January/February 2018 – Vol. 31 No. 2

Science Resolutions

Posted: Tuesday, January 3rd, 2012

by Donna Ross

It is that time of year again. A period of reflection and promise.  Many of us are examining our chocolate consumption, exercise regimes, spending habits, and closet organization. But, this can also be a chance to look beyond your personal habits. I encourage you to use this opportunity to think about your professional resolutions, too.  I’ve included some ideas and strategies to get you started, but you should adapt this to fit your own circumstances.

Elementary

Resolve to include more science.

Consider how much instructional time you dedicate to science each week. Make a measureable commitment to increase it. For example: I will teach at least four hours of science each week.

Resolve to make science a priority.

Consider how to model a high value for science in your classroom. For example: I will teach science before 1:00 pm so that my instruction in science does not get postponed or rushed at the end of the day.

Resolve to help students see the connections between science and the real world.

Consider how to make the science lessons relevant to students’ lives. For example: I will listen to students’ questions about the everyday world and incorporate one of their questions into a science experiment each week.

Resolve to help students understand the nature of science.

Consider how well students understand that asking questions and gathering evidence are at the heart of the discipline. For example: I will design at least one science investigation each month in which students can modify the question they investigate to make it more meaningful.

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Secondary

Resolve to make the connection between class and careers obvious.

Consider how likely students are to understand how coursework relates to career opportunities. For example: In each unit, I will show a brief video montage of careers that use these science skills and concepts.

Resolve to include hands-on investigations, labs, and field experiences.

Consider how representative students’ understanding of the nature of the discipline will be, based on the balance of seatwork, lab work, fieldwork, lectures, and exams in class. For example: Each week I will include a combination of at least three hours of field or lab experiences.

Resolve to use multiple measures of assessment.

Consider how all students are best able to demonstrate their understanding of the material. For example: I will include a creative component in each exam so that students who struggle with English can draw or model some of their responses.

Resolve to continue shifting higher order thinking to the students.

Consider how many decisions students make in each investigation and increase the control given to the students. For example: I will steadily increase the number of decisions the students make about which variables to change, which questions to investigate, which data to collect, how to record the data, and how to analyze the data.

Keeping your resolutions

Have you ever noticed the gym is crowded in January, but in February it is back to normal? Keeping our resolutions is harder than making them. Professional resolutions are just like personal ones. Here are a few hints for sticking to all of your new goals.

  • Make the resolutions specific and measureable and include a timeline.
  • Include others in your plan, both to share in the process and to hold yourself accountable.
  • Post your resolutions where you will see them often.
  • Set up reminders and a method to track your progress. Anticipate obstacles and develop solutions.
  • Build in rewards (but perhaps you shouldn’t choose hot fudge sundaes if your personal resolution is to lose weight)!
  • And, remember to be kind to yourself. If you slip, refocus and start again. The best teachers are continually striving to improve.

Have a great, science-filled 2012!

Donna Ross is associate professor of science education at San Diego State University and is CSTA’s 4-year college director.

Written by Donna Ross

Donna Ross is Associate Professor of Science Education at San Diego State University.

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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…

Written by Guest Contributor

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.

Find Your Reason to Engage

Posted: Monday, January 15th, 2018

by Jill Grace

I was recently reflecting on events in the news and remembered that several years ago, National Public Radio had a story about a man named Stéphane Hessel, a World War II French resistance fighter, Nazi concentration camp survivor, and contributor to the United Nation’s Universal Declaration of Human Rights. The story focused on a book he had published, Time for Outrage (2010).

In it, Hessel makes the argument that the worst attitude is indifference:

“Who is in charge; who are the decision makers? It’s not always easy to discern. We’re not dealing with a small elite anymore, whose actions we can clearly identify. We are dealing with a vast, interdependent world that is interconnected in unprecedented ways. But there are unbearable things all around us. You have to look for them; search carefully. Open your eyes and you will see. This is what I tell young people: If you spend a little time searching, you will find your reasons to engage. The worst attitude is indifference. ‘There’s nothing I can do; I get by’ – adopting this mindset will deprive you of one of the fundamental qualities of being human: outrage.  Our capacity for protest is indispensable, as is our freedom to engage.”

His words make me take pause when I think of the status of science in the United States. A general “mistrust” of science is increasingly pervasive, as outlined in a New Yorker article from the summer of 2016. Learn More…

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Written by Jill Grace

Jill Grace

Jill Grace is a Regional Director for the K-12 Alliance and is President of CSTA.