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Syracuse High

3rd Grade example focused on forces involved in paper copters
by

Tyson Grover

on 7 May 2018

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Transcript of Syracuse High

Science
5th Grade Examples
Prediction
Observations
Outcome
What will happen
What did happen & WHY
Science
There is not a right answer at this level.

Finish the activity with students analyzing their own yard or a park to find the best soil for plants based on their experiences.
Now we want to let them

Discover!

ASK:
What else could affect grass growing?

Learning about the world
Science
Engineering
Math
Technology
Figuring out the natural world

Solving problems

Gathering

Reasoning

Communicating
Engineering
Identifying

Designing


Implementing
Practice + Content + Cross Cutting Concepts
Science
Gathering

Reasoning

Communicating

What is your vision
for science education?

Tyson Grover
tgrover@dsdmail.net
801-864-8604
http://www.dsdscience.org/
http://www.seedstorylines.org
Language Arts
Integration of Practices
Art
Teaching
Learning
Doing
Focus
on what?
Episode
What did we figure out?
What new questions
do we have?
Criteria
Students Gather, Reason, & Communicate
Evaluate
(Assessment)
Engage
with Phenomena,
Problems, Events, or Issues
&
Develop Questions
Episode 1
Episode 2
Episode 3
Episode 4
Episode 5
Episode 6
Episode 7
Storyline
Students
explore
,
explain
, &
expand

on their questions
Wonder, Sense Making, and Solving
Asking questions
Developing and using models
Planning and carrying out investigations
Analyzing and interpreting data
Using mathematical and computational thinking
Constructing explanations and designing solutions
Engaging in argument from evidence
Obtaining, evaluating, and communicating information
WONDER
SENSE MAKING
SOLVING
A feeling of surprise mingled with admiration, caused by something beautiful, unexpected, unfamiliar, or inexplicable.
All Great Teachers are...
Scientists and Engineers
Cause
Effect
"Possible" problem a teacher might find themselves facing:
PROBLEM
:
Consistently get 36 totally different students to wonder, make sense of the world, and solve its problems while also accurately measuring their progress towards state standards.
Possible Solutions
?
of Learning

6-8th Leadership training
K-6 STEM Endorsement (leadership)

6-8th STEM practices trainings
9-12th Leadership training
K-5 intro to STEM trainings

6-8 STRAND trainings (230 teachers 6-8th grade)
DCT Groups (160 teachers K-12)
STEM Endorsement (120 teachers K-6)
Online Content Courses (~150 6-8th grades)

6th-8th grade support

2015-16
2016-17
2014-15
Number of teachers engaged in process
~1000
Total teachers supported
?
How do we create an environment that fuels this kind of thinking?
Questions
Practices
Evidence
Explanations
Phenonenon
Overview of the day
8:00- 9:10 Presentation on DTL in science in Davis

9:10 - 9:40 Observations

9:40 - 9:50 Debrief with the group on observations

9:50 - 10:10 Travel to Fairfield Jr - Meet in the Library

10:10-10:30 Observations

10:30 - 10:50: Future plans for DTL in Davis and State Support

10:55 - 11:25 Lunch - Q and A session with Teachers

11:25 - 11:30 Final thoughts and questions

Goals for the day
Understand the current changes in science education.
Experience how digital tools can support great science education
Get an overview of Science DTL in Davis and how it supports students and teachers
Walk away with access to the Davis DTL resources
Understand the future of Science DTL in Davis

3- Dimensional Learning
Classroom Environment
Individual Student
Do they know what they are trying to figure out?
How are they framing their thinking
What practice(s) are they working on?
How is technology supporting this environment?
Student tasks allow for creativity and personalization
Student tasks require communication of ideas and understanding individually and at a group level
Student tasks promote collaboration on constructing ideas and developing conceptual understanding
Students are engaging in constructing their thoughts on a concept at a variety of levels and with a variety of sources of information.
What is Science
Plan and carry out an investigation
to gather evidence for what
causes

the orbital

patterns
we observed.

3- Dimensional Learning
Classroom Environment
Individual Student
Do they know what they are trying to figure out?
How are they framing their thinking
What practice(s) are they working on?
Student tasks allow for creativity and personalization
Student tasks require communication of ideas and understanding individually and at a group level
Student tasks promote collaboration on constructing ideas and developing conceptual understanding
Students are engaging in constructing their thoughts on a concept at a variety of levels and with a variety of sources of information.
Plan for teaching in a 3-dimensional learning format
Create a plan for a student centered classroom
Create clear connected sequences of learning for every standard of multiple preps.
Collaborate with their teams
Create common formative assessments
Evaluate student learning data from those assessments and identify students needing intervention or enrichment.
Create and provide options for these students they have just identified as needing intervention or enrichment.
Create and implement a plan for providing individualized instruction
Keep all students moving towards the performance expectation.
Create online organized learning management systems [LMS] for all their classes.
Incorporate instructional technology into lessons
Grade student work quickly and correctly
Give timely feedback to every student
Communicate frequently with their parents
Meet with parents before or after school
Answer student questions before or after school
Run bus duty
Attend IEP meetings
Run school teams
Take a productivity to lower class sizes
Run committees
Raise money for programs and enrichment
Not sit at their desk and furiously try to get ahead while the students are occupied for a min
Focus on and engage with students

Which is why they got into this in the first place.
Teacher contract time
7:45 - 3:15
450min/day
90 min
360 min
How can Digital Teaching and Learning Help Here
Plan for teaching in a 3-dimensional learning format
Create a plan for a student centered classroom
Create clear connected sequences of learning for every standard of multiple preps.
Collaborate with their teams
Create common formative assessments
Evaluate student learning data from those assessments and identify students needing intervention or enrichment.

Create and provide options for these students they have just identified as needing intervention or enrichment.
Create and implement a plan for providing individualized instruction
Keep all students moving towards the performance expectation.

Create online organized learning management systems [LMS] for all their classes.
Incorporate instructional technology into lessons
Grade student work quickly and correctly
Give timely feedback to every student
Communicate frequently with their parents
Professional
Learning
Curriculum
Supports
Devices
Time - site based
Full Curriculum in 3D Model
LMS Structure for curriculum
Item banks for CFA creation
3 year roll out of devices for science departments
Professional
Learning
Curriculum
Supports
Device
Support
Time for PLC
Collaboration
40 devices
to every science department over the next three years
Seedstorylines.org

CANVAS templates

CFA Item Banks
SEEdStorylines.org
CANVAS Class Templates
Utah Curriculum Consortium
LEARN Smart - personalized content
DTL Curriculum Trainings
Collaborative Team Meetings
Yammer & Facebook groups
Site based training and support
40 devices to every secondary science department over 3 years
Funds for supporting school teams to meet, plan, and learn at the site level.
DTL Science Supports Progression
Future Plans for
Digital Teaching and Learning
in SCIENCE
K-5 Curriculum

K-5 LMS integration

Changes in format for easier use

CFA banks in creation

Digital Tools resource pages

More Personalization
LEARNSmart - adaptive software

13,956 visitors
264,434 Site Visits
SEEDStorylines DATA
1. Patterns
2. Cause and Effect
3. Scale, Proportion, and Quantity
4. Systems and System Models
5. Energy and Matter in Systems
6. Structure and Function
7. Stability and Change of Systems

Let them do science
Asking questions
Developing and using models
Planning and carrying out investigations
Analyzing and interpreting data
Using mathematical and computational thinking
Constructing explanations and designing solutions
Engaging in argument from evidence
Obtaining, evaluating, and communicating information
Science
Skills-Practices

to students?
4 platforms of 3-Dimensional learning
What is
3D science
Has attended
some 3D training
Trying
3D science
Is good at incorporating the 3-Dimensions together in an isolated activity
Incorporating
Phenomenon
& Problems
Realizing that a coherent 3D instructional sequence centered on making sense of phenomenon or solving problems is vital to conceptual understanding
Jedi Master
What struggles will you face moving to Jedi Master status?
Science & Engineering Practices
Asking questions and identifying problems
Developing and using models
Planning and carrying out investigations
Analyzing and interpreting data
Using mathematical and computational thinking
Constructing explanations and designing solutions
Engaging in argument from evidence
Obtaining, evaluating, and communicating information
Cross Cutting Concepts
1. Patterns
2. Cause and Effect
3. Scale, Proportion, and Quantity
4. Systems and System Models
5. Energy and Matter in Systems
6. Structure and Function
7. Stability and Change of Systems


Performance Expectation
Cross Cutting Concepts
Conceptual understanding
of
Core Ideas
Science
& Engineering
Practices
Questions
Practices
Evidence
Explanations
Phenonenon
Full transcript