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Use the Padlet to document your work this year in your PLC.  Some possible questions to guide you today are below?

1. What do you expect your students to learn?
2. What does your student data tell you?
3. What student engagement strategy have you decided upon? Why?
4. What lesson have you decided to focus on?  Why?

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Hi Biology Group!! Let’s get started.

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Possible Ideas for Student Engagement Strategies

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Possible Ideas for Student Engagement Strategies

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Inquiry

Collaborative Learning

Flipped/Blended Learning

Formative Assessment

Differentiation

Classroom Culture

Project-based learning

Classroom Space

Student Creation

Questioning Strategies

Class Discussion

Promoting Student-Student Discourse

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Science Specific Ideas ( NSTA NGSS science practices) 

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Science Specific Ideas ( NSTA NGSS science practices) 

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Theses have skill continum rubrics as well.

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The practices describe behaviors that scientists engage in as they investigate and build models and theories about the natural world and the key set of engineering practices that engineers use as they design and build models and systems. The NRC uses the term practices instead of a term like "skills" to emphasize that engaging in scientific investigation requires not only skill but also knowledge that is specific to each practice. Part of the NRC's intent is to better explain and extend what is meant by "inquiry" in science and the range of cognitive, social, and physical practices that it requires. Although engineering design is similar to scientific inquiry, there are significant differences. For example, scientific inquiry involves the formulation of a question that can be answered through investigation, while engineering design involves the formulation of a problem that can be solved through design. Strengthening the engineering aspects of the Next Generation Science Standards will clarify for students the relevance of science, technology, engineering and mathematics (the four STEM fields) to everyday life.

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The NSTA Next Generation Science Standards Hub offers information, resources, news, professional learning opportunities, and expert advice in understanding and implementing the Next Generation Science Standards - NGSS

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Fred Vital
Dave Lewis
Shana McNamee
Kristin Lisjak
Dick Heberton
Kathleen Gibson

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PHYSICS PLC:   Dylan, Kurt, Dan

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Rob, Janet, Christine, Ann, Michelle, Dave, Guy, Lauren
Each person will choose a different strategy to try in the classroom before the next PLC, using “Facing History.org” as a possible source.

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We believe that physics is challenging for our students because of the counter-intuitive nature of some of the fundamental ideas and concepts.  In a effort to promote a more student-centered environment, we will be using online simulations (that some students can use with their iPads) to help students learn.  Sometime these simulations will be used as homework assignments, sometimes in a “flipped classroom” model, sometimes in place of teacher-centered instruction, and sometimes as formative performance assessment.  By altering our implementation methods, we believe we will effectively increase student learning and engagement in our classrooms.

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Goals:

Teachers will focus on using digital platforms to increase student scientific literacy and foster independent learning growth.

Students will demonstrate improvement in their close data analysis and evidence-based writing by independently investigating science phenomena.

Existing student data suggests that students struggle with identifying patterns from large data sets, analyzing models of science phenomena, and linking cross-cutting concepts.

Our strategy of instruction will be to provide students opportunities to independently research science content on a digital platform. Through my implementation of a digital platform for student learning, 100% of students will improve in their ability to analyze data and make claims based on scientific evidence.  Through my use of a digital assessment I will be able to monitor student growth on their independent learning.

Based on student data, lessons that offer opportunities for students to create, analyze data and make conclusions will provide students the resources to improve their independent learning skills.

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I am going to try the alphabet brainstorm with microscopes.

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I am going to try the alphabet brainstorm with microscopes.

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Next week as a review of the microscopes students will sit at their group and use the alphabet and for each letter say one aspect that they found important- the group with the most letters used wins.

For example-
A- aperture
B- Base
C- Coarse Adjustment Knob
D- Diaphragm
E- Electron Microscope
F- Fine Focus Adjustment Knob
G-
H- Hooke (improved microscope)
I-
J-
K-
L- Light Source
M- Magnification
N- Nosepiece
O- Objective Lenses
P-
Q-
R- Resolving Power
S- Scanning Electron Microscope
T- Transmission Electron Microscope
U-
V-
W-
X-
Y-
Z-
Total Points- 14/26 in 3 minutes.

To

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I will implement the strategy of a cafe conversation between proton, electron, and neutron (3).  They will have to make a conversation to present to another group where then they will be a group of 6 and will have to add another aspect which involves incorporating an ionic and covalent bond to their stories/plays.

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I will use this strategy at the end of a journal entry.  Students will watch something with a writing prompt and then after they complete their writing they will sit at a back table and each student will listen to each other’s journals- as a group they will write down on a wipe board 3 main take always.  Then from there students will share with the entire class.  Then as a group start a new activity building off that concept.  This works well with the scientific method and the journal my students watch about the importance of sleep on homeostasis from a 60 minutes clip, then they will devise an experiment and address the IV, DV, CVs, EG, and CG for how sleep is affected by a particular factor (age, caffeine, melatonin, etc).

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Janet Here!!  I am going to try ASIGNING ROLES FOR GROUP WORK.
Using documents/worksheets for biochem. I am going to assign roles as manager, speaker, reflector, and recorder. I feel that in group work, some students take the lead, where others just let their collegues do all the work. Using roles, I am hoping this increases student engagement as it will hold all students accountable.

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For the biochemistry test review session, I’m going to use a slightly modified version of Give One, Get One.  Students will first post questions they have about the concepts and material in the unit on the board (Near Pod Collaborate board).  Students will then choose two or three (more if they want) questions for which they will give the answer, and two or three questions they would like to get answers for.

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ASR Case Study

I used a case study on scientific method and literacy with my ASR class, which worked extremely well as a unifying activity for building community in our class.  I was impressed by the high level of scientific talk among the group members; they were engaged, and followed a series of steps.  The whole case study took about 6 full class periods; followed by a whole class discussion.  The students learned that even though a product may be backed by scientific research, they need to question that research critically.

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Lauren - We are utilizing CER paragraphs in our classroom for lab analysis instead of traditional lab reports. Students will be collecting data in various experiments, making claims, using evidence from the experiment to support the claim, and explaining the evidence using scientific concepts learned in class. This paragraph is a concise little summary which emphasizes both data analysis and understanding of that data.

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Reviewing for quizzes and tests is always a time crunch. I have been making these puzzles for a while. They can review lots of topics/definitions in a short amount of time.
The downfall is they take a while to make and not easy to edit. These are great for topics done year after year.

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Working with giving the students images and allow the students to analyze the image.  The students will then share their thoughts and interpretations with the class.
Ellen suggested even trying to incorporate images from our Art department that may apply.

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Being able to decode images and to subsequently write about them in an articulate and meaningful way has never been as important as it is in a day and age in which online identities are as, if not more, important than physical ones: resumes are electronic, bosses frequently search Facebook to check out prospective employees, and email and video communication has replaced many paper-based mediums.

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Forensic Science

Padlet should prove to be useful when the classes are doing their crime scene projects, so they can share their ideas and documents in planning.

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Had students use a Give One/Get One strategy to talk to each other first about questions they had regarding their unit test. We came back together as a class and discussed any questions that no one found an answer for; only had one.

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Lauren and Michelle - CER and mitosis

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In the Reproduction unit will plan on using a Jigsaw to discuss how the structure and function of the human reproduction system parallels the fact that humans live and reproduce on land as opposed to in water.

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Prior to teaching the steps of mitosis, I had students brainstorm a list of barriers that a cell faces before it divides into two genetically identical cells. Students then come up with possible solutions to the barriers. In pairs, students generate models of mitotic cell division. The focus is not on accurately depicting each step of mitosis, but whether students can logically come up with and depict solutions to the barriers a cell faces when dividing. I like this as an intro to cell division because it pushes students to generate ideas through higher order thinking rather than modeling the facts they’ve already been taught .

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Démo on surface area:

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https://padlet.com/cdockum/oebndhk1s47u

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How to make the CER process more collaborative

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How to make the CER process more collaborative

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Looking for ways to make the “Reasoning” part of CER more interactive between students.  I was considering a rebuttal process, but am not sure if the students could handle that.