heads up was the topic for today's collaborative meeting.
Karin Grisham from New Boston ISD was the presenter, and will be for the next couple (I think) of meetings. It is my understanding that we will delve deeper into the heads up curricula during these meetings.
The curricula is on six dvds and 7 cds. The project was funded by a grant that ended this summer. I have no idea exactly what this means as far as updates to the program.
There are six modules targeted at middle school health and science. Below are the module titles;
Genes, Health and You
Diabetes/Cardiovascular Disease
Nutrition/Physical Activity
The Nervous System
Advanced Genetics
The Immune System and Infectious Diseases
At first glance the topics aren't linked to any of the 6h or 8th grade TEKS. Perhaps, future training and exploration will prove me wrong. Most of the topics could be linked to 7th grade without much stretching at all.
The multi-media (Kirk; videos!) portion is o.k. It has good information, interviews with science professionals, and some good demonstration video (ex. dissection of an eye). Some of the videos are up to 30 minutes in length. Preview them first. Some will put you to sleep almost as fast as they would put the kids to sleep (not that this is always a bad thing.) Some of them are really pretty good. I watched an interview with a strength training coach for the Houston Texans (all of this was produced in Houston) that was impressive. He mentions that he had wanted to play pro ball, but that didn't work for him and he was fortunate to land a job in the area he was in without the "proper" coursework / connections.
The lessons / activities / labs / whatever you want to call them that we worked through seemed pretty good. I saw a handful that I will do pretty much "straight off the disk." I really enjoyed the "your beating heart" "lab". Ms. Hollenshead offered the addition of a bit of carbon monoxide to kill the heart as the lab progressed. (o.k., she didn't mention killing only oxygen deprivation I took the extra step to the kill level). Mr. Glossup and I discussed an engage of a bit of music; your cheatin' heart. In the music vein; Curtis Grimes is Ms. Hollenshead's nephew, and she says to check him out.
Heather Morgan from Miller Grove ISD talked about science journals. She had some nice ideas with a powerpoint. I was listening instead of writing, but Heather said she would get Lacy (Clarice) the file and Lacy said she would post it on pbworks. Of course Lacy and Karen said that they would post files from last month's training there too. And... nothing yet, except the excel file with everyone's picture. Anyhoo... I liked the idea and format. I'll have to press Lacy or Heather one as I would like to use this format if Coach ordered the comp books.
quote of the day!
silence is golden,
duct tape is silver.
Texas HOT jobs http://www.texashotjobs.org/
looks to be pretty slick, especially for those of you that like to share "science jobs in life" gives a snapshot of a science job with salary, projected outlook, path to that career, and much more.
online stopwatches / timers http://www.online-stopwatch.com/
Wednesday, August 11, 2010
Saturday, July 31, 2010
elps
July 30, 2010
Today's binder; ELPS Academy for teachers of science
Leonard Beles was the presenter for the morning session with Karen Phillips for the afternoon.
We received a few books today, ELPS Flip Book, Navigating the ELPS in the Science Classroom, and Hard-to-Teach Biology Concepts.
The Navigating the ELPS appears to be a good resource book. It includes state law about servicing ELL. It also has strategies / activities to use with ELL. The flip book will be more useful with the ELL. Using TELPAS ratings you can see a snapshot of what the kid can do and what the teacher can do to help the child learn.
One of the big points that Beles made was dealing with the comfort level of the student. As the comfort level increases the output will also. If the student is uncomfortable or afraid of ridicule then output will be virtually nil.
I would like to get Beles to agree to a podcast to go over at least some of the information. I can't do justice to any part of his presentation. I may also try and get a bilingual teacher on at the same time. The two of them would be able to provide a lot to those of us that weren't ever ELL.
another interesting idea;
take pictures of your word wall and put the words in a digital frame (just pulled at random $15). The ELL could take this to his desk and use as a review for vocabulary test. You could also take pictures of labs for those that miss lab work to review.
Today's binder; ELPS Academy for teachers of science
Leonard Beles was the presenter for the morning session with Karen Phillips for the afternoon.
We received a few books today, ELPS Flip Book, Navigating the ELPS in the Science Classroom, and Hard-to-Teach Biology Concepts.
The Navigating the ELPS appears to be a good resource book. It includes state law about servicing ELL. It also has strategies / activities to use with ELL. The flip book will be more useful with the ELL. Using TELPAS ratings you can see a snapshot of what the kid can do and what the teacher can do to help the child learn.
One of the big points that Beles made was dealing with the comfort level of the student. As the comfort level increases the output will also. If the student is uncomfortable or afraid of ridicule then output will be virtually nil.
I would like to get Beles to agree to a podcast to go over at least some of the information. I can't do justice to any part of his presentation. I may also try and get a bilingual teacher on at the same time. The two of them would be able to provide a lot to those of us that weren't ever ELL.
another interesting idea;
take pictures of your word wall and put the words in a digital frame (just pulled at random $15). The ELL could take this to his desk and use as a review for vocabulary test. You could also take pictures of labs for those that miss lab work to review.
Thursday, July 29, 2010
biology eoc July 27, 28, 29
TEA binder #2 along with TEA powerpoint.
End of Course testing comes into play 2011-2012. TEA says the tests will be much more rigorous than previous tests. "fewer, clearer, deeper" is repeated as far as information about the questions.
Students will need to pass three science tests (or score a minimum number of points on the three whereby they could do well on one fail one and still be able to graduate).
The question as to whether or not one should take IPC should not be taken lightly. IPC is not going to be tested. There will be tests for biology, chemistry, and physics. If a student takes IPC freshman year and one science class per year after freshman they will be banking on passing a test the spring of their senior year to be eligible to graduate if they aren't on the minimum graduation plan. If on the minimum graduation plan a student would take IPC (no test) and Biology (EOC) and would only have to pass the one EOC test.
Methods to help kids were discussed including word walls, defining using the Frayer model, more group work, and hands on activities in the classroom. 40% of classtime should be lab or field investigations.
Another idea was shared; having kids create videos demonstrating labs. This would help enrich curriculum for some kids and if shown prior to a lab would reinforce the instructions for the lab and give the students a clearer picture as to how to proceed with the lab. This would require some planning ahead, but would certainly be workable.
a few added nuggets;
a couple of books:
Science Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction, and Learning
Teaching Gifted Kids in the Regular Classroom: Strategies and Techniques Every Teacher Can Use to Meet the Academic Needs of the Gifted and Talented
Glen Wokenfeld performing Food Chains a musical lecture is linked in posting below
using formative assessments fairly often to gauge student learning (can help indicate need for RtI or ELPS work)
oil from algae from Solazyme
End of Course testing comes into play 2011-2012. TEA says the tests will be much more rigorous than previous tests. "fewer, clearer, deeper" is repeated as far as information about the questions.
Students will need to pass three science tests (or score a minimum number of points on the three whereby they could do well on one fail one and still be able to graduate).
The question as to whether or not one should take IPC should not be taken lightly. IPC is not going to be tested. There will be tests for biology, chemistry, and physics. If a student takes IPC freshman year and one science class per year after freshman they will be banking on passing a test the spring of their senior year to be eligible to graduate if they aren't on the minimum graduation plan. If on the minimum graduation plan a student would take IPC (no test) and Biology (EOC) and would only have to pass the one EOC test.
Methods to help kids were discussed including word walls, defining using the Frayer model, more group work, and hands on activities in the classroom. 40% of classtime should be lab or field investigations.
Another idea was shared; having kids create videos demonstrating labs. This would help enrich curriculum for some kids and if shown prior to a lab would reinforce the instructions for the lab and give the students a clearer picture as to how to proceed with the lab. This would require some planning ahead, but would certainly be workable.
a few added nuggets;
a couple of books:
Science Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction, and Learning
Teaching Gifted Kids in the Regular Classroom: Strategies and Techniques Every Teacher Can Use to Meet the Academic Needs of the Gifted and Talented
Glen Wokenfeld performing Food Chains a musical lecture is linked in posting below
using formative assessments fairly often to gauge student learning (can help indicate need for RtI or ELPS work)
oil from algae from Solazyme
Wednesday, July 28, 2010
food chains
I'll post more about this week later, but I had to post this video today before I lost the link! My favorite music video as of today.
Tuesday, July 27, 2010
Randy Thompson
Randy Thompson was in our district for four days this past week. I was only able to attend on Thursday (July 22). Having heard him the one day, I really wish that I had been able to hear him the other three days.
Tuesday - Thursday he was in Paris doing team training. Crockett (5-6) and PJH (7-8) are both going to have teaming this year. Crockett is teaming with all of their core teachers. I think the word they are using is pods. Each pod of three teachers will share a group of kids and have them for reading, math, and the science teacher will also teach social studies. This configuration is interesting to me as the reading and math teachers will get 1.5 hours a day for their discipline and the science teacher (at least in 5th grade) is responsible for a test and only gets, at best, half the time. At PJH there will be one "pilot" team for 7th and one for 8th. I am going to be a part of the 7th team. There are five of us that will share 80 kids. Interesting point on our team is that it will have no g/t kids.
Paris has done the teaming thing before and I will say that I hope it is a better experience than I have previously been a part of. Thompson's spin on the teaming thing is interesting. I hope that it will be implemented as he suggests. I haven't yet read the book that he left with us Get Fit!. I am looking forward to reading it.
A few intriguing things I have read / heard thus far;
We have scripted (not really)agendas for our team meetings.
COW (curriculum on the wall) as a method of cross curricular lesson planning.
thumbs down - heads up an administrator sits in on a team meeting and then talks to kids with a thumbs down.
business involvement (not this year, maybe next?)
I'm really looking forward to this year and the teaming process. Again I hope that administration supports this and our team is up to the challenge.
Tuesday - Thursday he was in Paris doing team training. Crockett (5-6) and PJH (7-8) are both going to have teaming this year. Crockett is teaming with all of their core teachers. I think the word they are using is pods. Each pod of three teachers will share a group of kids and have them for reading, math, and the science teacher will also teach social studies. This configuration is interesting to me as the reading and math teachers will get 1.5 hours a day for their discipline and the science teacher (at least in 5th grade) is responsible for a test and only gets, at best, half the time. At PJH there will be one "pilot" team for 7th and one for 8th. I am going to be a part of the 7th team. There are five of us that will share 80 kids. Interesting point on our team is that it will have no g/t kids.
Paris has done the teaming thing before and I will say that I hope it is a better experience than I have previously been a part of. Thompson's spin on the teaming thing is interesting. I hope that it will be implemented as he suggests. I haven't yet read the book that he left with us Get Fit!. I am looking forward to reading it.
A few intriguing things I have read / heard thus far;
We have scripted (not really)agendas for our team meetings.
COW (curriculum on the wall) as a method of cross curricular lesson planning.
thumbs down - heads up an administrator sits in on a team meeting and then talks to kids with a thumbs down.
business involvement (not this year, maybe next?)
I'm really looking forward to this year and the teaming process. Again I hope that administration supports this and our team is up to the challenge.
Thursday, July 22, 2010
science academies final day
A favorite thing of mine to do is listen for the new educational buzzwords and sayings. My table started helping me collect these on the third day and I wound up making tally marks by the most popular.
PLC (professional learning community) hands down the winner today mentioned at least 7 times
others that we noticed;
global vertical alignment
its not about fault, its about change (up and comer it may challenge PLC later in the year)
you don't know what you don't know
if you don't know where you're going then any road'll get you there (one of my favorites)
two halves don't always make a whole
back to work,
CCRS college and career readiness standards
TEKS are build upon CCRS strands that move from K-12 for what it is worth.
CSCOPE news; the vads have been updated and are cleverly located in the "other" tab instead of the specific discipline. There are NO exemplar lessons this year. They are going to work on assessment this year and then the lessons next year as the lessons are based on the assessment.
PLC (professional learning community) hands down the winner today mentioned at least 7 times
others that we noticed;
global vertical alignment
its not about fault, its about change (up and comer it may challenge PLC later in the year)
you don't know what you don't know
if you don't know where you're going then any road'll get you there (one of my favorites)
two halves don't always make a whole
back to work,
CCRS college and career readiness standards
TEKS are build upon CCRS strands that move from K-12 for what it is worth.
CSCOPE news; the vads have been updated and are cleverly located in the "other" tab instead of the specific discipline. There are NO exemplar lessons this year. They are going to work on assessment this year and then the lessons next year as the lessons are based on the assessment.
Tuesday, July 20, 2010
collaborative days 1-3
science academies grades 5-8 July 19-21
materials; TEA
This is a part of the science collaborative training for school year 2010-2011. This training will consist of 120 hours over the school year for the STMs (science teacher mentors) and then 12 hours of training for cadre members (back at the district minimum of 3 different teachers) logging of these hours will be required. The fall dates will focus on Biology and spring dates will focus on Earth science. There are at least 40 collaborative groups through the state, our group has 50 members and is one of the largest groups in the state.
The first three days are in a script from TEA (complete with videos not ENTIRELY copied from the internet) ex; the world is changing here are a couple of pretty close ones from youtube.com
http://www.youtube.com/watch?v=YovkrHlpGyk
http://www.youtube.com/watch?v=Fnh9q_cQcUE&feature=related
I’ll post some documents from the training soon. Below is a brief overview!
The stated purposes of the science academies;
Improve overall science instruction and achievement.
Facilitate modes of learning that meet or exceed grade-level standards.
Provide connections to and strengthen the knowledge of the CCRS, ELPS, and RtI.
The new structure of the 5-8 TEKS;
five strands
scientific investigation and reasoning
earth and space
force, motion, and energy
matter and energy
organisms and environment
We looked a bit at some of the changes in TEKS. There is a bit of a move towards the “old style” 7th grade life science and 8th grade earth science, but not completely. Those of you that have been around long enough will see it. Still present is the spiraling curriculum. Consider the new a blend of the two if you will. TAKS will be replaced with STAAR in ‘11-’12 and with EOC (end of course) testing in high school.
If you aren’t already documenting use of 5e, you might want to get ready to start. You are probably already 5eing, but aren’t documenting anyway. 5 es; engage, explore, explain, elaborate, evaluate
You’ll also be hearing ELPS (english language proficiency standards) a lot. This involves evaluating a student’s english language abilities and how to help them be successful. RtI is another term you’ll be hearing. RtI involves helping each kid be successful no matter their ability from special ed. to gifted.
There was a bit of a spontaneous discussion about the joys of CSCOPE today. It was interesting to hear that there are many teachers from other districts received training similar to ours in CSCOPE and that there is lots of unhappiness about this with a fair amount of disconnect between labor and management. Cynthia Bayuk just happened to be in the room at this time. She assured us that all misconceptions about CSCOPE were being addressed with new training. One can only hope this new training is superior to previous training. Scott did a pretty decent job of keeping things from really going downhill fast, I think a perfect storm was brewing. On a personal CSCOPE note, I appreciate the vad and find the ifd to be quite useful. We were reassured that CSCOPE has already updated to the new TEKS for science. A quick perusal shows that to not be the case.
Scott Hanes will be presenting for the next two weeks then will be leaving the ESC to work at Liberty Eylau schools. Karen Phillips and Lacy ??? will carry on from there. I’ll be keeping tally of mention of all of the trendy educational buzz words.
I’ve already gleaned a few nuggets;
professional learning communities
armed for the year
we are a living working body
dual coded questions
content rigor
cognitive rigor
jigsawing
5 E model
bonus;
we discussed places that needed to be checked out when possible;
http://www.esthersfollies.com/ in Austin
http://www.pocketsandwich.com/ in Dallas
and a bonus site; google squared http://www.google.com/squared
materials; TEA
This is a part of the science collaborative training for school year 2010-2011. This training will consist of 120 hours over the school year for the STMs (science teacher mentors) and then 12 hours of training for cadre members (back at the district minimum of 3 different teachers) logging of these hours will be required. The fall dates will focus on Biology and spring dates will focus on Earth science. There are at least 40 collaborative groups through the state, our group has 50 members and is one of the largest groups in the state.
The first three days are in a script from TEA (complete with videos not ENTIRELY copied from the internet) ex; the world is changing here are a couple of pretty close ones from youtube.com
http://www.youtube.com/watch?v=YovkrHlpGyk
http://www.youtube.com/watch?v=Fnh9q_cQcUE&feature=related
I’ll post some documents from the training soon. Below is a brief overview!
The stated purposes of the science academies;
Improve overall science instruction and achievement.
Facilitate modes of learning that meet or exceed grade-level standards.
Provide connections to and strengthen the knowledge of the CCRS, ELPS, and RtI.
The new structure of the 5-8 TEKS;
five strands
scientific investigation and reasoning
earth and space
force, motion, and energy
matter and energy
organisms and environment
We looked a bit at some of the changes in TEKS. There is a bit of a move towards the “old style” 7th grade life science and 8th grade earth science, but not completely. Those of you that have been around long enough will see it. Still present is the spiraling curriculum. Consider the new a blend of the two if you will. TAKS will be replaced with STAAR in ‘11-’12 and with EOC (end of course) testing in high school.
If you aren’t already documenting use of 5e, you might want to get ready to start. You are probably already 5eing, but aren’t documenting anyway. 5 es; engage, explore, explain, elaborate, evaluate
You’ll also be hearing ELPS (english language proficiency standards) a lot. This involves evaluating a student’s english language abilities and how to help them be successful. RtI is another term you’ll be hearing. RtI involves helping each kid be successful no matter their ability from special ed. to gifted.
There was a bit of a spontaneous discussion about the joys of CSCOPE today. It was interesting to hear that there are many teachers from other districts received training similar to ours in CSCOPE and that there is lots of unhappiness about this with a fair amount of disconnect between labor and management. Cynthia Bayuk just happened to be in the room at this time. She assured us that all misconceptions about CSCOPE were being addressed with new training. One can only hope this new training is superior to previous training. Scott did a pretty decent job of keeping things from really going downhill fast, I think a perfect storm was brewing. On a personal CSCOPE note, I appreciate the vad and find the ifd to be quite useful. We were reassured that CSCOPE has already updated to the new TEKS for science. A quick perusal shows that to not be the case.
Scott Hanes will be presenting for the next two weeks then will be leaving the ESC to work at Liberty Eylau schools. Karen Phillips and Lacy ??? will carry on from there. I’ll be keeping tally of mention of all of the trendy educational buzz words.
I’ve already gleaned a few nuggets;
professional learning communities
armed for the year
we are a living working body
dual coded questions
content rigor
cognitive rigor
jigsawing
5 E model
bonus;
we discussed places that needed to be checked out when possible;
http://www.esthersfollies.com/ in Austin
http://www.pocketsandwich.com/ in Dallas
and a bonus site; google squared http://www.google.com/squared
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