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NYC Science Fall 2011
NYC Science Fall 2011
NYC Science Fall 2011
NYC Science Fall 2011
NYC Science Fall 2011
NYC Science Fall 2011
NYC Science Fall 2011
NYC Science Fall 2011
NYC Science Fall 2011
NYC Science Fall 2011
NYC Science Fall 2011
NYC Science Fall 2011
NYC Science Fall 2011
NYC Science Fall 2011
NYC Science Fall 2011
NYC Science Fall 2011
NYC Science Fall 2011
NYC Science Fall 2011
NYC Science Fall 2011
NYC Science Fall 2011
NYC Science Fall 2011
NYC Science Fall 2011
NYC Science Fall 2011
NYC Science Fall 2011
NYC Science Fall 2011
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NYC Science Fall 2011

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  1.  
  2. <ul><li>Welcome, Introductions, and Goals for the Day </li></ul><ul><li>Reconnect/Reflect </li></ul><ul><li>GPS: Graduation Performance System </li></ul><ul><li>ISSN Science Performance Outcomes </li></ul><ul><li>Common Core Standards </li></ul><ul><li>Literacy Strategies </li></ul><ul><li>Lesson Sharing </li></ul><ul><li>Campus Debrief/Planning </li></ul>
  3. <ul><ul><ul><li>Name </li></ul></ul></ul><ul><ul><ul><li>What you teach </li></ul></ul></ul><ul><ul><ul><li>Where you teach </li></ul></ul></ul><ul><ul><ul><li>“ I stand for [name of student]” </li></ul></ul></ul>Introductions
  4. <ul><ul><ul><li>You’ve been teaching more than 1 year </li></ul></ul></ul><ul><ul><ul><li>You’ve been teaching more than 3 years </li></ul></ul></ul><ul><ul><ul><li>You’ve been teaching more than 5 years </li></ul></ul></ul><ul><ul><ul><li>You’ve been teaching more than 10 years </li></ul></ul></ul><ul><ul><ul><li>You’ve been teaching more than 15 years </li></ul></ul></ul>Please remain standing if . . .
  5. <ul><ul><ul><li>Network </li></ul></ul></ul><ul><ul><ul><li>Share and collaborate around Science instruction </li></ul></ul></ul><ul><ul><ul><li>Identify challenges & strategies to overcome them </li></ul></ul></ul><ul><ul><ul><li>Leave with new ideas to help your students </li></ul></ul></ul><ul><ul><ul><li>Share your gifts: give a little – get a lot! </li></ul></ul></ul>Goals for the Day
  6. <ul><ul><ul><li>Inspiration: Why did you become a science teacher? </li></ul></ul></ul><ul><ul><ul><li>Frustration: What are some challenges you face in teaching science to students? </li></ul></ul></ul><ul><ul><ul><li>Motivation: What keeps you going in face of those challenges? </li></ul></ul></ul>Reconnect/Reflect Please respond to each prompt on a different sticky note
  7. <ul><ul><ul><li>Find a partner – someone you haven’t met yet </li></ul></ul></ul><ul><ul><ul><li>Introduce yourselves </li></ul></ul></ul><ul><ul><ul><li>Share and discuss your responses to the 3 questions </li></ul></ul></ul><ul><ul><ul><li>At the signal, say “thank you” and find a new partner – repeat the process (total of 3 times) </li></ul></ul></ul>Party Mixer Protocol
  8.  
  9.  
  10. “ Global competence is the capacity and disposition to understand and act on issues of global significance. ” Veronica Boix Mansilla and Anthony Jackson, Educating for Global Competence: Preparing Our Youth to Engage the World , 2011 “ Earth at Night ” CC by cote on Flickr
  11. Global Leadership Performance Outcomes <ul><li>Investigate the World: Students investigate the world beyond their immediate environment </li></ul><ul><li>Recognize Perspectives: Students recognize their own and others’ perspectives </li></ul><ul><li>Communicate Ideas: Students communicate their ideas effectively with diverse audiences </li></ul><ul><li>Take Action: Students translate their ideas into appropriate actions to improve conditions </li></ul>
  12. Global Leadership Performance Outcomes
  13. Investigate the World Recognize Perspectives Take Action Communicate Ideas All Content Area Performance Outcomes are now organized into the 4 Global Competency domains:
  14. Investigate the World Recognize Perspectives Take Action Communicate Ideas In Science, how do students . . . ?
  15. Investigating the World and Recognizing Different Perspectives “ Sometimes the world seems upside down ” CC by jen_maiser on Flickr
  16. Communicating Ideas and Taking Action 42601677.10 CC by torres21 on Flickr
  17. Science Performance Outcomes <ul><li>Investigate the World: Students use scientific procedures and disciplines to investigate natural and human global phenomena. </li></ul><ul><li>Recognize Perspectives: Students interpret and discuss scientific data in the context of complex global systems. </li></ul><ul><li>Communicate Ideas: Students discuss global implications of scientific ideas, research, or inquiry results and personal reflections. </li></ul><ul><li>Take Action: Students translate scientific inquiry or research results into actions intended to increase awareness and improve global conditions. </li></ul>
  18. Please Count Off by 4 . . .
  19. <ul><ul><li>For each performance outcome in your assigned domain, please describe what it looks like and sounds like in the classroom and give specific examples of learning activities that address that outcome. </li></ul></ul><ul><ul><li>Looks like . . . Sounds like . . . Examples </li></ul></ul>Create a 3-Column Chart
  20. Investigate the World Recognize Perspectives Take Action Communicate Ideas How do you address the ISSN Performance Outcomes in your specific science course ?
  21. <ul><ul><li>Focusing on your assigned domain of the Science Performance Outcomes . . . </li></ul></ul><ul><ul><li>Identify the connections/intersections you find between the Common Core Standards for Literacy in Science and the ISSN Performance Outcomes </li></ul></ul><ul><ul><li>Create a Venn diagram to represent your findings </li></ul></ul>Examine the Common Core Standards
  22. <ul><ul><ul><li>S tudent Choice Are there options for students to make choices about content, process, and/or product within this task? </li></ul></ul></ul><ul><ul><ul><li>A uthentic Is this task asking students to do something adults do in the “real world”? </li></ul></ul></ul><ul><ul><ul><li>G lobal How are students being asked to investigate the world, recognize multiple perspectives, communicate effectively, and/or take action? </li></ul></ul></ul><ul><ul><ul><li>Public E xhibition of Learning How will students have the opportunity to present their learning to an authentic audience? </li></ul></ul></ul>S.A.G.E. The Elements of Quality Task Design
  23. <ul><ul><li>Presenter provides context for lesson (2 min) </li></ul></ul><ul><ul><li>Participants read document(s) and take notes (5 min) </li></ul></ul><ul><ul><li>Participants ask clarifying questions – “Just the facts, Ma’am” (3 min) </li></ul></ul><ul><ul><li>In rounds, participants respond to the lesson (10 min) </li></ul></ul><ul><ul><ul><li>I like . . . , I notice . . . , I wonder if . . . ? </li></ul></ul></ul><ul><ul><ul><li>I could use [specific aspect] in my class by . . . [describe] </li></ul></ul></ul>Lesson Sharing Protocol
  24. Something I Learned A Question I Still Have What Worked for Me Today Suggestions for Next Time Reflection on the Day
  25. www.issnny.ning.com Join school, region, & content area groups! Sign up for the ISSN Ning (online network) Check out the Asia Society resources online www.asiasociety.org/education

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