1 of 33

IOWA SCIENCE COACHING NETWORK

2.5.19: Developing the Science and Engineering Practices in students through the use of the Claims-Evidence-Reasoning framework

Webinar begins at 9:00am

https://bit.ly/2DRc9Co

2 of 33

Practice using the chat

(Located at the bottom of the screen)

Share your name and district

3 of 33

Welcome!

Who’s in the room?

Please post your name and email address on the Padlet.

Open the Padlet - https://goo.gl/S5cgzN

Please post a question you currently have about NGSS OR a CELEBRATION working with NGSS!!

It will be helpful to have the Zoom and the presentation https://bit.ly/2DRc9Co open on your desktop.

4 of 33

Who we are

Amy Johannsen- Science Instructional Coach, Southeast Polk HS

@JoChemSEP

Eric Hillman- Science Instructional Coach, Southeast Polk JH

@Hillman_SEP

Science@aealearningonline.org

@scicoachnetwork Google+ Community

5 of 33

Our Website- bit.ly/scinetwork

6 of 33

Our Website- bit.ly/scinetwork

7 of 33

Our Website- bit.ly/scinetwork

8 of 33

Our Website- bit.ly/scinetwork

9 of 33

Our Website- bit.ly/scinetwork

10 of 33

Our Purpose

Provide support specific to science standards and best practices

Share resources used to coach teachers

Share resources to provide PD to teachers

Provide a space for coaches to pose questions of other coaches

Provide new learning for all members

11 of 33

LEARN. SHARE. REFLECT.

12 of 33

Who we are

Lewis Central CSD located in Council Bluffs

Cheryl Ryan: Middle School Instructional Coach (4 years)

Middle School Math (1 year)

Upper Elementary (7 years)

Primary (8 years)

cryan@lewiscentral.org

Kim Jones: Curriculum and Instruction Coordinator (and sidekick today)

kjones@lewiscentral.org

SWH - CER: Our History

13 of 33

LEARN. SHARE. REFLECT.

14 of 33

Finding Commonalities and Defining CER Terms

The struggle with evidence and reasoning...

How do we support student thinking?

We’ve had some struggles along the way with CER, so a lot of coaching work has been dedicated to it.

We’ve had teachers who have stated their students were weak in reasoning.

As I dug deeper, I found that the teachers didn’t have a common understanding of the terms, which prompted a PD.

This pic shows how middle school teachers from science, SS, and a couple of math Ts on the side, converged their thinking into a common understanding of CER terms (still a work in progress, especially our definition of E).

I am pushing them to think about evidence as being the data that’s deemed relevant to support or refute a claim.

During the same PD, our science team went on to discuss differences in “explanation and argumentation,” and how CER plays into each of them→ Explanation is personal, argumentation is public.

SO, how do we support student thinking? Well, this question led us into a study of the SEPs.

15 of 33

Coach Facilitated Learning Around the SEPs

16 of 33

CER Thinking Embedded in the SEPs

17 of 33

Continuation of the SEPs...

18 of 33

Diving Deeply into a Practice

19 of 33

LEARN. SHARE. REFLECT.

20 of 33

In-depth book study has led to a “discovery” between the SEPs, CER framework, and the knowledge process.

Book study resource:

Helping Students Make Sense of the World Through Next Generation Science and Engineering Practices by Schwarz, Christine & Passmore, Cynthia & Reiser, Brian. (2017).

*Graphic from page 66.

21 of 33

SEPs Explicitly Assessed Thru Student Performance

I made this chart from the tallies showing per grade level and then as a building.

It was clear that if we were going to dive into learning the practices more deeply, Developing and Using Models & Constructing Explanations and Designing Solutions (heart of CER) were good ones to tackle first.

As a coach, I made it a point to remember 2 things:

1) This is about assessing students on these; ALL SEPs need to be occurring throughout, just not assessed throughout.

2) We need to find single vs. multiple opportunity practices, and place importance on single ones (i.e. 8th grade ESS is only place where asking questions and defining problems is assessed. So as an 8th grade teacher, I would insert teacher think alouds to model the practice, provide opportunities for students to practice it, and give lots of teacher feedback on the practice to students throughout).

Southeast Polk HS and MS version

22 of 33

Questions Matrix link → Questions Matrix for Coaching Science

Helping science teachers address this struggle while making sense of CER/SWH/NGSS in our curriculum.

23 of 33

LEARN. SHARE. REFLECT.

24 of 33

Identify-Learn-Reflect example using the Student Centered Coaching Record.

25 of 33

Science Conferring Card

Created after having a science teacher observe conferring in a math class and a language arts class.

26 of 33

Science Planning Template with 3-D Check

→ Who is/should be carrying the cognitive load?

27 of 33

Resources:

Helping Students make Sense of the World through Next Generation Science and Engineering Practices (Schwarz, Christine & Passmore, Cynthia & Reiser, Brian. (2017)
Bozeman Science
SEPs and CCCs Assessed Thru Student Performance
Questions Matrix
Student-centered Coaching Record
Science Conference Card
Lesson Template

28 of 33

Recap

29 of 33

Recap

LEARN - Embedding the CER framework in the SEPs

SHARE

REFLECT

30 of 33

Recap

LEARN - Embedding the CER framework in the SEPs

SHARE - Book-study graphic, SEP/CCC sheet, coaching� matrix

REFLECT

31 of 33

Recap

LEARN - Embedding the CER framework in the SEPs

SHARE - Book-study graphic, SEP/CCC sheet, coaching� matrix

REFLECT - Shared several resources to reflect with � teachers

32 of 33

ACT

33 of 33

Future webinars

MINK - Feb. 7th THIS THURS!

March 26, 2019- Eddyville-Blakesburg - elementary disciplinary literacy

April 18, 2019- Mississippi Bend/Bettendorf/Davenport - using a tuning protocol around � common assessments

Interested in future webinars? bit.ly/iascience