What are Storylines?
Brian Aycock
17:36
Good evening everyone! Lots of familiar faces, thanks for joining us! As a reminder, be sure that when you enter into the chat, you have selected 'All panelists and attendees'
Brian Aycock
21:46
ilscience.org
Detra Holmes
25:25
Wow…so exciting…from learning science to figuring out!
Jason Crean
26:11
jason@drcrean.com
Kim Gerard
26:16
can you give us the website again for the website Dr. Crean just mentioned.
Kristin Rademaker
27:05
Yes Zena it will be on the resource list at the end and I will be emailing out all the information as well
Rachel Brown
32:25
I try to make it relevant to their lives and show them how they will use the information/content outside of the classroom
Farah Davis
32:52
QFT! I use that to engage students so they can tell me what they want to know about a certain phenomena and then we build on it with a storyline!
Farah Davis
35:29
Debate as well. I have them take different sides and positions of an issue and then learn to think outside of what they think and believe on issues. i.e.: Easy for students to say “Wolves should come back from being endangered” but then ask them to role play being a rancher and make an argument as to why reintroducing wolves is bad!
Brian Aycock
36:02
Absolutely-and a great chance to use productive talk to press them for evidence!
Brian Aycock
36:15
Absolutely-and a great chance to use productive talk to press them for evidence!
Terry Contant
38:37
Can or should storylines be developed in leiu of district curricula?
Kristin Rademaker
39:31
Terry do you mean instead of purchasing a curriculum?
Brian Aycock
39:40
The storyline framework is way to think about series of lessons-so think unit level
Brian Aycock
39:59
I've never heard of Lab-Aids!
Kim Gerard
40:16
i love lab -aids
Detra Holmes
41:20
This is the anchoring phenomena?
Brian Aycock
41:33
Yep!
Kristin Rademaker
42:00
Yes in the storyline the video is what we use for the anchoring phenomena
Brian Aycock
42:16
The work is licensed under creative commons, so it's intended to be shared and used by all!
Brian Aycock
42:21
Disciplinary Core Idea
Detra Holmes
42:21
Thanks!
Brian Aycock
42:59
Just keep the citations on the work so folks know where it came from :D
Kim Gerard
43:19
Someone could make a lot of money if they could develop these for K-12 all areas of science.
Brian Aycock
43:37
Ha ha time to get started Kim!
Brian Aycock
43:58
The orange is the content that relates to the core ideas that students will be uncovering
Terry Contant
45:32
Kristin - No I mean instead of a team of teachers writing curricular units for their district.
Farah Davis
45:50
Yes Please!
Detra Holmes
45:51
That would be great!!
Brian Aycock
47:49
We absolutely can! Keep asking some specific questions Rachel, we'll do the best we can to clarify!
Kristin Rademaker
47:52
Welcome Rachel, I am so glad you could join us
Detra Holmes
48:25
This is really hard work.
Jason Crean
48:47
Come to the ISTA Conference next month!
Kim Gerard
48:50
agree Detra
Terry Contant
50:55
Yes, I think DCI's are a key component in instructional planning, especially in terms of lesson sequencing.
Karen Bowers
52:22
I think of DCIs as the information that the students learn while they are conducting their SEPs so they can make the connections (CCCs). The phenomena guides the students so they want to do the SEPs to figure out the DCIs. So DCIs are important but not the end game.
Detra Holmes
52:41
Storylines give purpose..
Rachel Brown
53:21
what’s SEPs?
Karen Bowers
53:32
Science and engineering practices
Rachel Brown
53:38
thanks!
Detra Holmes
53:42
Will you give the emails again?
Kim Gerard
53:42
If we teach a high school elective (Anatomy/Physiology) sometimes we hit ccc or the SEP's and not all DCI's apply.
Jason Crean
53:54
Like Brian said, let ISTA help!
Brian Aycock
54:39
misteraycock@gmail.com (Brian Aycock)
Brian Aycock
54:51
krad70@gmail.com (Kristin Rademaker)
Sherry Collura
54:52
Thank you for the support! I have followed suggested groups on FB and Twitter as well.
Brian Aycock
55:16
mfumagalli33@gmail.com (Mike Fumagalli)
Detra Holmes
56:01
So glad to here you say that!
Detra Holmes
56:06
*hear
Detra Holmes
56:21
Twitter is great too!
Karen Bowers
56:33
Amen, we need to be brave and take risks. Have a growth mindset.
Brian Aycock
56:44
Agreed! Join us tomorrow! #NGSSchat
Brian Aycock
56:56
Definitely Karen and Detra
Kim Gerard
56:58
plan 2!
Kristin Rademaker
57:26
YES Karen! and don't be afraid of a little trial and error
Jason Crean
57:46
Collaboration is absolutely necessary to build coherence in our instruction.
Kristin Rademaker
58:12
Thanks Michael!
Detra Holmes
59:08
It will definitely take trial and error
Brian Aycock
59:32
Absolutely Detra-and that's where significant learning on our part will take place!
Brian Aycock
01:00:05
Very glad to have you with us Jeanne!
Kristin Rademaker
01:00:42
Welcom Jeanne! So glad you are here
Rachel Brown
01:01:34
so are the DCIs like the standards?
Detra Holmes
01:02:01
curriculum resources will be important
Karen Bowers
01:02:15
Like the OLD standards
Brian Aycock
01:02:17
the DCIs are the big, meaningful concepts and content that build across grade levels
Brian Aycock
01:02:44
in the NGSS they are interwoven with the Crosscutting concepts and the Science and Engineering Practices
Kristin Rademaker
01:04:09
For sure Detra, and we will have a list of resources we will be sending out to you when the series is over and the video links are ready, hopefully by tomorrow afternoon!
Detra Holmes
01:04:40
Ok. Great!
Cindy Fuhrer
01:06:31
Thanks for clarifing about the resources and the links being sending out.
Brian Aycock
01:06:40
Agreed Sean-when working on development, it is KEY to consider the entire storyline from the student perspective-that's why we use that language and that perspective as we write. If students can't see coherence, then i's time to revisit your planning
Karen Bowers
01:07:13
The new NGSS are based on what the students can do not just what they know. The DCIs are only one part of the three dimensions of NGSS. The other parts, the science and engineering practices (what the students do) and the crosscutting concepts (the way things are connected between the sciences and within the particular science) are the other pieces. The problem is that teachers new to NGSS only look at the DCIs to determine what the kids need to know. You need to look at all 3 parts.
Brian Aycock
01:07:45
Definitely-thank you Karen!
Detra Holmes
01:08:36
I can see pacing being an issue.
Brian Aycock
01:09:15
Getting the hang of pacing is absolutely part of the learning process
Kristin Rademaker
01:09:16
Great question Emily, many use a driving question board.
Brian Aycock
01:09:38
And then you can revisit that Driving Question Board throughout the unit!
Karen Bowers
01:10:31
From what we have experienced you need to put your own pacing a little on hold. If you are you going to allow students to struggle with the material so that they are the ones doing the learning, you have to give them time.
Kristin Rademaker
01:10:33
Yes and the best thing about a driving question board is that you drive instruction based on student questions, which really get them engaged in figuring out what is going on with the science
Detra Holmes
01:11:00
Thanks Karen!
Rachel Brown
01:14:03
Do you have any trainings about “unpacking the DCIs?”
Sherry Collura
01:14:13
Can you go back a screen for your twitter addresses?
Detra Holmes
01:17:20
Thank you Mike…thanks for the honesty!
Brian Aycock
01:17:51
Rachel that sounds like a future webinar!!
Rachel Brown
01:18:08
Ok Brian! Let me know when!!
Kristin Rademaker
01:18:14
yes Rachel we do,
Detra Holmes
01:18:21
This was awesome! Thank you!
Kim Gerard
01:18:24
looking forward to more webinars
Brian Aycock
01:18:31
Thank you all for coming, what a blast!!
Detra Holmes
01:18:41
Looking forward to more webinars
Karen Bowers
01:18:53
Thank you!
Detra Holmes
01:19:07
Thank you Kristin!
Brian Aycock
01:19:28
Hope to see you tomorrow!
Terry Contant
01:19:30
Thanks