monroe_science content day 1 & 2 power point 2012

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Science Content Day 1 2012 Kariña L. Monroe DYS Instructional Coach 413-883-1098 [email protected]

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Page 1: monroe_Science content day 1 & 2 power point 2012

Science Content Day 12012

Kariña L. Monroe

DYS Instructional Coach

413-883-1098

[email protected]

Page 2: monroe_Science content day 1 & 2 power point 2012

Do Now Locate the reflection packet in your folder.

Complete the Do Now Reflection

What does your culture

have to do with science

instruction?

Page 3: monroe_Science content day 1 & 2 power point 2012
Page 4: monroe_Science content day 1 & 2 power point 2012

Norms

Page 5: monroe_Science content day 1 & 2 power point 2012

•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

Page 6: monroe_Science content day 1 & 2 power point 2012

Agenda

Page 7: monroe_Science content day 1 & 2 power point 2012

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.

Page 8: monroe_Science content day 1 & 2 power point 2012

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?

Page 9: monroe_Science content day 1 & 2 power point 2012

Learning and Language Objectives

Know

CRP/PYD

Reflection

Collaboration

Research-based instructional

strategies

Components of Standard 3

Page 10: monroe_Science content day 1 & 2 power point 2012

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

Page 11: monroe_Science content day 1 & 2 power point 2012

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.

Page 12: monroe_Science content day 1 & 2 power point 2012

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

Page 13: monroe_Science content day 1 & 2 power point 2012

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

Page 14: monroe_Science content day 1 & 2 power point 2012

Standard 3 Indicators

Jigsaw

Discuss &

Report

Standard 3

indicators

not

previously

charted

Page 15: monroe_Science content day 1 & 2 power point 2012

Several ways in which I

can increase my Standard

3 practices are…

Page 16: monroe_Science content day 1 & 2 power point 2012
Page 17: monroe_Science content day 1 & 2 power point 2012

KUD Check In & Evaluation

How

are we

doing?

Page 18: monroe_Science content day 1 & 2 power point 2012

What does a scientist look

and sound like?

Draw/write-share

Display/Gallery/Debrief

Page 19: monroe_Science content day 1 & 2 power point 2012

Individual Reading

What Successful Science Teachers Do (Chapter 6 excerpt p.152)

Reflection

How can you explore your own cultural identity?

Who are you?

Page 20: monroe_Science content day 1 & 2 power point 2012

Getting to know your students

Sharing

&

Charting

Strategies

Page 21: monroe_Science content day 1 & 2 power point 2012

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!”

Page 22: monroe_Science content day 1 & 2 power point 2012

Sharing of CRP best practices

Think Pair Share

Page 23: monroe_Science content day 1 & 2 power point 2012

To increase my cultural competence

and student learning I can…

Page 24: monroe_Science content day 1 & 2 power point 2012

KUD Check In & Evaluation

How

are we

doing?

Page 25: monroe_Science content day 1 & 2 power point 2012
Page 26: monroe_Science content day 1 & 2 power point 2012

Maintaining High Expectations

Unwrap and Unpack

Standards Based

Essential

Questions

Transfer Goals

KUDs

Page 27: monroe_Science content day 1 & 2 power point 2012

Brainstorming

Culturally Responsive

assessments of learning based

on the standards

Page 28: monroe_Science content day 1 & 2 power point 2012

Unpack and Share

Unpack your

chosen

science

standard

Share on the

ELMO

Page 29: monroe_Science content day 1 & 2 power point 2012

KUD Check In & Evaluation

How

are we

doing?

Page 30: monroe_Science content day 1 & 2 power point 2012

Independent

Mini-unit Planning

Time

&

Individual Support

Standards, EQ, Trans

fer and KUDs

Page 31: monroe_Science content day 1 & 2 power point 2012
Page 32: monroe_Science content day 1 & 2 power point 2012

Independent

Mini-unit Planning

Time

&

Individual Support

Standards, EQ, Trans

fer and KUDs

Page 33: monroe_Science content day 1 & 2 power point 2012

C GMini-unit

Share and

Exchange

Gallery walk

with post-it

peer

feedback.

Page 34: monroe_Science content day 1 & 2 power point 2012

KUD Check In & Evaluation

How

did we

do?

Page 35: monroe_Science content day 1 & 2 power point 2012

Respond to Reading

Page 36: monroe_Science content day 1 & 2 power point 2012

Thank You

Kariña L. Monroe

[email protected]

413-883-1098

Page 37: monroe_Science content day 1 & 2 power point 2012

Science Content Day 22012

Kariña L. Monroe

DYS Instructional Coach

413-883-1098

[email protected]

Page 38: monroe_Science content day 1 & 2 power point 2012

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?

Page 39: monroe_Science content day 1 & 2 power point 2012
Page 40: monroe_Science content day 1 & 2 power point 2012

Norms

Page 41: monroe_Science content day 1 & 2 power point 2012

•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

Page 42: monroe_Science content day 1 & 2 power point 2012

Agenda

Page 43: monroe_Science content day 1 & 2 power point 2012

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.

Page 44: monroe_Science content day 1 & 2 power point 2012

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?

Page 45: monroe_Science content day 1 & 2 power point 2012

Learning and Language Objectives

Know

CRP/PYD

Reflection

Collaboration

Research-based instructional

strategies

Components of Standard 3

Page 46: monroe_Science content day 1 & 2 power point 2012

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

Page 47: monroe_Science content day 1 & 2 power point 2012

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.

Page 48: monroe_Science content day 1 & 2 power point 2012

Sharing of classroom routines

best practices

Think Pair Share

Page 49: monroe_Science content day 1 & 2 power point 2012
Page 50: monroe_Science content day 1 & 2 power point 2012

Carousel of Strategies What Successful Science Teachers Do

Page 51: monroe_Science content day 1 & 2 power point 2012
Page 52: monroe_Science content day 1 & 2 power point 2012

Carousel of Strategies What Successful Science Teachers Do

Page 53: monroe_Science content day 1 & 2 power point 2012

Sharing Ideas

Page 54: monroe_Science content day 1 & 2 power point 2012

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?

Page 55: monroe_Science content day 1 & 2 power point 2012

Grab a laptop or smart phone and explore together

And beyond…

Electronic Resources

Page 56: monroe_Science content day 1 & 2 power point 2012

KUD Check In & Evaluation

How

Are we

doing?

Page 57: monroe_Science content day 1 & 2 power point 2012

LUNCH

11:45

to

12:30

Page 58: monroe_Science content day 1 & 2 power point 2012

Formative Assessments

Formative

Assessments ASCD

Spotlight on Science

WAC text code:

Wonderings, Ah-has

and Concerns

Page 59: monroe_Science content day 1 & 2 power point 2012

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?

Page 60: monroe_Science content day 1 & 2 power point 2012

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

Page 61: monroe_Science content day 1 & 2 power point 2012

Brainstorming

Formative Assessment &

Feedback Strategies

Page 62: monroe_Science content day 1 & 2 power point 2012

Independent

Mini-unit Planning

Time

&

Individual Support

Formative

Assessments and

Student Feedback

Page 63: monroe_Science content day 1 & 2 power point 2012
Page 64: monroe_Science content day 1 & 2 power point 2012

Independent

Mini-unit Planning

Time

&

Individual Support

Formative

Assessments and

Student Feedback

Page 65: monroe_Science content day 1 & 2 power point 2012

C GMini-unit

Share and

Exchange

Gallery walk

with post-it

peer

feedback.

Page 66: monroe_Science content day 1 & 2 power point 2012

How does your mini-unit reflect

your students?

How will you communicate your

desire to learn more about all

students to the students?

Page 67: monroe_Science content day 1 & 2 power point 2012

KUD Check In & Evaluation

How

did we

do?