What is Patterns?
Presenters: Kristen Harrison & Susan Holveck
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A Multi-District and STEM Hub Collaboration
Link to Powerpoint - https://tinyurl.com/26mh7b86
Oregon Residents Get Paid $50/hour for Attending this Webinar
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Please be sure your Full Name is in the Participant List
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First Name Last Name, School District
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Please put into the Idea Capture Tool:
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As the webinar progresses, please add any additional questions that arise.
Goals for the Sessions
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Participants will learn about:
Why a Common Sequence?
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Curricular Rigor
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“The decision to withhold rigor from some students is one of the most important reasons why schools fail.”
Strong, Silver, & Perini, 2001
Pathway Madness
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Analyze Science Pathways
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Curricular Coherence
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“A systemic failure to teach all children the knowledge they need in order to understand what the next grade has to offer is the major source of avoidable injustice in our schools”
E.D. Hirsch, Jr., renowned American educator
Research Tells Us We Should
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Why Patterns?
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It started in the Beaverton School District in 2011
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Process Overview
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Looked at Data
Common Sequence
Order of Courses
Expand Patterns Beyond Physics
NGSS Alignment
Ongoing revision based on feedback
NGSS Alignment
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| NGSS PE’s | |||
Course | PS | ES | LS | ETS |
Physics | 13 | 5 | | 4 |
Chemistry | 11 | 6 | | 4 |
Biology | | 8 | 28 | 4 |
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PHYSICS
CHEMISTRY
BIOLOGY
Climate Change and Earth Science are integrated into each course
Integrated Engineering and Computational Thinking
Core Ideas of Patterns were laid out in a NSTA article in March 2013
A narrow focus on content alone has the unfortunate consequence of leaving students with naive conceptions of the nature of scienti!c inquiry and the impression that science is simply a body of isolated facts. —NRC 2012, p. 41
Link to Article
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Our Essential Question is….
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How do we find and use patterns in nature to predict the future, make data-informed decisions in the present, and understand the past?
Patterns Approach Steps
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Each Course Builds on the Previous Course
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PHYSICS
CHEMISTRY
BIOLOGY
Key Features of Patterns
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2. Student talk in the role of scientists and engineers drives the instruction.
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3. Storylines create a coherent framework for more rigorous three dimensional learning.
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4. Students explicitly compare and contrast low-evidence to high-evidence predictions to see the value of evidence based reasoning.
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Design Principles
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1. Student-Centered Learning: Student scientists are placed at the center of each course, continually immersed in opportunities to explain phenomena and solve problems.
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2. Collaboration: Student scientists make sense of the world through a systematic, collaborative process.
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3. The Patterns Approach to Inquiry: Student scientists observe, understand, and use patterns and trends in physical and natural systems at multiple scales in order to predict the future, make data-informed decisions in the present, and understand the past. Inquiry activities are designed to take students through a repeated process of the following steps:
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4. The Patterns Approach to Engineering: Student engineers apply and deepen their knowledge of disciplinary core ideas and crosscutting concepts by investigating problems and designing solutions.
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Engineering Projects
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5. Culturally Responsive: Phenomena and design challenges are selected so that student scientists find relevance in the connection between their identities and lives and what is studied in the classroom.
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6. Differentiation: Every student scientist succeeds on differentiated, rigorous tasks.
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7. Language Rich: Science is taught in conjunction with language. Curriculum and instruction emphasize speaking, writing, interacting, reading, and listening, thereby increasing the academic language capacity of all students, and in particular Multilingual Learners.
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8. Three-Dimensional Assessment: A balanced system of formative and summative assessment, that builds towards the performance expectations of the NGSS, provide frequent opportunities for teachers to monitor learning, make instructional adjustments, and assess learning. Assessment opportunities are clearly linked to the standards, and rubrics provide feedback, allowing students to track their progress.
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District, Teacher and Student Impacts
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Impact of Sequence on Teachers
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Impact of Sequence on Districts
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Oregon Districts Implementing Patterns
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Oregon Schools
PD Participants
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NW Schools
PD Participants
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Year 1 WRAP Grant
Portland Public Student Data
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Pilot Year
1st year of Implementation
Impact of Sequence on Students
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1st year of Implementation
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1st year of Implementation
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The role of the STEM Hubs
Portland Metro STEM Partnership &
GO STEM (Greater Oregon STEM)
Connect with your local STEM Hub!
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STEM Hubs:
Role of Collaboration in this Process
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Role
Role
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GO STEM is housed at EOU
PMSP is housed at PSU
Upcoming Webinars
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* HS Science teachers from Oregon are paid $50/hour to attend.
More courses
Webinar - Student Discourse - This is a 2-part webinar held on Wednesdays, September 25 (Part 1) & October 25 (Part 2) from 4:00 - 5:30 pm. Participants should plan on attending both sessions to receive the maximum benefit.
PLC - Equitable Grading - This is for teachers who want to either begin or deepen their equitable grading practices. This is an all year PLC. It is meant to provide the opportunity for learning and implementation for the topics that will be discussed in the PLC. Each topic will have 2 sessions, so teachers will have the opportunity to dive deeply.
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Ticket Out the Door
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Questions?
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Please contact us:
Kristen Harrison - kristen.harrison@pdxstem.org
Susan Holveck - susan.holveck@pdxstem.org