Welcome to the Middle School Science Initiative’s Second Institute! Institute #2 Theme: Unwrapping Florida’s Next Generation Science Standards

Welcome to the MiddleSchool Science Initiative’s

Second Institute!

Institute #2 Theme:

Unwrapping Florida’s Next Generation Science Standards

Sponsored by:

Florida Department of Education

and

Florida and the Islands Comprehensive Center at ETS (FLICC)

In Partnership with:

The International Center for Leadership in Education

AGENDA Changing Workplace Rigor/Relevance Framework Sharing Vetted Lessons Unwrapping FL Science Standards Reading Strategies Vocabulary Strategies Gold Seal (Quadrant D) Lessons

Draw a picture of a PIG

Jim Miles

[email protected]

Successful Curriculum Reform

Why

Do we need

to change

schools?

What

Needs to

be done?

How

Do we do it?

Challenges Changing Workplace Technology Globalization

Source: Tough Choices Tough Times, National Center on Education and the Economy

Forces of Technology and Globalization are altering the nature of work, the organizationof firms, and where work is conducted

Today’s YouthTechnologically literate

America’s Classrooms

Does this connect with and engage today’s youth?


Why

Do we need

to change

schools?

What

Needs to

be done?

How

Do we do it?

Curriculum should focus on what students need to

KnowBe Able to DoBe Like (Behaviors)

for success in life and in a career

21st Century Skills for Success

Strong Academics Reading, Writing, Math, Science

Career Skills Workplace Attitudes & Ethics Technology Skills

Character Virtues Honesty, Responsibility, Integrity

CAREER DEVELOPMENT

Self-knowledge• Who am I?

Career exploration • Where am I going?

Career Plan• How do I get there?

INTEGRATED LEARNING

• What am I learning?

• Why am I learning it?

• How can I use it?

UNIVERSAL FOUNDATION SKILLS

(SCANS)• What do I need to know?

• What skills are

important for me”

knowledge application

skills

Questions students

should be able to answer

The primary aim of education is not to enable students to do

well in school, but to help them do well in the lives they lead

outside of school.


Why

Do we need

to change

schools?

What

Needs to

be done?

How

Do we do it?

ICLE Philosophy

RigorRelevanceRelationshipsAll Students

ICLE Philosophy

RelationshipsRelevanceRigorAll Students

1

2

3

4

5

6

1 2 3 4 5

A B

DC

Rigor/Relevance Framework

KnowledgeKnowledge

ApplicationApplication

Assimilationof knowledge

Acquisition of knowledge

Thinking Continuu

m

Level of challenge of the learning for the student

Knowledge Taxonomy

1. Recall Knowledge2. Comprehension 3. Application 4. Analysis 5. Synthesis

6. Evaluation

KnowledgKnowledge e

TaxonomTaxonomy y

Verb ListVerb List

Webb’s Depth of Knowledge

KNOWLEDGE TAXONOMY WEBB’S DEPTH OF KNOWLEDGE

KNOWLEDGE “The recall of specifics and universals,involving little more than bringing to mind the appropriate material”

Recall – Recall of a fact, information, or procedure (e.g., What are 3 critical skill cues for the overhand throw?)COMPREHENSION

“Ability to process knowledge on alow level such that the knowledgecan be reproduced or communicatedwithout a verbatim repetition.”

APPLICATION“The use of abstractions inconcrete situations.”

Basic Application of Skill/Concept – Use of information, conceptual knowledge, procedures, two or more steps, etc. (e.g., Explain why each skill cue is important to the overhand throw. “By stepping forward you are able to throw the ball further.”)

ANALYSIS“The breakdown of a situation intoits component parts.”

Strategic Thinking – Requires reasoning, developing a plan or sequence of steps; has some complexity; more than one possible answer; generally takes less than 10 minutes to do (e.g., Design 2 different plays in basketball and explain what different skills are needed and when the plays should be carried out.)

SYNTHESIS AND EVALUATION“Putting together elements & partsto form a whole, then making valuejudgments about the method.”

Extended Thinking – Requires an investigation; time to think and process multiple conditions of the problem or task; and more than 10 minutes to do non-routine manipulations (e.g., Analyze 3 different tennis, racquetball, and badminton strokes for similarities, differences, and purposes. Then, discuss the relationship between the mechanics of the stroke and the strategy for using the stroke during game play.)

AcquisitionAcquisitionof knowledgeof knowledge

Applicationof knowledge

Action Continuum

Relevance of learningto life and work

Application Model

5 Application to real-world unpredictable situations

4 Application to real-world predictable situations

3 Application across disciplines

2 Application within discipline

1 Knowledge of one discipline course

RIGOR

RELEVANCE

AA BB

DDCC

Rigor/Relevance FrameworkRigor/Relevance Framework

Teacher gives students a real-world question to

answer or problem to solve

High

HighLow

Low

RIGOR

RELEVANCE

AA BB

DDCC


Students seek information to

answer question or solve problem

High

HighLow

Low

RIGOR

RELEVANCE

AA BB

DDCC


High

HighLow

Low

Students test the relevancy of the information as it relates to the question or problem

RIGOR

RELEVANCE

AA BB

DDCC


High

HighLow

Low

Students reflect on the potential use of the new information as a solution

RIGOR

RELEVANCE

AA BB

DDCC


High

HighLow

Low

Students apply the information learned to answer the question or to solve the problem

RIGOR

RELEVANCE

AA BB

DDCC


Acquisition of knowledge / skills

Motivation

Creativity – Innovation-

Problem Solving

High

HighLow

Low

Rigor -

Critical Thinking

Relevancy -

Validation

Ways to Increase Rigor and Relevance

Interdisciplinary Instruction Reading in the Content Area Use of Technology New Teaching Ideas / Strategies Challenging AssessmentsProfessional Development Peer Teaching Observations / Reviews

Rigorand

RelevanceHandbook

Sharing Vetted

Lessons

Planning Instruction

FeedbackReflection

Student Learning

Student Learning

Rigorous and Relevant Instruction

ExpectedStudent

Performance

Rigor/Relevance

Instruction

Assessment

ActualStudent

Performance

Rigor/Relevance

Florida StandardsCurriculum Outlines

Student LearningBest Practices

Industry StandardsAdvisory Committees

ResourcesLearning Tasks

Formative Summative

Assessments

Rigor/ Relevance FrameworkGold Seal Lessons

Verbs by Quadrant Anamelabeldefineselectidentifylistrecitelocaterecordmemorize

Bapplysequencedemonstrateinterviewconstructsolvecalculatedramatizeinterpretillustrate

Canalyzecompareexaminecontrastdifferentiateexplaindissectcategorizeclassifydiagramdiscriminate

Devaluateformulatejustifyraterecommendinferprioritizerevisepredictargueconclude

Product by Quadrant

A

definitionworksheetlistquiztestworkbooktrue-falsereproductionrecitation

Bscrapbooksummaryinterpretationcollectionannotationexplanationsolutiondemonstrationoutline

Cessayabstractblueprintinventoryreportplanchartinvestigationquestionnaireclassification

Devaluationnewspaperestimationtrialeditorialplaycollagemachineadaptationpoemdebatenew gameinvention

Unwrapping Florida Sunshine

State Science Standards

Reading Comprehension

Strategies

Reading Instruction

K 1 2 3 4 5 6 7 8 9 10 . . .

Learn to Read

Read to Learn

Reading in the Content Area

College vs. Workplace Entry-level vs. Management-level High-stakes State Tests

NCLB Legislation Adequate Yearly Progress (AYP)

Academic Rigor Reading Comprehension Strategies

Strategic Reading Skills

Reading Research

Process for managing reading comprehension and reader progress

Measures text readability and student reading ability; can match text with student reading level

Determines difficulty of reading by word frequency and sentence length

Most widely used reading measure

Lexile Framework for Reading

Lexile Framework for Reading

Lexile measure reported in increments from 200L to 2000L

Can be used in any curriculum content

Tens of thousands of books, tens of millions of articles, hundreds of publishers, and all major standardized tests have Lexile measures

Teaching Reading Comprehension Strategies

Matching Text to Students Reading Level Assessing Critical Thinking Skills (Rigor) Using Collaborative Activities Using Technology Writing Before and After Reading

READING COMPREHENSION CAN BE INCREASED BY

Lexile Literature1500 - On Ancient Medicine

1400 - The Scarlet Letter

1300 - Brown vs. Board of Ed.

1200 - War and Peace

1100 - Pride and Prejudice

1000 - Black Beauty

900 - Tom Swift in the Land of Wonders

800 - The Adventures of Pinocchio

Lexile Texts

1500 - The Making of Memory: From Molecules to Mind

1400 - Philosophical Essays; Hackett Publishing

1300 - Psychology: An Introduction; Prentice Hall

1200 - Business; Prentice Hall

1100 - America: Pathways to Present; Prentice Hall

1000 - Writing and Grammar Gold Level; Prentice Hall

900 - World Cultures: A Global Mosaic; Prentice Hall

800 - Word 2000; Glencoe/McGraw-Hill

Personal Reading

Aetna Health Care Discount Form 1360LMedical Insurance Benefit Package 1280LApplication for Student Loan 1270LFederal Tax Form W-4 1260L Installing Your Child Safety Seat 1170LMicrosoft Windows User Manual 1150LG.M. Protection Plan 1150LCD DVD Player Instructions 1080L

Newspapers

NY Times 1380LWashington Post 1350LWall Street Journal 1320LChicago Tribune 1310LAssociated Press 1310LUSA Today 1200L

16 Career ClustersDepartment of Education

Agriculture and Natural Resources Arts, Audiovisual Technology, and Communications

Business and Administration Architecture and Construction

Education and Training Finance

Health Science Hospitality and Tourism

Human Services Information Technology

Law and Public Safety Manufacturing

Government and Public Administration Retail, Wholesale, and Service

Scientific Research and Engineering Transportation, Distribution, and Logistics

Agriculture / Natural Resources 1270-1510L Architecture / Construction 1210-1340L Business & Administration 1210-1310L Health Science 1260-1300L Hospitality / Tourism 1230-1260L Human Services 1050-1200LLaw & Public Safety 1420-1740L Retail / Wholesale Sales 1180-1270L Transportation, Distribution 1170-1350L

Entry-Level Occupational Reading Materials

A

dvan

ced

Lexile Reading Level Range: 890 - 1000

Inte

rmed

iate


En

try

Lev

el


Health Services

A

dvan

ced


Inte

rmed

iate


En

try

Lev

el


Business and Administration

A

dvan

ced


Inte

rmed

iate


En

try

Lev

el


Architecture and Construction

A

dva

nce

d

Lexile Reading Level Range: 1330 – 1500L

Inte

rmed

iate


En

try

Lev

el


Government & Public Administration

Reading Comparison

High School

Students High School

Classroom Materials Personal Use Newspapers

Career Clusters 75th Percentile

1600 x

1500 x

1400 x x

x x

x x x

x x

x x 1300 x

x x

x x x

1200 x

x x x x

1100 1000 900

x

Gra

de

11

& 1

2

Reading Comparison

High School




1600 x

1500 x

1400 x x

x x

x x x

x x

x x 1300 x

x x

x x x

1200 x

x x x x

1100 1000 900

x

Gra

de

11 &

12

Gra

de

11 &

12

Reading Comparison

High School




1600 x

1500 x

1400 x x

x x

x x x

x x

x x 1300 x

x x

x x x

1200 x

x x x x

1100 1000 900

x

Gra

de

11 &

12

Gra

de

11 &

12

Reading Comparison

High School




1600 x

1500 x

1400 x x

x x

x x x

x x

x x 1300 x

x x

x x x

1200 x

x x x x

1100 1000 900

x

Gra

de

11 &

12

Gra

de

11 &

12

Reading Comparison

High School




1600 x

1500 x

1400 x x

x x

x x x

x x

x x 1300 x

x x

x x x

1200 x

x x x x

1100 1000 900

x

Gra

de

11 &

12

Gra

de

11 &

12

Reading Comparison

High School Students

High School Classroom Materials

Personal Use Newspapers Career Clusters 75th Percentile

1600 x

1500 x

1400 x x

x x

x x x

x x

x x 1300 x

x x

x x x

1200 x

x x x x

1100 1000 900

x

Gra

de

11 &

12

Gra

de

11 &

12

Lexile Framework® for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Tex

t L

exil

e M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1,ACT,AP*

* Source of National Test Data: MetaMetrics

Interquartile Ranges Shown (25% - 75%)

Reading Comprehension Strategies

increase student’s comprehension and retention of information

activate student’s prior knowledge to connect with new information

teach / reinforce skills that all good readers normally use

Teaching key reading comprehension strategies for only 15 minutes a week can significantly increase student achievement.

Increase Reading Comprehension by

Instruction in and support for strategiesEngaging discussion of reading contentSet rigorous level for text, conversation,

questions, and vocabularyUse practices to increase motivation and

engagement with reading Use specific instructional strategies for

learning and retention of content

Reading Comprehension Strategies

Affinity Anticipation Guide Cloze Concept Definition Map Cornell Graphic Organizer DR/TA Fishbone K-W-L-S Learning Logs Minute Paper

Pairs-Read Paraphrasing QAR RAFT Reciprocal Teaching Rock Around the Clock SQ3R Structured Note-taking Summarizing Venn Diagram Vocabulary in Context

Essential ELA Skills

Preview text to anticipate content Identify, collect, select pertinent

information while reading Discriminate important ideas from

unimportant ideas while reading Apply, extend, and expand on

information while reading

Tips for Reading Specific Text

Brochures Classified Advertisements Editorials Electronic Mail Employee Handbooks Forms and Applications Graphs and Charts Instructions New Stories Operational Manuals

Illustrations and Captions Primary Sources Reference Books Research Reports Secondary Sources Tables Textbooks Timelines Web Sites

AffinityReading Comprehension Strategy

Concept Definition MapReading Comprehension Strategy

Cornell Graphic

OrganizerReading Comprehension Strategy

Direct Reading Thinking Activity

Reading Comprehension Strategy

DIRECTED READING / THINKING ACTIVITY (DR/TA)

What I know I know:FOCUSFACTSSURE ABOUT

What I think I know:FACTS AND ASSUMPTIONS I THINK I KNOW REVEALS MISINFORMATION UNCLEAR THINKING

What I think I’ll learn:PREDICTFORECAST AROUSES INTEREST

What I know I learned:FACTS LEARNED FROM: READING DISCUSSION

Rock Around The Clock

Reading Comprehension Strategy

SQ3RReading Comprehension Strategy

VENN DIAGRAMReading Comprehension Strategy

K-W-L-SReading Comprehension Strategy

K-W-L-S Chart

K - What We Already

Know

W- What We Want to Learn

L- What We Learned from

Text

S- Still Want to Know

Extra Credit

Three Aspects of DTQ Literacy

1. Previewing the Document or Source

2. UnderstandingTheTask

3. Completing theProcess

Document, Technological,

and QuantitativeLiteracy Sills

Adapted from: Mosenthal, Kirsch, Guthrie, deGeus, Reitman, and Kuzmich

K-W-L for ProseWhat do you

know already?

What do you want to know?

What did you learn?

K-W-L for Documents = P-A-R (Purpose, Action, Results)

What is the purpose of this document?

What do you want to accomplish or what

actions do you need to take?

What were the results of your

actions?

K-W-L for Quantitative Documents= P-A-R (Purpose, Action, Results)

Why did the creators of this document set it up in this format or

array?

What do you know about the format and how can this help you accomplish your task or calculation?

What are the pros and cons of your solution

or conclusion?

Why Content Reading? Expose students to content rich vocabulary

that is directly taught prior to reading to build comprehension.

Use direct instruction for introducing new vocabulary terms.

Enhance vocabulary instruction through interdisciplinary integration and real-world application

Why Content Reading?

Wide reading opportunities each day in different subject areas exposes students to many more words than basal reader or direct vocabulary list instruction

750 – 1500 words vs. 350 words per year

Marzano, 2004

WWW.Lexile.com

The UPC, the most common version of the so-called bar code, wasn't as warmly embraced or as breathtaking as some emerging technologies, but its impact on retailing has been enormous. It saves $17 billion a year in inventory costs, by one estimate, not to mention carpal tunnel syndrome for countless cashiers.

Other technologies, such as radio-frequency identification tags, may one day replace it, but the lowly UPC improved efficiency and supply-chain control almost invisibly. One of the few times it gained media notice at all was in 1992 when President George H.W. Bush marveled at it during a campaign visit to a grocers' convention in Florida. His reaction added to a perception that he was out of touch with the public, because many people were by then well acquainted with the technology.

The rectangle of stripes and numbers has even fused its way into pop culture: In the former Fox television series "Dark Angel," Jessica Alba starred as a genetically altered fighting machine with a bar code branded on the back of her neck.

Human bar-coding is thus far the stuff of science fiction, but the U.S. government uses the symbol in homeland security efforts, and airlines keep track of luggage with it. The Food and Drug Administration several months ago required a version of the bar code to be put on medications to cut errors.

Vocabulary Strategies

Pair/Share: How do you teach vocabulary?

Vocabulary is the Gateway to Inferential Thinking

Most of us learned to teach vocabulary by having students:Write the word several timesFind the definitionWrite it in a sentence

Meta-research from William Nagy, Teaching Vocabulary to Improve Comprehension, ERIC, 2000 reports that…

Verbal Rehearsal

Connect with prior learning

Association method

Think-Pair-Share

Visual Clueing

Post key words

Color code or place with pictures, clip art

Larry Bell’s 12 Powerful Words 1. Trace List in steps 2. Analyze Break apart 3. Infer Read between the lines 4. Evaluate Judge 5. Formulate Create 6. Describe Tell all about 7. Support Back up with details 8. Explain Tell how 9. Summarize Give me the short version10. Compare All the ways they are alike11. Contrast All the ways they are different12. Predict What will happen next

Graphic Organizers

Brain friendly Creates patterns for the brain Supports concept development Multi-purpose Cross content application with little

modification (101 Uses) Motivating to reluctant writers – small

spaces

Frayer Method

Examples Non-examples

Non-linguistic Representation

Use or

Application – put in context

Now write your own definition:

Concept

Array Web

Concept

Parts or Characteristics

Vocabulary Strategies, Writing Strategies and Graphic Organizers

Combine for High Payoff

Add some cooperative grouping and you have instant results based

learning

Writing Strategies

When Students Write

They are obliged to organize concepts,

to place concepts in their own language,

and to connect concepts with their own analogies.

Writing often, several times a week, provides constant reinforcement of the content.

Writing to Learn

1 to 3 minutes at the beginning, during, or at the end of class

Several times a week - Daily

Writing to Learn becomes a habit in the classroom.

Writing in response to course content helps students

Think independently

Develop insight

Explore thoughts and feelings

Develop intellectual courage

Examples of Quick Writes

Learning Logs

Entry and Exit Slips

Prompts for Exit / Entry Slips

What one idea from today’s lesson most interested you? Why?

What was the clearest point? The foggiest point?

What are the main points we made today in class?

If you had to restate the concept in your own terms, how would you do that?

How does today’s discussion build on yesterday’s?

Advantages of Exit / Entry Slips

Check for Student Understanding

Judge if Lesson Needs Re-teaching

Students Gain Confidence

Chance to “Listen” to Students

Develop a Dialogue with Students

Quick Write Prompt

Unit:Topic:Question / Prompt: Key Points:

May Your Moments be Many!

“Educators are addicted to the moment when a student’s eyes light up, when the teaching becomes learning. May your days be filled with such moments.”

Philip Patrick Horenstein

Instructional Strategiesfor

Quadrant D Lessons

Instructional Strategies Brainstorming Cooperative Learning Demonstration Guided Practice Inquiry Instructional

Technology Lecture Note-taking/Graphic

Organizers

MemorizationPresentations/ExhibitionsResearch Problem-based learningProject DesignSimulation/Role-playing Socratic SeminarTeacher Questions Work-based Learning

Selecting Strategies on Rigor/Relevance

Guided PracticeLectureMemorization

Best Strategies for Quadrant A - Acquisition


Cooperative Learning Demonstration Instructional Technology Problem-based Learning Project Design Simulation/Role Playing Work-based Learning

Best Strategies for Quadrant B - Application


Brainstorming Inquiry Instructional Technology Research Socratic Seminar Teacher Questions

Best Strategies for Quadrant C - Assimilation


BrainstormingCooperative Learning Inquiry Instructional TechnologyPresentations/ ExhibitionsProblem-based Learning

Best Strategies for Quadrant D - Adaptation

Project DesignResearchSimulation/Role-

playingSocratic SeminarTeacher QuestionsWork-based

Learning

Selection of Strategies Based on Rigor/Relevance Framework

Views You Can Use

Thank You for Attending the MSSI Institute!

Institute #2 Theme:

Unwrapping Florida’s Next Generation Science Standards

Please Complete anInstitute Evaluation

Next Steps

1. Schedule another site visit with your liaison

2. Implement another Quadrant D lesson

3. Prepare a poster of your lesson for Institute #3

Upcoming Dates

Summer Institute:

August 4th & 5th, 2009

Location: Orlando

Contact Info

Todd Clark - [email protected]

VieVie Baird – [email protected]

John Lockwood - [email protected]

Jim Miles - [email protected]

mailto:[email protected]




Liaison Contact Info

Tom Baird - [email protected]

Beth Geils - [email protected]

Lance King – [email protected]

Craig Seibert - [email protected]





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