STEELS Self-select Day

Tier 3 Professional Learning 
Notes: Completion of the Academic Productive Discourse module and both A & B are strongly recommended before any in the Self-Select Session. 
Must read: read the National Research Council: A Framework for K-12 Science Education: Practices, Crosscutting Concepts and Core Ideas (2012), free download 
 

In order to meet all school districts in continuing their pedagogical shifts towards the STEELS Standards, we are offering this full day session with open choices for STEELS Leadership Teams. You may choose from any of the following sets of STEELS Special Topics. Email Peney to let her know which area(s) of focus you and your team or colleagues are requesting. pwright@tiu11.org 
 

All modules will be self-guided with support and multiple districts may work with each other.

Formerly known as… 
STEELS Special Topics A STEELS 
*Productive Student Academic Discourse 
- Equity and Inclusion: Cultural Relevance and Culturally Responsive Pedagogy for ALL Students 
- 3D Assessments K-12 
- Integrating STEELS with ELA K-5 Integration Exemplars and Project-based Learning 
 

Special Topics B STEELS
- K-12 Equity, Inclusion and Universal Design for Learning (UDL) 
- STEM: Integrating T&E Within STEELS K-12 
- Critiquing and Shifting Towards Phenomena-based 3-Dimensional Curricula 
 

Special Topics C
*New: STEELS: Planning for T & E Learning and Integration 
Team’s or Participants’ Choice: 
- Developing a cohesive STEELS Unit Storyline 
- HQIM Reviews or Shifting Units and/or Lessons DEEP DIVE and working session 
- Integrating T & E; T & E / EL&S Bundling 
- Developing STEELS aligned formative and summative assessments 
- Team Planning: PL and Curriculum Mapping, etc… 
- Elementary Teachers: developing science and engineering content knowledge and/or strengthening pedagogy

“The difference in the verbs used in the NGSS tells the story. Gone is the conception of science education as an abstract recall of facts. Instead, students demonstrate proficiency in science by engaging in actual scientific practices — in this case, developing models, designing solutions and constructing arguments. In the words of one standards author, the NGSS requires that students move from demonstrating good note-taking skills to demonstrating true understanding of scientific practices, concepts and core ideas. The resulting implications for classroom practice could not be greater.”  2013, Achieve NGSS Workbook 
 

Our goals are to shift our teaching to engage 21st Century students in rigorous science learning.  
 

NGSS Conceptual Shifts 
- K–12 Science Education Should Reflect the real-world interconnections in science 
- All practices and crosscutting concepts are used to teach all core ideas all year 
- Science concepts build coherently across K-12 
- The NGSS focus on deeper understanding and application of content 
- Integration of science and engineering 
- Coordination with Common Core State and STEELS Standards