Kentucky Teacher Leadership Networks An Opportunity for Enhancing Teacher Classroom Practice

• Networks are not just about learning the standards:– Characteristics of Highly Effective Teaching and Learning – Assessment Literacy– Kentucky Core Academic Standards– Leadership: Building capacity within your school/district– Teachers Professional Growth and Effectiveness System (TPGES)

• Research: 30-120 hours of Professional Learning to change teacher practice

• The 3 Modes of Change: – Planning/Proactive Mode (The Network’s Goal!)– Procrastination Mode– Panic Mode

Kentucky Core Academic StandardsSocial Studies Update

Important Content of the Social Studies Teacher Leader Networks:– Social Studies C3 Framework (builds the vision of the standards)– KCAS Social Studies Standards– Literacy in History/Social Studies Standards– Characteristics of Highly Effective Teaching and Learning in Social Studies

(effective instructional practices and connection to TPGES)– Assessment Literacy for Social Studies Teachers– Leadership for Social Studies Teachers

• KVEC Social Studies Network Meeting Dates:– January 24th; February 28th; March 28th; June 4th

• Registration Process: • Identified Social Studies District Administrators will receive information

within the next two weeks• Teachers MUST complete an on-line registration form

STLN Update

Science and Engineering Practices

1. Asking questions (science) and defining problems (engineering)

2. Developing and using models

3. Planning and carrying out investigations

4. Analyzing and interpreting data

5. Using mathematics and computational thinking

6. Constructing explanations (science) and designing solutions (engineering)

7. Engaging in argument from evidence

8. Obtaining, evaluating, and communicating information

Teaching Examples

• https://www.teachingchannel.org/videos/ninth-grade-biology-lesson

• https://www.teachingchannel.org/videos/science-lesson-on-light

• Challenge Based Learning video

KnowledgeThe underlying

facts and concepts of the discipline that students need

to know (describe,

explain, recall, identify)

ReasoningStudents use and apply what they know to reason

and solve problems (use, formulate, analyze, infer)

SkillStudents perform an action or task

that must be observed to be

assessed (measure,

observe, use equipment)

ProductThe product itself is

the focus of the standard and there

must be a product to determine if the

student can create it (constructs, creates,

develops)

Knowledge Reasoning Performance Skill Product

Reproduction is essential for every kind of organism to exist

Plants and animals have unique life cycles

Life cycles include being born (sprouting), growing, becoming adults, reproducing, and dying

Life cycles of plants and animals have similar features and are predictable

Patterns are scientific evidence

Knowledge Reasoning Performance Skill Product

Reproduction is essential for every kind of organism to exist

Plants and animals have unique life cycles

Life cycles include being born (sprouting), growing, becoming adults, reproducing, and dying

Life cycles of plants and animals have similar features and are predictable

Patterns are scientific evidence

Use evidence to compare plant and animal life cycles

Use evidence to construct explanations of plant and animal life cycles

Use patterns to make predictions about life cycles based on those of other organisms

No Skills!

No Products!

Knowledge ReasoningReproduction is essential for every kind of organism to exist

Plants and animals have unique life cycles

Life cycles include being born (sprouting), growing, becoming adults, reproducing, and dying

Life cycles of plants and animals have similar features and are predictable

Patterns are a type of scientific evidence

Use evidence to compare plant and animal life cycles

Use evidence to construct explanations of plant and animal life cycles

Use patterns to make predictions about life cycles based on those of other organisms

Knowledge ReasoningI can explain why reproduction is important.

I can tell ways that plant and animal life cycles are unique.

I can describe the parts of a life cycle.

I can explain why life cycles can be used to make predictions.

I can describe how scientists use patterns as evidence.

I can use evidence to compare plant and animal life cycles.

I can use evidence to explain plant and animal life cycles.

I can use patterns I see in the life cycle of an organism to make predictions about the life cycle of another organism.

You Do!

Work in small groups to deconstruct the following standards:

• Elementary—3-LS3-1

Compare your deconstruction with other groups.

PlanDo

Review