January/February 2018 – Vol. 31 No. 2

Planning STEM-Based Professional Development – A Behind the Scenes Look

Posted: Friday, December 11th, 2015

by Myra Pasquier

Committing to the planning of 15+ hours of teacher professional development in Science content for the California NGSS Early Implementer Institute that took place in Vista, California last summer was a daunting task. One major advantage was the collaboration that took place between my team members – Stephen Tsui, PhD, physics professor at California State University, San Marcos, and Kathryn Schulz, Regional Director of the San Diego Science Project. Our mission: put together a 5th Grade Physical Science content story line (also known as a Conceptual Flow) featuring the structure and properties of matter and its interactions. The story needed to be aligned with the Next Generation Science Standards and Common Core State Standards (CCSS) for both Mathematics and Language Arts, modeling the cross-curricular elements of (STEM) education.

With our mission envelope tucked under our arm, we started the brainstorming process of developing a Conceptual Flow for our story that would unfold for the teachers. With piles of multi-colored sticky notes, chart paper, and sharpies as our tools we embarked on our task. Different sized concept notes scattered the chart paper and were in constant motion as we debated back and forth about their placement in the story. Were the concepts appropriate for our objectives? Did they make the story flow and be seamless? Was the story complete with a beginning, a middle, and an end? As hours went by, and the Conceptual Flow began to take shape, a sense of euphoria grew from a combination of fatigue and exhilaration at our accomplishments. And this was just the beginning.

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When we were satisfied with our Conceptual Flow, we labeled the elements according to Disciplinary Core Ideas (DCI), Science and Engineering Practices (SEP), and Crosscutting Concepts (CCC). Although several SEPs fit, we decided that developing and using models was the most overarching when looking at the core science idea of the week: matter and its interactions (specifically, 5-PS1-4). We also worked with the CCC lenses of energy and matter, and patterns through which to examine our content. One of our greatest challenges was determining the depth and breadth of our content. Although we were tasked to train 5th grade teachers, the objective of our team was not to simply provide materials for 5th grade content but rather to help prepare these adults in developing their own learning sequences for students. Since these were adult learners, we wanted them to feel comfortable with their content, and therefore drew from not only 5th grade NGSS material but also some middle and high school standards.

The next step was to plan the STEM based activities that fit the conceptual flow story line. The difficulty here was not in the number of things that we could try. Because every member of our team had a science background and expertise in pedagogy, the torrent of ideas poured onto sticky notes indiscriminately. The challenge was identifying those activities that not only supported the NGSS and CCSS in our conceptual flow but also integrated STEM elements. We persevered, and with our parameters set, our indiscriminate pile of activity sticky notes became smaller and began to take an organized form. The science element was easiest, given our content background, and the math easily partnered with it. The technology and engineering portions were more of a challenge because most of our content focus was on the fundamental physics and chemistry of matter on the molecular and subatomic scale; interactions that are directly unobservable by the naked eye but leave plenty of evidence in their wake. It was a given that the activities had to be hands-on and inquiry-based, but they also needed to be applicable to real world problems and provide explanations for natural phenomena.

One of our engineering process activities called for the separation of substances in a heterogeneous mixture through the use of some kind of filtering system. Our participants had to plan, design, build and test their filter systems. In the case of exploring phenomena, participants poured cups of liquid nitrogen into trash bags and discussed how the volume change in the bags could be explained by phase changes in matter due to the effect of thermal energy on particle motion and spacing at the molecular level. Using online resources like the University of Colorado, Boulder PhET Interactive Simulations website helped further visualize and clarify these models of molecular movement and spacing. We couldn’t necessarily make each activity meet all our intended STEM elements, so we used activities that met as many as we possibly could.

When planning professional development, I am always terrified that we will not have enough activities for the number of hours we have. There is nothing worse than thinking that you’ll finish what is supposed to be a three-hour session in half the time and being left with a room full of educators staring back at you expecting more. Fortunately, as has happened every single time I have been part of a team like this, we over planned – and that was a good thing, but then the fear became whether we would be able to do all the activities needed to tell the whole story. We wanted to make sure that our participants got the most out of their professional development. We managed to complete most of our activities, and even though we had to sacrifice a few for the sake of time, we would like to think that our participants left that Friday with their brains filled near to bursting with knowledge and eager to start the new school year ready to begin to implement NGSS. We strongly believe that their students will be so much better off because their teachers were willing to spend one week of their all-too-brief summer being students themselves.

As for my team, would we go through the hours and hours of planning again next summer? The answer is a resounding yes!

The process we went through actually mimics what a teacher would have to consider when planning for instruction in NGSS. It works for adults as well as younger students.

  • Who can you collaborate with? Doing this with colleagues makes for a richer product.
  • Consider a story-line format for laying out concepts in a unit (DCI’s, CCC’s, and SEP’s)
  • What phenomenon speaks to the story line and will pique student interest and provide opportunities for hands-on investigations?
  • Consider entry-points for CCSS math and language arts standards that can both support NGSS and provide another context for student learning making for an authentic STEM experience.
  • Find hands-on activities and experiences that match the intent of your story line.

Myra Pasquier is a 7th/8th grade Science teacher at Suva Intermediate School in the Montebello Unified School District and is a member of CSTA. She can be reached at Pasquier_Myra@montebello.k12.ca.us

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Written by NGSS Early Implementer

NGSS Early Implementer

In 2015 CSTA began to publish a series of articles written by teachers participating in the California NGSS k-8 Early Implementation Initiative. This article was written by an educator(s) participating in the initiative. CSTA thanks them for their contributions and for sharing their experience with the science teaching community.

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California Science Test Academy for Educators

Posted: Thursday, February 15th, 2018

California Science Test Academy for Educators

To support implementation of the California Science Test (CAST), the California Department of Education is partnering with Educational Testing Service and WestEd to offer a one-day CAST Academy for local educational agency (LEA) science educators, to be presented at three locations in California from 8:30 a.m. to 3:30 p.m. As an alternative to traveling, LEA teams can participate virtually via WebEx on one of the dates listed below.

The dates and locations for the CAST Academy are as follows:

  • Monday, April 23, 2018—Sacramento
  • Wednesday, April 25, 2018—Fresno
  • Thursday, April 26, 2018—Irvine

The CAST Academy will help participants develop a deeper understanding of the assessment design and expectations of the CAST. The academy also will provide information and activities designed to assist educators in their implementation of the California Next Generation Science Standards and three-dimensional learning to help them gain an understanding of how these new science assessment item types can inform teaching and learning. The CAST Academy dates above are intended for school and district science instructional leaders, including teacher leaders, teacher trainers, and instructional coaches. Additional trainings will be offered at a later date specifically for county staff. In addition, curriculum, professional development, and assessment leaders would benefit from this training.

A $100 registration fee will be charged for each person attending the in-person training. Each virtual team participating via WebEx will be charged $100 for up to 10 participants through one access point. Each workshop will have the capacity to accommodate a maximum of 50 virtual teams. Each virtual team will need to designate a lead, who is responsible for organizing the group locally. Registration and payment must be completed online at http://www.cvent.com/d/6tqg8k.

For more information regarding the CAST Academy, please contact Elizabeth Dilke, Program Coordinator, Educational Testing Service, by phone at 916-403-2407 or by e‑mail at caasppworkshops@ets.org.

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

Accelerating into NGSS – A Statewide Rollout Series Now Accepting Registrations

Posted: Friday, January 19th, 2018

Are you feeling behind on the implementation of NGSS? Then Accelerating into NGSS – the Statewide Rollout event – is right for you!

WHO SHOULD ATTEND
If you have not experienced Phases 1-4 of the Statewide Rollout, or are feeling behind with the implementation of NGSS, the Accelerating Into NGSS Statewide Rollout will provide you with the greatest hits from Phases 1-4!

OVERVIEW
Accelerating Into NGSS Statewide Rollout is a two-day training geared toward grade K-12 academic coaches, administrators, curriculum leads, and teacher leaders. Check-in for the two-day rollout begins at 7:30 a.m., followed by a continental breakfast. Sessions run from 8:00 a.m. to 4:15 p.m. on Day One and from 8:00 a.m. to 3:30 p.m. on Day Two.

Cost of training is $250 per attendee. Fee includes all materials, continental breakfast, and lunch on both days. It is recommended that districts send teams of four to six, which include at least one administrator. Payment can be made by check or credit card. If paying by check, registration is NOT complete until payment has been received. All payments must be received prior to the Rollout location date you are attending. Paying by credit card secures your seat at time of registration. No purchase orders accepted. No participant cancellation refunds.

For questions or more information, please contact Amy Kennedy at akennedy@sjcoe.net or (209) 468-9027.

REGISTER

http://bit.ly/ACCELERATINGINTONGSS

DATES & LOCATIONS
MARCH 28-29, 2018
Host: San Mateo County Office of Education
Location: San Mateo County Office of Education, Redwood City

APRIL 10-11, 2018
Host: Orange County Office of Education
Location: Brandman University, Irvine

MAY 1-2, 2018
Host: Tulare County Office of Education
Location: Tulare County Office of Education, Visalia

MAY 3-4, 2018
Host: San Bernardino Superintendent of Schools
Location: West End Educational Service Center, Rancho Cucamonga

MAY 7-8, 2018
Host: Sacramento County Office of Education
Location: Sacramento County Office of Education Conference Center and David P. Meaney Education Center, Mather

JUNE 14-15, 2018
Host: Imperial County Office of Education
Location: Imperial Valley College, Imperial

Presented by the California Department of Education, California County Superintendents Educational Services Association/County Offices of Education, K-12 Alliance @WestEd, California Science Project, and the California Science Teachers Association.

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

The Teaching and Learning Collaborative, Reflections from an Administrator

Posted: Friday, January 19th, 2018

by Kelly Patchen

My name is Mrs. Kelly Patchen, and I am proud to be an elementary assistant principal working in the Tracy Unified School District (TUSD) at Louis Bohn and McKinley Elementary Schools. Each of the schools I support are Title I K-5 schools with about 450 students, a diverse student population, a high percentage of English Language Learners, and students living in poverty. We’re also lucky to be part of the CA NGSS K-8 Early Implementation Initiative with the K-12 Alliance. Learn More…

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Written by NGSS Early Implementer

NGSS Early Implementer

In 2015 CSTA began to publish a series of articles written by teachers participating in the California NGSS k-8 Early Implementation Initiative. This article was written by an educator(s) participating in the initiative. CSTA thanks them for their contributions and for sharing their experience with the science teaching community.

2018 CSTA Conference Call for Proposals

Posted: Wednesday, January 17th, 2018

CSTA is pleased to announce that we are now accepting proposals for 90-minute workshops and three- and six-hour short courses for the 2018 California Science Education Conference. Workshops and short courses make up the bulk of the content and professional learning opportunities available at the conference. In recognition of their contribution, members who present a workshop or short course receive 50% off of their registration fees. Click for more information regarding proposals, or submit one today by following the links below.

Short Course Proposal

Workshop Proposal Learn More…

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

CSTA’s New Administrator Facebook Group Page

Posted: Monday, January 15th, 2018

by Holly Steele

The California Science Teachers Association’s mission is to promote high-quality science education, and one of the best practice’s we use to fulfill that mission is through the use of our Facebook group pages. CSTA hosts several closed and moderated Facebook group pages for specific grade levels, (Elementary, Middle, and High School), pages for district coaches and science education faculty, and the official CSTA Facebook page. These pages serve as an online resource for teachers and coaches to exchange teaching methods, materials, staying update on science events in California and asking questions. CSTA is happy to announce the creation of a 6th group page called, California Administrators Supporting Science. Learn More…

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From time to time CSTA receives contributions from guest contributors. The opinions and views expressed by these contributors are not necessarily those of CSTA. By publishing these articles CSTA does not make any endorsements or statements of support of the author or their contribution, either explicit or implicit. All links to outside sources are subject to CSTA’s Disclaimer Policy: http://www.classroomscience.org/disclaimer.