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Why do we see such troubling gaps in STEM achievement?

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Why do we see such troubling gaps in STEM achievement?

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How do we help build connections to science with our students and their families, especially from underserved communities?

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How do we help build connections to science with our students and their families, especially from underserved communities?

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What are some effective strategies for differentiation?

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What are some effective strategies for differentiation?

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What does equitable assessment look like in science?

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What does equitable assessment look like in science?

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How do our expectations of students affect them? What are ways to demonstrate high expectations?

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How do our expectations of students affect them? What are ways to demonstrate high expectations?

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Equity in the Next Generation Science Standards

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Equity in the Next Generation Science Standards

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Have you worked with the following?

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Why Just Filling the Pipeline Won't Diversify STEM Fields - Faculty - The Chronicle of Higher Education

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pushor - are schools doing enought to learn about families

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Romero 2016 Study Urges a Movement Away From Traditional STEM Pipelines to Embrace Diversity of STEM Educational

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Look up Thailand student research on Mosquitos:

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Look up Thailand student research on Mosquitos:

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https://www.globe.gov/do-globe/for-students/student-research-reports?p_p_id=commonprojectsportlet_WAR_globegovcmsportlet_INSTANCE_rKob1CQvOcyH&p_p_lifecycle=0&p_p_state=normal&p_p_mode=view&p_p_col_id=column-4&p_p_col_count=1

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Gregg 2015 Deficiencies of Tech's 'Pipeline' Metaphor - The Atlantic

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Six Strategies Designed to Differentiate

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Guest Presenter Dr. Joanna Bruno   "Advancing Coherent & Equitable Systems of Science Education" CDE Presentation on Framework k-12

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Guest Presenter Dr. Joanna Bruno   "Advancing Coherent & Equitable Systems of Science Education" CDE Presentation on Framework k-12

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Launch & Debrief (backwards design)
"I Observed" & "I wonder?"
Should we prioritize our questions? Should we group them?
What should we answer first?
Increases engagement
Your Initial Ideas and Experiences
--Phenomena : What is happening that we need science to explain?
Is the learning about the outcome or the process?  Anchors curriculum and assessments
NGSS Video 'Using Phenomena in NGSS: Use the phenomena up front, not teaching the concept and use the phenomena as an example.
Figure out themselves, not just learn about what others have figured out.
Implementation Fatigue: teachers never get to learn how to implement the concepts because things change
But change is always certain, so learn the core things that don't change.
Phenomena Activity: Groups  with papers
-Phenomena
_Disciplinary Core Idea (DCI)
-Design Challenge
Following Carbon Dioxide Through The Atmosphere Video
Phenomena and various breakout of DCI's
Acheive.inc (research)
Connecting to Students Interest
Framework: Equity Ch 11 p278 (ELL's/All students)
Photo's on your phone
Latest fads
Survey's from home over the weekend
Begin with Unpacking @ PE bundles (Performance Expectations)
www.NGSSPhenomena.com By TJ McKenna of Connecticut
University of Washington & CU Boulder (Research collaboration)
www.stemTeachingTools.org
PLC's Parents, Teachers,
"Why it Matters to You"
>District Staff
>Parents
>Teachers
Reflection Questions
Tools
Recommendations
PD Modules

cde.state.co.us
Revision of Academic Standards
Committee Meetings

NGSS pushes some concepts down one grade from CAS , NGSS has more physics/CAS has more human body

NGSS politics/ Common Core conversations = Highly politicized