#miched Archive
The #michED chat is a grassroots effort dedicated to giving teachers, students, and parents across Michigan a bigger voice in the conversation about education in our state. We welcome all voices through a variety of projects, media, and social networking. We’re trying to address educational issues through apolitical conversation, spreading ideas and stories of success from Michigan classrooms across the state, and helping teachers and students regain the courage to connect and demonstrate that schools in Michigan are creating amazing opportunities for learning. We want the face and voice of education in Michigan to be a mural of shared experiences and positive examples of connected learning.
Wednesday January 20, 2016
Let's get this chat started!
Hi Everyone-Seth from Novi Schools-happy to be co-facilitating w/ tonight! MiScience Stds sure to cause some changes!
Good evening ! This evening I will be tweeting out the questions as & share their expertise with responses
Excited to be here tonight for the chat!
Rachelle from St. Clair. Proud to be part of the team. I want some seriously snow soon!
Hey all! I'm lurking about tonight... 😎
Excited to have you share your expertise with the community!
Excited to be here tonight for the chat! https://t.co/JXMCkPBSDL
When is your talk Jackie and how's the book going?
On Nov. 10 Mich BOE approved new science stds which are essentially the NextGen standards. stds here: https://t.co/LYrtpPCwzO
Howdy friends. Kit from Sarnia, ON, Instructional Tech Supervisor for Port Huron Schools. Looking forward 2 learning tonight.
Howdy! Ann Smart from Adrian, MI. EdTech Consultant @ Jackson ISD
I'm confident you'lll chime in! Looking forward to you seeing connections with science & Engineering practices
Excited to talk science tonight. Erin from Boyne City 2nd grade
Good evening folks, welcome to our chat about the new Science Standards. Questions can be found here https://t.co/v8BWjiPPqm
Laura McDonell, Saint Clair middle school.
Jen Arnswlad, president elect, Ionia Curr Director, coach, consultant
Todd 6th grade science teacher checking in from Warren... Ready to talk science but might have kids pulling me out
FREE "Emotions Matter" Workshop with Dr. Marc Brackett, JAN 28 for educators & parents! Register> https://t.co/Xg0ksFZXre
Hey excited to be headed to your neck of the woods for . On Thursday at 4 we will be sharing the positives of
Who doesn't love a lurker!?! Great to chat it up with you tonight.
Hello Tara from Zeeland. 8th math Tch. Excited to chat science tonight! Join us
Check out the questions for this evening. Science & Engineering practices apply to ALL classrooms https://t.co/Ql2xOIEQbb
Hello Joe from St Joe, excited to learn while I work on a little 4th grade math with my daughter
Welcome John! I went to school in Watervliet :)
Hello ! Emily from Troy. I teach 2nd and have been trying to get ready for the NGSS shift for the past few years. Excited to chat!
now there is a face that's been too long in seeing! Hope all is well my friend.:)
What connections can we make between new stds and math tonight!? https://t.co/uHnZP6hbkX
Hello Tara from Zeeland. 8th math Tch. Excited to chat science tonight! Join us
Hi all. Bill, elementary principal from Yale. Lurking tonight as I multitask.
This should be more fun than lattice method and partial products! https://t.co/B5IloWmjXI
Hello Joe from St Joe, excited to learn while I work on a little 4th grade math with my daughter
hey, Ann! Hope all is going great! Hope to see you in June:)
I'm thinking all the math practice standards are going to the same as in science.
A1: Don't we all ask questions and define problems? That surely isn't just a science thing
For those new to chats, questions sent out with "Q" & number b4 the questions. Respond with "A" & corresponding number b4 answer
what are your thoughts? Is it good. I've always been interested. We've been using epic and zing.
A1. Using modeling instruction for the past several years model development is what my Chem class is all about--powerful tool
We use “planning and carrying out investigations” a lot in 2nd grade. Some PBL going on w/driving question.
Howdy ! Andrew from Boulder checking in. I teach MS math and programming.
A1: I like having students construct explanations and design solutions to problems: Try to do it weekly
A1 the practice I most commonly see used in sci classrooms is obtain, evaluate and comm information. Some const. explanations
Hi Carolyn from Grand Rapids
I think the shift is that students are expected to be engaging in asking questions and posing problems themselves
Does everyone know what "Modeling" is? Or do we want to tell us more? https://t.co/4fopslNFoH
A1. Using modeling instruction for the past several years model development is what my Chem class is all about--powerful tool
A1: I'm not teaching science but I'm drawn to "constructing and designing" as a universal tool for learning.
Good point Emily. Shift in who is doing the talking. https://t.co/933e8XQ6J4
I think the shift is that students are expected to be engaging in asking questions and posing problems themselves
A1) research project in ELA start by selecting by question to investigate.
I think most of the inquiry standards are universal and apply to more than one subject
Yes--a difficult task even for your seasoned science students I have found! https://t.co/YCmm1b90xt
I think the shift is that students are expected to be engaging in asking questions and posing problems themselves
Yes! Give us the Modeling In 140 Characters or Less summary
isn't it!! Why do we need the other subjects? Oh to properly talk about science!!
Tell us more. Do you mean as in modeling to show/teach students process? Or like building a model?
I always enjoyed providing spaces for students to identify problems.
Hi all, Eric from Perry, MI just arriving
As an ELA in 4th grade we work very closely when picking text. Collaboration with science teachers has been extremely beneficial!
A1: Math for sure! Analyze & interpret data, ask questions & define problems. Lots of crossover with math practice standards.
Hello - glad you are stopping by
So many cross-curriculum connections when we discuss "practices" in context of content https://t.co/f4In2rnkop
A1: Don't we all ask questions and define problems? That surely isn't just a science thing
A1 I've shared this before, but worth posting again. We add new ways to do each as we learn more. https://t.co/5HYLn41loD
Looks like better late than never for tonight's chat....
Students make obs discuss with each other, create a cognitive model to explain, test model, modify model based on new obs--repeat!
A1: argument from evidence critical to learning.
and it is Science right up your ally
Yes! It amazing to see student engagement when they are curious and want investigate a phenomena or problem
A1: Looking at those science standards, we use all of them in math class. Because science.
Love presenting a DEMO that makes them go wow and then asking for an explanation ...
Key with modeling instruction is that it is VERY student centered--students talk to each other not teacher talking to students
Hey joining a little late after baby's bedtime. MS Sci teacher from Clinton.
The NGSS CCC are great to reference in all your classes! Check out https://t.co/BIrcce5w4U for downloadable posters!
Yes, I think the practices are about engaging students in science as a process - an active role for them!
Because science is a verb, not a noun, so everyone can science, in any class! https://t.co/kCPGePpCyy
A1: Looking at those science standards, we use all of them in math class. Because science.
TOMORROW night at 8pm EST. Guest Mod leads discussion on "Special Education! HELP!"
A1: I think teaching Ss how to evaluate and communicate info is huge. They will always have a need to share w/ others.
Hi Jackie- thanks for joining!
Curiosity and inquiry are so necessary in science. Sad to watch my own kids see science as just "info"
Hey We're talking science & engineering practices in chat. Right now!
Great, thanks for the link, very helpful.
totally understand that baby bedtime! Great to have you joining us, Jackie.
They are so reluctant to do so and so used to teachers communicating for them! Huge changes to come! https://t.co/lDn0e1T0Fr
A1: I think teaching Ss how to evaluate and communicate info is huge. They will always have a need to share w/ others.
How do you support Ss learning how to have conversations? https://t.co/Msz8mdX1eY
They are so reluctant to do so and so used to teachers communicating for them! Huge changes to come! https://t.co/lDn0e1T0Fr
A1: I think teaching Ss how to evaluate and communicate info is huge. They will always have a need to share w/ others.
Q2: One shift is a focus on cross-cutting practices. Why are these important for K-12 science education and other subject areas?
Science chat Qs hit Soc. Studies standards too. We are into claims, support and evidence, etc. This stuff all connects. Keep it up.
I think inquiry is necessary for all subjects.
This chat is sure to be worthy of review later. Loads of new science resources being shared by and THX!
We use "talk moves"--prompts to help students learn how to ask questions of each other. https://t.co/kefh5VYXm4
How do you support Ss learning how to have conversations? https://t.co/Msz8mdX1eY
They are so reluctant to do so and so used to teachers communicating for them! Huge changes to come! https://t.co/lDn0e1T0Fr
A1: I think teaching Ss how to evaluate and communicate info is huge. They will always have a need to share w/ others.
Just a general way to approach science- scientific method to find out about topics. Video games are great examples!
A2: Cross cutting practices? Help.
A2: Cross-cutting practices is good practice for the "real world". Jobs are not defined by solely one content area. Integrated world
That is Sad, I think the test make it that way. It should be about blowing things up!
Jumping in late, Mike 2nd grade, Chelsea.
A2: It is about making connections to When and Why students need the knowledge
Yay! Hey, Mike! Always love chatting it up with ya.
Eavesdrop! Praise proper/good use of vocab. Clear concise statements.
A2: I see the shift in focus toward process rather than product (content)
please share her answer:)
Cross-cutting means it can apply to more than one principal. Ex. Biomed Eng = Bio + Chem + Eng + Phys
Ideas that Cut across all grades to help students make connections!
A2 I think of CCCs as lenses stus view the world thru Seeing patterns, cause/effect etc helps them ask qs about world around them
A2: cross cutting concepts IMO simply show that none of the world functions within a vacuum--we rely of info from everywhere
don't worry, you're echoing thoughts that majority of teachers have when they will see new next gen science standards!
I've worked to make my math classes more like science classes--experiments, modeling, arguments. Learning happens better in context.
I was a big fan of Socratic seminars in my LA class, specific roles for adding to conversation
A2: This should help people understandhttp://crosscutsymbols.weebly.com/
integrating concepts to strengthen learning
wait, why does this color wheel look so different...
Kids who only watch Ts solve problems only learn that their teacher is a good problem solver--no learning! https://t.co/XUvZzrGapv
I've worked to make my math classes more like science classes--experiments, modeling, arguments. Learning happens better in context.
Appendix G- Crosscutting Concepts
A1 We focus on developing models or examples and explanations of our work w/ screencasts
NGSS is 3D - S&E practices, Cross Cutting Concepts, and Disc Core Ideas.
Cross Cutting Concepts are big concepts that cut across all domains of science: patterns, cause&effect, etc https://t.co/mzYJjqLrhr
A2: Very important to not teach things in isolation. If I'm understanding crosscutting right, this is what that means. Integrate!
If you add "in Mich" or Great Lakes this becomes Mi Science Stds CCC https://t.co/BUZ6gXdk3q
Appendix G- Crosscutting Concepts
Question 3 on its way. Great conversations. Thanks for taking risks and asking "what does that mean".
that is how I understand it.
Helpful resource! I could see how the cross-cutting standards would be very useful in planning https://t.co/Y2V4qoHEHN
A2: Cross-cutting is a good reminder for math class. Too often, skills are isolated & not brought together enough.
Q3. The new standards often relies on students working collaboratively, what are some ways you group students in your classroom?
with specific roles to follow, I think learners are able to focus on content
Integrated math classes in our IB program are gaining popularity bc of this. https://t.co/ls1vV1vznZ
A2: Cross-cutting is a good reminder for math class. Too often, skills are isolated & not brought together enough.
We intuitively learned cross cutting principles as a kid when we played with our Testors Chemistry sets as a kid,
A3: Student grouping depends on Ss needs and ILOs. Allowing student choice can work sometimes, while placement is needed for others
A3: PBL, Modeling, Investigative learning... have tables etc
A2 CCCs are a way to make sense of scientific phenomena. We can look for structure & function in biology, physics, geology, etc
Yes! Helping students see the connections between CCCs and the different disciplines of science
A3 - I liked grouping kids in lots of ways, reading levels at times, their choice at times, random at times - always task dependent
Yes, should be used in math too. Lots of crossover w/ diff relationships, we don't tie them together enough.
A3: mixed ability or like-ability? Where do you get output from students? https://t.co/JByqVxdhBT
Q3. The new standards often relies on students working collaboratively, what are some ways you group students in your classroom?
Started the yr w/ group challenges to see what types of personalities I had in my room. After that groups depend on the lesson.
A3 Sometimes randomly, so times ability, sometimes who I think can get the job done together.
Great comments and questions--so hard to keep up!
A3: Grouping should be flexible & intentional. What's best for situation? Ability (ike and mixed), random, chosen. Ss learn from all
We can stretch CCCs like structure and function into literature, social studies, and math as well. https://t.co/6aUB1l2Wy3
A2 CCCs are a way to make sense of scientific phenomena. We can look for structure & function in biology, physics, geology, etc
A3 I found mixed groups to work best when I was in the classroom. Everyone in the group brought different strengths.
A3: Students always seated in pairs. Sometimes I choose groups or they pick work groups or *gasp* get to work alone-Introverts exist
A3: I had to group all my “bossy pants” together to highlight their need to compromise and listen to others. !
A3 I found frequent moves within groups helps to keep productivity up--sometimes like ability groups make me more efficient
A3: I like grouping games/activities for daily grouping. For project I would group by ability, personality, and responsibility.
A3: Groups started random, then mixed-ability (made sure 1 leader), have done ability level, split up problem Ss, choice sometimes
Well, the NGSS document is pretty specific about the CCCs. But there are always connections to other disciplines
This is when collaboration w/ELA Ts bring questioning full circle & incorporates learning in literature! https://t.co/mp1Zd2TWUT
A2: Cross-cutting is a good reminder for math class. Too often, skills are isolated & not brought together enough.
Interesting. I've never found group roles worked well for my classes.
A3 I have my kids at tables by raiding level, so I have 3 fairly strong independent groups, and two that I am able to support
Might be time to implement this strategy with some of our elected officials ;-) https://t.co/8HX8tAiYCK
A3: I had to group all my “bossy pants” together to highlight their need to compromise and listen to others. !
A3.5: My set up for collaboration space (groups) and presentation space. Key for making NGSS work. https://t.co/mZ6BQ8sUZ6
I like that added responsibility piece when choosing groups. Don't know if I've thought about that before.
Sure! But we also need to be clear about scientific thinking and how it has a different quality than literary analysis etc
You mean there isn't a single solution strategy?!
I agree with you Can you say a little more about what you mean though?
Um... that's way too formal for my classes. We talk. We laugh. We present solutions. We do math.
And we can go on the bus tour with the answer :)
A3 I'm sure everyone does this but at 2nd grade we do a lot of modeling, looks like/sounds like charts regarding working in groups.
and we are back to the bus idea! LOL!
Me either. Maybe I don't put enough emphasis on them.
The SEPs are meant to bring a different kind of thinking and rigor to the fore in science education.
we did those too, but there was a place for formal to demo learning, brought gravitas at times
I’ve used group roles but it is messy. Ss had a hard time with it.
A3: Simple, but I numbered the corners of my groups this year (#1-4) & it has made management even better! #2, get this, #4 Go here
We should always help Ss make connections, but also instill discipline-specific thinking skills
Simple way to organize groupings and seating to manage class and cooperative acativity. Thanks https://t.co/HJIBroZm36
A3: Simple, but I numbered the corners of my groups this year (#1-4) & it has made management even better! #2, get this, #4 Go here
I thought everyone was coming to CO for ISTE?
Moving along . Q4 coming up
I try to listen in and then share the conversation with the rest of the class.
So excited for tonight's topic!
A3 - I have been using a mixed ability method. I need to try others.
Let me get back to you on that:) but at elem level we try hard to support other content. So much to cover by 1 teacher.
I definitely agree. I love pointing out +ideas/questions other groups encounter
A3 p.1:For science collaborative groups, we break as roles of the science and engineering world. Engineer (builds) scientist (test)
Q4: A practice from the standards is CER “Claims, Evidence, Reasoning”. Are you using this? How is this applicable to all classes?
You could also come to my session at Conference 2016 in March!
A3 Mixed ability Problem Solving Partners. Two partnerships come together to make a group when needed. Change every month or so
A3 p.2 -requires that students are relying on one another's strengths. We have data analyst & observationalist (I know, not a word)
Especially K-5, we need Ss and Ts to see science as a lens for ALL subjects rather than 1 more topic to “cover”.
Challenging at elem to plan & put into practice 4 subjects but when u put great minds together great teaching can happen.
A4: CER is everywhere! No longer is it ok for a kid to say "because" or idk--make a statement and tell me why based on evidence!
Can't I just trust all the scientific facts my friends post on Facebook? Who need CER? https://t.co/A498HMrF7K
Q4: A practice from the standards is CER “Claims, Evidence, Reasoning”. Are you using this? How is this applicable to all classes?
All about Talk Move tools (TERC) and creating rich student discourse.
Yep...Once again late to . Stalking the twitter feed...
A4: This is what the concept of "proof" is all about!
& develop Ts scientific proficiency so they can lead powerful science opportunities for Ss instead of covering
Facebook on Internet, internet = truth, truth = science. Works for me. https://t.co/qceictVF4n
Can't I just trust all the scientific facts my friends post on Facebook? Who need CER? https://t.co/A498HMrF7K
Q4: A practice from the standards is CER “Claims, Evidence, Reasoning”. Are you using this? How is this applicable to all classes?
This is my favorite part of the new standards.
A4 I try to apply some of the NGSS ideas to my current science curriculum. Not always easy, but I ask the kids why A LOT.
A4: C,E,R is everywhere! Students need to actively learn logic and reasoning instead of just accepting it as true. We need skeptics,
I love the tranisitive property!
Easy to get caught up in CER format though. Be sure Ss are explaining phenomena not just following a form.
I love the transitive property!
what an awesome thing to start at the elem. level too!
Connecting math with Science and Engineering practices! Thank you https://t.co/MTdQWAlCbJ
A4: This is what the concept of "proof" is all about!
A4: In math, we are justifying solutions all the time. Seems like that fits! "prove, show, explain"
I think they have a lot of good reasons behind thoughts in 2nd, now just to teach them how to get those thoughts out!.
A4. CER provides students a framework that they will use for their entire life! Excited to see argumentation in all content areas
Q5 is a CER (claims, evidence, reasoning) follow up.
Needs to become intuitive not programmatic-I don't let any response in my rm w/o a follow up about evidence. https://t.co/Ihwv8KleCb
Easy to get caught up in CER format though. Be sure Ss are explaining phenomena not just following a form.
Got to put the kiddos to bed. Have a great thanks and for helping with such an important topic!
A4:4th g basics. Chemical change gives off energy. E: elephant toothpaste gives off heat. R: elephant toothpaste is chemical change
A1: Our dept uses this for peer & self-review. Ss color code their writing in GDocs to make sure CER is evident.
It is harder at times in 2nd b/c they lack background knowledge but to know the expectations are there gets them ready.
Q5: What support do you need to begin or enhance “Claims, Evidence, Reasoning” in your class?
A4 don't just regurgitate the answers, explain why. This is fun and frustrating for my 2nd grade Ss.
A4 CER has been hard for 2nd gr. Reasoning is too close to "reasons" which we use in writing/rdg. Been working on clarity!
Q5 As we're talking "claims, evidence, reasoning" feel free to share resources with your responses!
After a student response, a great line is: "convince me".
A5: you need different tools and ways for Ss to show CER.
Very cool. NGSS asks Ss 2 face problems where they develop knowledge b/c their old concepts don’t fit.
A5: I've had success having students summarize each other's arguments and solution processes.
A5: I'd benefit from short classroom video examples modeling CER strategies and language.
There's a new theorem out there. BISS "Because I Said So". Love it! :) This was from a Ss 2 years ago!
A5 Examples of CER, and time to take current curriculum and make it better.
A5: HUGE that younger grades doing it--then it's what Ss will expect is the norm. No training! https://t.co/iMLJunv44F
Q5: What support do you need to begin or enhance “Claims, Evidence, Reasoning” in your class?
A4 I've found it helps to think: evidence=data, reasoning=explains how the data proves the claim. Helps me focus on collecting data!
I feel your pain. In Math I have 1 Ss say the answer and another tell us how the other Ss’s brain got the answer.
great examples of based upon this week "tell me why you othink that" "What evidence will u use"
And for HS--getting Ss to critical analyze others reasoning is where we need to go, and it's tough to do! https://t.co/E27anFykCo
A4 don't just regurgitate the answers, explain why. This is fun and frustrating for my 2nd grade Ss.
A5: “Tell me what you see”
“Convince me”
"Why"
"How do you know?"
"Explain that please"
"Draw a picture"
Yes! Sometimes I feel Ss just want the math "program" & don't want to think about the why! Must keep pushing!
A5: I encourage Ss to explain, discuss, and "poke holes" in arguments. Teach them how to respectfully debate facts, not opinions
A4: iLike how adds ⬆️CriticalThinking.
I think Elem Ts need the most support translating into what our Ss experience. We must teach the process w/basic concepts.
Many great thoughts tonight and leaving this ELA teacher with lots to think about .
I like to say "Does that work for all cases?"
Also, using the CCCs is a way to help them formulate their reasoning - as long as we focus on just a few
ONe minute left. Where did the time go ? Skipping Q6 and moving right to Q7
I think every teacher feels that way. Students are all like: "you mean I have to think?!"
Q7: What is the next step of support that you need for the new standards or implementing the practices cross-curricular?
I’m sure I could talk my CER buddies to host another round!
That was a fast hour! Thanks all for making us better tomorrow than we were today! & especially
