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Moving NGSS to KCAS and Beyond
Terry Rhodes
[email protected]
859-585-7762
www.terryrhodes1science.com
AGENDA
 Introductions/Expectations/Targets
 Commissioner’s Statement
 What Exactly is KCAS?
 Reflecting on the Conceptual Shifts in NGSS: T-P-S
 The Architecture of NGSS
 Unpacking vs Deconstruction
 What’s Your Story? Thinking About Bundling
 Resources for Deconstruction
 Deconstruction Work
Norms
• Be an ambassador of “lifelong learning.” Show your
enthusiasm for the work, support the learning of others, be
willing to take risks, participate fully.
• Come to meetings prepared. Be on time, any preparations/
readings completed, with necessary materials.
• Be focused during meetings. Stick to goals/ targets, use
technology to enhance work at hand, limit sidebar
conversations.
• Work collaboratively. All members’ contributions are valued
and honored, seek first to understand, then be understood.
Today’s Targets

I can identify the parts of KCAS

I can reflect on the instructional impact of the NGSS
conceptual shifts

I can analyze the architecture of NGSS

I can contrast Unpacking vs Deconstruction

I can organize performance expectations into bundles

I can deconstruct performance expectations into learning
targets
“The Kentucky Board of Education approved a
motion to support Commissioner Holliday’s plan for
moving ahead with teaching the Next-Generation
Science Standards this fall in every grade, K-12, with
development of a new test for elementary and
middle school occurring after the 2014-15 school
year. While there will be no K-PREP science test in
4th- and 7th-grades in the coming school year,
students will still take science assessments as part of
the EXPLORE (8th grade), PLAN (10th grade), ACT
(11th grade) and End-of-Course (high school) tests.”
Norms
• Be an ambassador of “lifelong learning.” Show your
enthusiasm for the work, support the learning of others, be
willing to take risks, participate fully.
• Come to meetings prepared. Be on time, any preparations/
readings completed, with necessary materials.
• Be focused during meetings. Stick to goals/ targets, use
technology to enhance work at hand, limit sidebar
conversations.
• Work collaboratively. All members’ contributions are valued
and honored, seek first to understand, then be understood.
Kentucky Core Academic Standards
Common Core
State Standards
KCAS
English/
Language Arts
Arts &
Humanities
Vocational
Studies
Math
Science
Social Studies
Technology
Practical Living
Kentucky Core Academic Standards
KCAS
English/
Language Arts
Arts &
Humanities
Vocational
Studies
Math
NGSS
Science
Social Studies
Technology
Practical Living
Kentucky Core Academic Standards
KCAS
English/
Language Arts
Arts &
Humanities
Vocational
Studies
Math
Science
C3
Framework
Social Studies
Technology
Practical Living
Kentucky Core Academic Standards
KCAS
English/
Language Arts
Arts &
Humanities
Vocational
Studies
Math
Science
Social Studies
Technology
Practical Living
NHES/NASPE
Standards
Kentucky Core Academic Standards
KCAS
English/
Language Arts
Arts &
Humanities
Vocational
Studies
Math
Science
Social Studies
Technology
Practical Living
Career and
Technical
Education
Kentucky Core Academic Standards
Program
Review/State
Standards
KCAS
English/
Language Arts
Arts &
Humanities
Vocational
Studies
Math
Science
Social Studies
Technology
Practical Living
REFLECTING ON THE NGSS
CONCEPTUAL SHIFTS
Think-Pair-Share
 Read the text on Conceptual shifts and think about the questions posed
 Pair with a partner and discuss/record responses in boxes
 Share recorded responses with the rest of the table; create one chart per
table to share in gallery walk
INTERPRETING THE ARCHITECTURE
OF THE NEXT GENERATION SCIENCE
STANDARDS
Title and Code
Performance Exp.
Clarification Statement
Assessment
Box
Assessment Boundary
Science and
Engineering Practices
Foundation
Boxes
Science and
Engineering
Practices
DCI
Disciplinary Core
Ideas
Crosscutting
Concepts
Engineering
Component
CoctiEngineering,
Technology and
Applications of
Science; Nature
of Science;
Connections to other
DCI’s
Articulation of DCI’s
Connection
Boxes
CCSS
Connections:
ELE/Literacy and
Mathematics
P.E. Codes
Assessable Component
How
What
Why
Foundation Boxes
Connection Box
VS
Unpacking vs Deconstruction
Life Science Standard
CCD-4.1/POS
Life Science
Standard
NGSS
Components
Core Ideas
Clarification Statement
Assessment Boundary
Practices
XCC
Math Connections
Literacy Connections
Grade Specific
4.1
NGSS
Y
Y
Some
N
N
N
N
Minimal
Y
Y
Y
Y
Y
Y
Y
Y
“Unpacking”
Components
Core Ideas
Clarification Statement
Assessment Boundary
Practices
XCC
Math Connections
Literacy Connections
Grade Specific
Targets
4.1
NGSS
Y
Y
Some
N
N
N
N
Minimal
N
Y
Y
Y
Y
Y
Y
Y
Y
N
“Deconstructing”
Types of Learning Targets
Knowledge
The underlying
facts and concepts
of the discipline
that students need
to know (describe,
explain, recall,
identify)
22
Reasoning
Students use and
apply what they know
to reason and solve
problems (use,
formulate,
Analyze, infer)
23
Skill
Students perform
an action or task
that must be
observed to be
assessed
(measure,
observe, use
equipment)
24
Product
The 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)
25
Your School?
How Do They Go Together?
Thinking About Bundling
 Close Ipads, laptops, phones and Standards
books! NO CHEATING!
 In pairs, choose an envelope with a grade level
(ES/MS) or content (HS) you will teach
 Lay out the strips and begin reading the
Performance Expectations
 Start thinking about how they fit together;
where do they overlap? What PE’s will be bridges
to other concepts?
 Once partners have come to consensus, tape the
strips to chart paper and use markers to write in
additional information such as unit names or
cross-discipline ideas
 Remember…some may go in more than one
place!
 Hang the posters by grade/by school, starting
with K
Gallery Walk
o Look for the flow
o Find the connections
o What’s Your Story??
www.terryrhodes1science.com Click on NGSS, then
Deconstruction Tools
PDF Download
Save to your desktop
Performance Expectation, Clarification Statement, Assessment Boundary
What content needs to be addressed??
What Practices need to be addressed??
What XCC’s need to be addressed?
What else??
Math? Literacy?
Misconceptions?
Long Term Unit Planning
Flowchart for
Deconstructing
Performance
Expectations (PEs)
35
http://concord.org/ngss/
http://www.readworks.org/
Moving NGSS to KCAS and Beyond
Terry Rhodes
[email protected]
859-585-7762
www.terryrhodes1science.com

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