WSTA 2018 Saturday SESSION 5 REGISTERED ATTENDEES ONLY

Registration

• Hanuscin: Shifting from Kits to 3-D Learning
  "The NGSS call for many shifts in current instructional practices—from ‘learning about’ to ‘figuring out’ science ideas, to incorporating engineering practices as well as science practices as tools for students to engage in this process. This workshop will showcase several different primary grades examples of kit-based lessons that have been adapted to reflect these shifts and 3-D learning, teaching, and assessment. Examples featured in this workshop will include grade 3 Magnetism; grade K Balance & Motion; and grade 2 Solids & Liquids. All instructional materials reflect elements of Effective Science Instruction and align with the BSCS 5E Learning Cycle instructional framework (Bybee, 1999). Participants will participate in lesson activity snapshots that illustrate specific shifts necessary to transform kits to align with the NGSS, and will explore a variety of lessons to develop an understanding of coherent conceptual storylines (Hanuscin et al., 2016).
  
  The lessons featured were developed by preservice teachers taught by the lead presenter (Dr. Deborah Hanuscin), and were implemented successfully in practicum classrooms. Examples of student work from assessments will be shared. Copies of lessons/units and additional supporting resources will be made available to participants online following the workshop."
• Schrader: Integrating Computer Science in Science Classrooms. STEM CH
  This workshop will be using the Life Science LS1 and LS2 performance expectations and showing models using Scratch programming as a way of instructing and assessing science. We are going to be modeling and practicing building out student experiences with science and engineering practices while modeling the computer science standards and integrating these in a meaningful and practical manner.
• Spickard: Endangered Southern Resident Killer Whales Fourth Grade Curriculum
  When the committee of Bainbridge Island School District teachers tackled reform of the elementary science program to address the three dimensional learning of NGSS, a commitment was made to the development of curriculum that created a strong sense of place in the life science/ sustainability domain. A curriculum map was designed with terrestrial and marine habitats addressed. The urgency of the Resident Killer Whale population decline motivated the creation of the fourth grade curriculum. Teachers taught the unit last spring and a feedback session in June revealed the changes that would enhance the unit. At the same time, expert reviewers examined the curriculum and the audio visuals used in the unit and made recommendations for changes. Recognizing the energy and expense in creating the unit, Bainbridge District administration felt it was important to share this NGSS aligned curriculum with other interested teachers outside the District. Orca Network stepped forward to be the keeper of the digital curriculum to disseminate to educators outside the Bainbridge Island School District. Cindy Hansen, from Orca Network, will present the current understanding of how the Resident Orca population decline has happened. Laurie Spickard, developer of the curriculum, along with a Bainbridge fourth grade teacher, will provide an overview of the curriculum and a sampling of the student activities addressing the three dimensions. We would appreciate a time slot of 1.5 hours if it could fit in the conference schedule to provide attendees with the background knowledge and a thorough overview of the curriculum. Thank you for your consideration of this proposal.
• Watrin: History of Climate Change in Washington State. STEM CH
  "Teachers will learn through active investigation at least two of the Burke programs for teachers. The DIG field school that teams teachers with paleontologists to research the extinction of the dinosaurs and the permanent exhibit at the Burke Museum the Life and Times of Washington State.
  Battle Ground School District has partnered with the Burke to align NGSS standards to several of the Burke programs and boxes. We will conduct several of the key investigations that tell the story of Washington State and how it is a model for Earth history across the entire Earth. Expect to dig and examine fossils, construct models and analyze and interpret data."
• Witcher: Butt Heat: designing an equitable feedback system for a thermal energy unit. STEM CH
  "Christine Witcher is an 8th grade physical science teacher and Technology & Innovation Specialist at Forest Ridge School in Bellevue. Melanie Kong is a high school science, engineering and entrepreneurship teacher at Nicola Tesla High School in Redmond. We were brought together by our mutual love of technology and drive to reimagine how feedback is used and viewed in secondary classrooms. We believe that feedback is much more than a grade, that all students deserve equitable access to learning, and we are fired up about sharing our ideas with other educators.
  
  Goals:
  -Understand the importance of providing frequent formative feedback to all students.
  -Find at least one new feedback tool or strategies to implement into their curriculum.
  -Find at least one new instructional resource or assessment strategy that support 3-D instruction and assessment.
  -Develop a comprehensive system for giving & receiving feedback that works in their own classrooms.
  -Feel inspired to reevaluate the use of quantitative scores
  
  They will do this by:
  -Examining diagrammatic thermal energy models created by 8th grade physical science students at different stages of iteration.
  -Examining the feedback provided by and to students throughout a real thermal energy unit.
  -Exploring a range of feedback tools and instructional resources.
  -Discussing the use of written narrative feedback, informal oral feedback, and numerical scores at different stages of the feedback cycle.
  -Identifying the limits and opportunities of their particular class setup and selecting the right tools and resources for their needs.
  -Designing a feedback system that they can implement right away.
  
  The unit that we will examine explores the phenomena of a warm classroom chair. Students ask, ""Why is my chair warm, is it someone else's butt heat?"" What follows is an energetic and often hilarious exploration of temperature, thermal energy transfer, and the proper use of the term ""heat."" Students get practice and feedback in designing controlled investigations, collecting and analyzing data, constructing arguments from evidence, making predictions from mathematical models, and communicating relationships with diagrammatic models.
  
  The instructional models and resources shared in this workshop will include:
  -Physics by Inquiry model (UW)
  -Ambitious Science Teaching model (UW)
  -Argument Driven Inquiry (NSTA Press)
  -Uncovering Student Ideas (NSTA Press)
  
  The feedback tools will include:
  -Flash Feedback (flash-feedback.com - a web-based peer review tool)
  -Floop (floopedu.com - a web and iOS spot-annotation tool)
  -Flexible Feedback (flexfeedback.com - a web-based feedback authoring tool)
  -NexGenInquiry.com (a web-based student lab notebook tool)
  -Google Docs, Google Forms, and Microsoft Forms
  
  The feedback strategies will include:
  -Quick-fire conferencing, flipped classroom scaffolding, group checkouts
  -Lab pro-tips, standards experts, and stamping"