monroe_science content day 1 & 2 power point 2012
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Science Content Day 12012
Kariña L. Monroe
DYS Instructional Coach
413-883-1098
kmonroe@collaborative.org
Do Now Locate the reflection packet in your folder.
Complete the Do Now Reflection
What does your culture
have to do with science
instruction?
Norms
•Be Present- in the now
(Please silence electronics)
•Step up/Step back
•Respect different learning and
processing styles
•Assume good intentions
•Respect time
•Respect confidentiality
•Focus on what we CAN do
•Keep an open mind
Agenda
Standards and Indicators for Effective Teaching
1c. Demonstrate substantial content knowledge and instructional pedagogy related to subject area(s), and an in-depth understanding of adolescent development and how students learn
2d. Differentiate instruction for a diverse group using a PYD/CRP approach
3c. Collaborates effectively with colleagues on a wide range of tasks.
3 a. Demonstrates the capacity to reflect on and improve the educator’s own practice, using informal means as well as meetings with teams and work groups to gather information, analyze data, examine issues, set meaningful goals, and develop new approaches in order to improve teaching and learning.
Essential Question and
Transfer Goal
I can use research-based
strategies to build a positive
culture and increase student
outcomes.
How do all students learn
Science?
Learning and Language Objectives
Know
CRP/PYD
Reflection
Collaboration
Research-based instructional
strategies
Components of Standard 3
Learning and Language Objectives
Understand
How to incorporate research-based strategies
into mini-units and class instruction.
That reflection leads to growth and collaboration.
How the CRP mindset and strategies supports all
learners.
That communication and collaboration improve
student outcomes
Learning and Language Objectives
Do
Incorporate research-based strategies
including CRP/PYD that promote
improved student outcomes into
classroom instruction and well
developed Mini-unit plans.
Reflect, communicate and collaborate
on and about best practices.
Reception Line
Count off by 1-2-1-2-1-2
All the 1s form a large line facing all the 2s
Everyone should be facing someone
Each pair will have one minute to complete
and expand on the following sentence:
Hello my name is ____________________, at
home when I was young learning and
school were…
Rotate to the right and continue until you
have met everyone
3. Demonstrates the capacity to reflect on and improve the educator’s own practice, using informal means as well as meetings with teams and work groups to gather information, analyze data, examine issues, set meaningful goals, and develop new approaches in order to improve teaching and learning. Based on the overall
description of Standard
3, what kinds of indicators
would you expect to see?
Share and Chart
Standard 3 Indicators
Jigsaw
Discuss &
Report
Standard 3
indicators
not
previously
charted
Several ways in which I
can increase my Standard
3 practices are…
KUD Check In & Evaluation
How
are we
doing?
What does a scientist look
and sound like?
Draw/write-share
Display/Gallery/Debrief
Individual Reading
What Successful Science Teachers Do (Chapter 6 excerpt p.152)
Reflection
How can you explore your own cultural identity?
Who are you?
Getting to know your students
Sharing
&
Charting
Strategies
Shout it out!
Chapter 6 Excerpt p.173
While we read this excerpt aloud, when we come across a strategy you have used shout out,
“I’ve got that Monty!”
Sharing of CRP best practices
Think Pair Share
To increase my cultural competence
and student learning I can…
KUD Check In & Evaluation
How
are we
doing?
Maintaining High Expectations
Unwrap and Unpack
Standards Based
Essential
Questions
Transfer Goals
KUDs
Brainstorming
Culturally Responsive
assessments of learning based
on the standards
Unpack and Share
Unpack your
chosen
science
standard
Share on the
ELMO
KUD Check In & Evaluation
How
are we
doing?
Independent
Mini-unit Planning
Time
&
Individual Support
Standards, EQ, Trans
fer and KUDs
Independent
Mini-unit Planning
Time
&
Individual Support
Standards, EQ, Trans
fer and KUDs
C GMini-unit
Share and
Exchange
Gallery walk
with post-it
peer
feedback.
KUD Check In & Evaluation
How
did we
do?
Respond to Reading
Science Content Day 22012
Kariña L. Monroe
DYS Instructional Coach
413-883-1098
kmonroe@collaborative.org
Do Now Locate the reflection packet in your folder.
Complete the Do Now Reflection
What data do you use to
know if students are
learning?
Norms
•Be Present- in the now
(Please silence electronics)
•Step up/Step back
•Respect different learning and
processing styles
•Assume good intentions
•Respect time
•Respect confidentiality
•Focus on what we CAN do
•Keep an open mind
Agenda
Standards and Indicators for Effective Teaching
1c. Demonstrate substantial content knowledge and instructional pedagogy related to subject area(s), and an in-depth understanding of adolescent development and how students learn
2d. Differentiate instruction for a diverse group using a PYD/CRP approach
3c. Collaborates effectively with colleagues on a wide range of tasks.
3 a. Demonstrates the capacity to reflect on and improve the educator’s own practice, using informal means as well as meetings with teams and work groups to gather information, analyze data, examine issues, set meaningful goals, and develop new approaches in order to improve teaching and learning.
Essential Question and
Transfer Goal
I can use research-based
strategies to build a positive
culture and increase student
outcomes.
How do all students learn
Science?
Learning and Language Objectives
Know
CRP/PYD
Reflection
Collaboration
Research-based instructional
strategies
Components of Standard 3
Learning and Language Objectives
Understand
How to incorporate research-based strategies
into mini-units and class instruction.
That reflection leads to growth and collaboration.
How the CRP mindset and strategies supports all
learners.
That communication and collaboration improve
student outcomes
Learning and Language Objectives
Do
Incorporate research-based strategies
including CRP/PYD that promote
improved student outcomes into
classroom instruction and well
developed Mini-unit plans.
Reflect, communicate and collaborate
on and about best practices.
Sharing of classroom routines
best practices
Think Pair Share
Carousel of Strategies What Successful Science Teachers Do
Carousel of Strategies What Successful Science Teachers Do
Sharing Ideas
Reflection
Which strategy will be the most difficult
for you to implement?
Why?
What can you do to change this? How
can you change the above to a strategy
that can work? Who in this room might
be able to help you? Where else might
you find resources?
Grab a laptop or smart phone and explore together
And beyond…
Electronic Resources
KUD Check In & Evaluation
How
Are we
doing?
LUNCH
11:45
to
12:30
Formative Assessments
Formative
Assessments ASCD
Spotlight on Science
WAC text code:
Wonderings, Ah-has
and Concerns
Read: While you read make text notations: “W” for any Wonderings or questions “A” for any Ahas or agreements “C” for any Challenges or comments with which you disagree
Share: After you read, you will share your WACs with your group in Round Robin format (Please remember to respect your colleagues’ air time by staying in order.).
Round 1. Each person shares one of their Wonders
Round 2. Each person shares their Ahas
Round 3. Each person shares their Challenges
Group Discussion: Group discusses what they heard and what it says about the document; Group discusses any new insights that emerged
Whole Group Share: Group shares any remaining questions about the text or any new insights about the document
Debrief Process: How did this process help add meaning to the text?
http://www.youtube.com/watch?v=5x-afGWdcVk&feature=relatedRubric used as a formative assessment tool for lab reports
http://www.youtube.com/watch?v=RBrzQJOM1Ug&feature=plcpWho Cares? Inquiry Strategy 1:32-
3:00, 3:40-4:15 and 4:49-6:60
Brainstorming
Formative Assessment &
Feedback Strategies
Independent
Mini-unit Planning
Time
&
Individual Support
Formative
Assessments and
Student Feedback
Independent
Mini-unit Planning
Time
&
Individual Support
Formative
Assessments and
Student Feedback
C GMini-unit
Share and
Exchange
Gallery walk
with post-it
peer
feedback.
How does your mini-unit reflect
your students?
How will you communicate your
desire to learn more about all
students to the students?
KUD Check In & Evaluation
How
did we
do?
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