaPullmanWellpinitCrestonSpokaneEast ValleyDavenportChewelahRiversideRitzville

ColvilleReardanSummit ValleyWest ValleyGreat NorthernNewportCheneyMedical LakeOdessaLaCrosseMESA (WSU)WSU

ObjectivesLearn and understand the progression of the Science and Engineering Practices through the grade levelsIncrease our understanding of conceptual models

Study the connections between the CCSS-ELA and the NGSSNetworking

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?

Framing the Day

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

We will be going through a protocol to bring out your burning questionsThis is a protocol that can be used with your students as well as bringing out questions that you have around todays topic. 10COMPONENTS OF THE QUESTION FORMULATION TECHNIQUE1. The Question Focus (QFocus)2. The Rules for Producing Questions3. Producing Questions4. Categorizing Questions5. Prioritizing Questions6. Next Steps7. Reflection

www.rightquestion.org

1

THE QUESTION FOCUS (QFOCUS)www.rightquestion.org

www.rightquestion.org For States by States

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

RULES FOR PRODUCING QUESTIONSwww.rightquestion.org

TIP: Distribute or post the Rules for Producing Questions

14 Divide into small groups of 3 - 5. Decide on a note taker. As a group call out questions one at a timeNote taker records questions from group

PRODUCING QUESTIONSwww.rightquestion.org

Once students have discussed the Rules for ProducingQuestions:

15Define 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

CATEGORIZING QUESTIONSwww.rightquestion.org

Step 2

Name the

advantages of closed-ended questions

Then,disadvantages of closed-ended questions

www.rightquestion.org CATEGORIZING QUESTIONS

17Name the

Advantages of open-ended questions

Then,Disadvantages of open-ended questions

www.rightquestion.org CATEGORIZING 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.

PRIORITIZING QUESTIONSwww.rightquestion.org

Criteria for prioritizing is usually set by the teacher. Criteria will depend on what you have planned as next steps with the questions. 19Review 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?

PRIORITIZING QUESTIONSwww.rightquestion.org

On a poster

Three priority questions

Reasons for choosing the priority questions.

REPORTSwww.rightquestion.org

TIP: Students can assign a group member to report or collaborate in reporting.

21How can we use our questions moving forward

NEXT STEPSwww.rightquestion.org Professional Development

Transitioning to NGSS

For you

Your Classroom

For your district

Your District

22What is the value of learning to ask your own questions?

How can you use what you learned?

REFLECTIONwww.rightquestion.org

TIP: Use one or more reflection questions. Ask one question at a time.

Regarding transition to Next Generation Science Standards thinking about the science and engineering practices

23Additional 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

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

ABOUT THIS PRESENTATIONThis power point presentation will walk you through all the steps needed and tips for teaching the Question Formulation Technique to your students.

Why would we want students to learn to ask questions?25Asking Question and Defining ProblemsClaim: Students should learn to ask their own questions.

PP. 54-56

Asking Question and Defining ProblemsWhat evidence did you and your group find?

Analyzing a Performance ExpectationAddressing our own questions and concerns

BSCS Protocol Highlight Comments and Captions used to analyze data28Highlights, Comments, and CaptionsThree Parts to this ProtocolPart 1: Record Data-make no judgments, inferences, or conclusionsPart 2: Record what it means-this is your opportunity to make those inferences and conclusionsPart 3: Reflect and Summarize your findings

Pick a Performance Expectation

Choose any performance expectation you would like.30What Standard Did You Choose?Grade LevelDCITitle of StandardKPS3Energy

Fill in the Grade Level, DCI, and Title of the standard31Text of a Performance Expectation

Write the text of the PE and associated assessment boundaries and clarification statement(s)323 Dimension-Foundation Boxes

3 Dimension-Foundation Boxes

Connection Boxes-To Other DCIs

Just record the codes for now

DCIs Before and After

Only add the ones associated with the Performance Expectation you chose.36Connection to the Common Core

Highlights, Comments, and CaptionsThree Parts to this ProtocolPart 1: Record Data-make no judgments, inferences, or conclusionsPart 2: Record what it means-this is your opportunity to make those inferences and conclusionsPart 3: Reflect and Summarize your findings

What It Means?

I notice that students will have to make observation and comparisons. I will have to teach these skills in multiple settings

Highlights, Comments, and CaptionsThree Parts to this ProtocolPart 1: Record Data-make no judgments, inferences, or conclusionsPart 2: Record what it means-this is your opportunity to make those inferences and conclusionsPart 3: Reflect and Summarize your findings

CaptionIf 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.

www.nextgenscience.org

New42LunchParking Lot QuestionsUsing the NGSS Website

ModelsWhat 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?

Energy- Developing and Using ModelsGeneral InstructionsRules for ModelsWhat do you think??Specific InstructionsGathering Resources

Energy- Developing and Using ModelsReflect:How did you construct a conceptual model?

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

NetworkingChoose a category:Biology EOC/COE5th and 8th grade MSPCCSS in the Science ClassroomTPEP in the Science ClassroomSTEM programmingDistrict level transitions to NGSSExamining NGSSElementaryMiddle SchoolHigh School

NetworkingWhat 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?

Next Time A deeper look at all the Science and Engineering PracticesDoes someone have an activity that demonstrates a practice well that they would like to share?A guest presentation from the MAC: Visual Thinking StrategiesWhat else?

Survey and Resourceshttp://tinyurl.com/slnfall2013

www.washingtonesds.orgScience-Presentation Resources