Kentucky Teacher Leadership Networks An Opportunity for Enhancing Teacher Classroom Practice

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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 - PowerPoint PPT Presentation

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Kentucky Teacher Leadership Networks An Opportunity for Enhancing Teacher Classroom PracticeNetworks are not just about learning the standards:Characteristics of Highly Effective Teaching and Learning Assessment LiteracyKentucky Core Academic StandardsLeadership: Building capacity within your school/districtTeachers 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 Networks Goal!)Procrastination ModePanic Mode

Carole1Kentucky Core Academic StandardsSocial Studies UpdateImportant Content of the Social Studies Teacher Leader Networks:Social Studies C3 Framework (builds the vision of the standards)KCAS Social Studies StandardsLiteracy in History/Social Studies StandardsCharacteristics of Highly Effective Teaching and Learning in Social Studies (effective instructional practices and connection to TPGES)Assessment Literacy for Social Studies TeachersLeadership for Social Studies TeachersKVEC Social Studies Network Meeting Dates:January 24th; February 28th; March 28th; June 4thRegistration Process: Identified Social Studies District Administrators will receive information within the next two weeksTeachers MUST complete an on-line registration form

Carole2STLN Update

Science and Engineering Practices1. Asking questions (science) and defining problems (engineering)2. Developing and using modelsPlanning and carrying out investigationsAnalyzing and interpreting data

5. Using mathematics and computational thinking6. Constructing explanations (science) and designing solutions (engineering)7. Engaging in argument from evidence8. Obtaining, evaluating, and communicating information

Have them do the Practices probe. 4Teaching Exampleshttps://www.teachingchannel.org/videos/ninth-grade-biology-lessonhttps://www.teachingchannel.org/videos/science-lesson-on-lightChallenge Based Learning video

Unpacking or deconstructing the standards. First step in making connection between standards and curriculum, instruction, and assessment. Compare to ELA and Mathmuch easier and more thoughtfully put together.6

KnowledgeThe underlying facts and concepts of the discipline that students need to know (describe, explain, recall, identify)

Reasoning

Students use and apply what they know to reason and solve problems (use, formulate, analyze, infer)

Skill

Students 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)

This series illustrates how to deconstruct the standards into knowledge, reasoning, skills, and products.11KnowledgeReasoningPerformance SkillProductReproduction 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

KnowledgeReasoningPerformance SkillProductReproduction 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!Why no skills: evidence should be provided so they dont actually gather the data themselves for this.Why no products? Constructing an explanation isnt an actual producteven though it may be written. The goal isnt the paper itself, but whether they can use evidence to develop their explanation.15KnowledgeReasoningReproduction 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 organismsKnowledgeReasoningI 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.

Remember that student friendly only happens in the context of your classroom. You may have to break these down further (e.g. I can tell ways that plant and animal life cycles are unique. This means I can tell how different organisms have their own special life cycles that are different from other organisms.)16You Do!Work in small groups to deconstruct the following standards:

Elementary3-LS3-1

Compare your deconstruction with other groups.Give time for discussion about difficulty of task, any issues that came up, etc.Talk about teaching standards as a unit, although we have just deconstructed one at a time (e.g. the same target may come out of more than one standard. Does that mean you have to teach it twice?) Would the target you deconstructed constitute a unit?17PlanDoReview