STEMscopes Launch Training, Coaching, and Mentoring

STEMscopes Launch Training, Coaching, and Mentoring STEMscopes Launch Training for State and NGSS (PDL1 for State & PDL2 for NGSS) When adopting a new instructional program for teachers to use for student success in science, the opportunity to receive implementation support is paramount for using the program to its best advantage. STEMscopes offers Launch Training to campuses and districts so that teachers will be given the maximum opportunity to instruct with quality resources in a stress-free, productive, and enjoyable format. By modeling hands-on, inquiry-based strategies, while using the 5E or IDEA instructional model, teachers will develop an understanding of how STEMscopes is set up, where resources are located, how to glide through assessments, as well as provide interactive and engaging technology-embedded lessons. Contact STEMscopes Professional Support to set up your STEMscopes Launch Training for your in-service and summer PD days. Mentoring New Teachers for Student Success in Science (PD3M1 3 hr. & PD6M1 6 hr.) As new science teachers enter the classroom they face expectations for high quality instruction, classroom management, parent relations, and outstanding student achievement. Although academically prepared for the task ahead of them, support is still required until they are able to bridge the gap between novice and expert craft knowledge. STEMcoach provides expert science mentors, who are experienced in mentoring novice science teachers and are successful in knowing which hat to wear as they support your faculty through the emotional, academic, professional, and physical demands that are encountered during their first year. Mentoring is available for individual teachers as well as small groups of teachers in a Community of Learners. Please contact STEMscopes Professional Support to discuss options and opportunities to work directly with your novice teachers to successfully begin their career as a professional educator. Coaching Science Professionals for Student Success (PD3C1-3 hr. & PD6C1 6 hr.) Within established communities of learners and Professional Learning Communities, STEMcoach Science Coaches provide facilitation services and resources for the implementation of STEMscopes for student achievement. Knowledgeable and experienced in PLC, inquiry-based science practices and STEM-based pedagogy, coaches model techniques and provide feedback and support to teachers in response to student learning data. Coaches utilize their experience and skills to offer a variety of perspectives into developing solutions and new ways of approaching troublesome or unique situations. We will model skills that increase each teacher s capacity to be a coach or mentor to their peers. Please contact STEMscopes Professional Support to discuss options and opportunities for your district, campus, faculty, and staff to successfully meet the needs of the students you serve. 1 1

STEMscopes Advanced Training Raising Student Achievement with Vocabulary (PD3A10 3 hr.) Vocabulary instruction can have positive and negative impact on student knowledge, depending on the way it is addressed in the classroom. Based on the research of Dr. Robert Marzano, when it is an integral part of lesson and reinforced through games and hands-on experiences, students will retain an understanding of the concept it is describing but also have a tendency to use it with more fluency. STEMscopes unique way of incorporating vocabulary into the Engage and Explore phases of the 5E model will change the how science teachers develop vocabulary forever! Join us for a 3-hour session, which will model how vocabulary development can be embedded as an integral part of learning. Cooperative Learning for a Student Centered Learning Environment (PD3A11 3 hr.) Within the science classrooms of today and the workplace of tomorrow, the skills of working collaboratively and through consensus building are non-negotiable for student success. Come learn with us as we model and investigate the ways to build these 21st Century Skills into your science lessons. This 3-hour session will provide many strategies that will increase student engagement and student productive talk while decreasing off task behaviors. Many examples of cooperative learning protocols will be modeled as well as ways to implement these into a framework for building the 21st Century Skills that are valued by workforce for College and Career readiness. Building Student Teacher Relationships to Create a Student-Centered Learning Environment (PD3A12 3 hr.) The classroom-learning environment is built on the relationship between the students and their teacher. It must be a safe space for the students, so that they feel comfortable taking risks and engaging in their learning environment - at the beginning of the year and continuing throughout. This 3 hour session will model many strategies and varied techniques to develop bonded, strong relationships with students so they are willing to take risks, develop tenacity, gain independence during investigations, and show persistence to be successful as rigor increases. Building Student Independence with the 5E (PD3A8 3 hr.) Student independence is a crucial part of genuine inquiry. Student independence not only refers to independent actions, but it also refers to independent thoughts. When we encourage students to think on their own, we really are encouraging them to wonder and inquire about the world around them without worrying about the right answer or what the teacher will say. When student s express and explore their own thoughts, their learning takes place at a much deeper level. Join us for a 3-hour session, which will utilize a hands-on, engaging, and interactive inquiry-based unit of study to address 5E planning and pacing. This session contributes to the vision of classrooms using inquiry as motivation for students working collaboratively and independently, while learning science concepts because they are driven by curiosity. 2 2

Sustained Inquiry and Student Questions for Conceptual Understandings (PD3A6 3 hr. or 6.hr.) An extended inquiry investigation with facilitating questioning can be one of the easiest to implement and most powerful tools for gaining conceptual understanding and student learning. When students are able to express their thoughts and understanding of a concept during an ongoing investigation, the teacher gains a crystal clear picture of what the student knows to be true. Once a teacher determines a student s level of understanding through purposeful student talk, then appropriate questions can be asked by both the teacher and the students to increase learning and understanding. In addition, students must also learn how to ask appropriate questions in order to investigate the phenomena they are exploring over a sustained period of time. Students can learn how to ask testable questions by developing that skill through practice. Join us for a 3-hour or 6-hour session, which will include hands-on, engaging, and easy to implement investigations and/or Engineering Design Solutions, which will model developing and using questioning to deepen student conceptual understanding gained in science. The Conundrum of Questioning: Using Levels of Questioning to Enhance Rigor (PD3A9 3 hr.) Identifying the correct cognitive level of questioning to be used in your classroom is key in ensuring student success. Sometimes information is delivered or assessed at a level that is either too low or too high for student understanding. Either way, students will not be successful on assessments if the level of questioning or depth of knowledge (DOK) within the instruction is not on target. Both new and experienced teachers work constantly to better their questioning abilities and be sure that they are on track. Wait time one and two will also be addressed as a means to raise the cognitive rigor in the classroom. Join us for a 3-hour session, which will model using questioning strategies and the use of wait time as means to evaluate student learning and understanding of science concepts. Authentic Scientific Writing and Notebooking with Purpose (PD3A7 3 hr.) Science notebooks are a part of everyday learning in a successful science classroom. They can be powerful communication tools between the teacher and students. When done correctly, science notebooks are tools that students not only use for learning, but they become something of which the students are extremely proud. They create and record experiences, thoughts, diagrams, and evidence of critical thinking throughout. Students feel free to write their ideas down, research topics, discover new things and change their thinking. Observing a science journal will show the growth of a science learner in a way that cannot be captured in any other form. Join us for a 3-hour session, which will include several hands-on, meaningful, and interactive investigations, which will model using student science notebooks as a means to evaluate student learning through their own words. Project-based Learning: The How-to and the Why (PD3A3 3 hr. and PD6A3 6 hr.) Project Based Learning is the process of involving students in an inquiry-based approach to solving an authentic, real-world problem. PBL is age appropriate, tied to the curriculum standards, and allow students voice and choice in the way they select and develop the solution to the problem. When students are given the autonomy to solve problems that are of interest to them, high levels of engagement lead to high levels of learning. Join us for a 3-hour or 6-hour session, which will model several hands-on powerful PBLs that will be modeled as a means to learn how to plan, conduct, and evaluate student learning. 3 3

Practices of Scientists and Engineers Discourse and Argumentation (PD1A13 3 hr.) Argumentation and Discourse are processes in which students are able to identify the strengths and weaknesses in a line of reasoning and to defend their own explanations. This interactive activity allows for students to express their thoughts in a manner that requires knowledge and appropriate evidence to support their claims as well as shows the teacher the depth of their understanding of a concept. This is one of the Scientific and Engineering Practices identified as adding rigor to any investigation or solution because it is asking them to see it from another s perspective. This 3-hour session models how to engage students and adults in questioning, argumentation, and discourse that encourages rebuttal. Argumentation requires evidence to support or refute claims and ideas about scientific phenomena thus raising the rigor and frequency of purposeful student talk. Science Outside the Classroom Involving the Family and Community in Science Education (PD1A14 3 hr.) Science is everywhere! Many family members and community organizations have resources to share for student success and achievement in science! This 3-hour session provides the rationale for including your education support community and stakeholders into the classroom. From field trips into the community to field investigations in the schoolyard, science concepts can become real world to your students when you consider all the resources available. Family involvement has been shown to increase student achievement and engagement in the classroom. Many ideas and strategies for increasing family and communities involvement in science will be addressed and modeled. Easing into Authentic Scientific Investigations (PD3A2 3 hr. and PD6A2 6 hr.) Planning and Carrying out Scientific Investigations is being about the work of authentic scientists and is a Scientific and Engineering Practice. Scientists use investigations to answer questions, describe a phenomenon, or to test a hypothesis in an attempt to explain how things in the natural world work. Join us for a 3-hour or 6-hour session, which will model several hands-on, engaging, and interactive investigations to learn the differences in Descriptive, Comparative, and Experimental Investigation Designs. Teachers will leave with the means to run organized and standards-based labs to determine student depth of knowledge gained during the investigation, as well as guide students in the use of scientific explanations for their conclusions. Engineering Solutions with Embedded Math (PD3A4 3 hr. and PD6A4-6hr.) Designing Engineering Solutions is Practice Six of the NGSS Scientific and Engineering Practices. Engineers solve problems using a systematic process called the Engineering Design Process (EDP) that includes identifying the problem, identifying the constraints and criteria, generating ideas, testing possible solutions, analyzing solutions with mathematical computations, and through a reiterative process of testing and adjusting are able to design a solution to the problem. Join us for a 3-hour session, which covers scale and proportion or the 6-hour session, which covers ratios, proportion, and pulley ratios. Both will model several hands-on, engaging, and interactive engineering problems as a means to learn how to plan, conduct, and evaluate student learning through the use of the Engineering Solutions as an instructional strategy. 4 4

Scientific Explanations through Claim-Evidence-Reasoning (PD3A1 3 hr. and PD6A1 6 hr.) Claim-Evidence-Reasoning is a way for students to describe in a scientific way what they have observed and learned through an investigation, experience, or research. By making claims based on evidence, students are able to connect science knowledge to the events and observations of the real world. Join us for a 3-hour or 6-hour engaging, interactive, and hands-on opportunity to learn how to implement this highly effective strategy to increase rigor in your science classroom. Demystifying the NGSS (PD3A5 3 hr. and PD6A5 6 hr.) The NGSS and the K-12 Framework for Science Education have provided an energized, aligned, and authentic means for the students of the 21st Century to learn, understand, and explain the science in their everyday lives. Join us as we take a deeper look at the research-based disciplinary core ideas, crosscutting concepts, and the scientific and engineering practices as they are intertwined into coherent model for science education. STEMcoach offers 3-hour or 6-hour sessions, which will demystify how the threestrands of science education are intertwined and meshed into a vertically aligned and highly engaging curriculum for K-12 science. 5 5