NGSS PowerPoint April 2014

Report
NGSS Goals:
• Be able to apply the three Dimensions of
A Framework for K-12 Science Education
in your classroom.
• Understand the structure and content of
the Next Generation Science Standards.
• Be able to implement NGSS and develop
NGSS curriculum.
NGSS Topics
1.
2.
3.
4.
5.
6.
7.
8.
9.
Framework – Three Dimensions
Science & Engineering Practices
Crosscutting Concepts (CCCs)
Multiple Modalities with Practices
Disciplinary Core Ideas
Next Generation Science Standards
Nature of Science (NOS)
Appendices & Resources
ELA Literacy Connections/Strategies
Levels of Experience
How familiar are you with the Framework
and NGSS?
Current State of Science Standards
Science documents are about 15 years old!
– National Research Council’s National Science Education
Standards were published in 1996
– American Association for the Advancement of Science’s
Benchmarks for Science Literacy were published in 1993
Call for new, internationally-benchmarked standards
– Students in the U.S. have been outperformed on
international assessments such as TIMSS and PISA
– Too few students are entering STEM majors and careers
– Need for solid expectations and goals to prepare students
for these fields
The case for scientific literacy?
so
pretty
i never knew
mars had a sun
The case for scientific literacy?
“To be scientifically literate is
to empower yourself to
know when someone else is
full of bullsh#%.”
- Neil deGrasse Tyson
Building on the Past;
Preparing for the Future
Phase I: Getting
the Science Right
Phase II: States
Write the NGSS
Based on Phase I
1990s
1990s-2009
7/2010 – 3/2013
1/2010 - 7/2011
Process for Development of Next
Generation Science Standards
States and other key stakeholders engaged in the
development and review of the new college and career
ready science standards
– State Led Process
– Writing Teams
– Critical Stakeholder Team
– Achieve managed the development process
NRC Study Committee members to checked the fidelity of
standards based on framework and verified that it does
indeed accomplish framework goals.
Lead State Partners
Principles of the Framework
There are two key points that are important
to understand:
• First: focus and coherence must be a
priority, K-12
• Second: the progressions in the NGSS
automatically assume that previous
material has been learned by the student.
Principles of the Framework
The vision represented in the Framework is
new in that students must be engaged at the
nexus of the three dimensions:
1. Science and Engineering Practices
2. Crosscutting Concepts
3. Disciplinary Core Ideas
Principles of the Framework
Science and Engineering Practices and
Crosscutting Concepts should not be taught in
a vacuum; they should always be integrated
with multiple core concepts throughout the year.
Use common language across disciplines to
help students recognize concepts in different
content areas.
Principles of the Framework
The NGSS Focus on Deeper
Understanding and Application of Content.
The Framework identified a smaller set of
Disciplinary Core Ideas that students should
know by the time they graduate from high
school and the NGSS are written to focus on
the same.
Principles of the Framework
Science Concepts Build Coherently
Across K–12
The focus on a few Disciplinary Core Ideas is a
key aspect to a coherent science education. The
Framework identified a basic set of core ideas
that are meant to be understood by the time a
student completes high school.
Principles of the Framework
Principles of the Framework
Let’s Take a Closer Look at the Framework:
Download the PDF for free at:
http://www.nap.edu/openbook.php?record_id=13165
A Framework for K-12
Science Education
Table of Contents
p. vii
A Framework for K-12
Science Education
Overview of the
Framework
p. 3
What is the Framework for K-12 Science
Education?
p. 8
By framework we mean a broad description of
the content and sequence of learning expected
of all students by the completion of high
school—but not at the level of detail of grade-bygrade standards or, at the high school level,
course descriptions and standards.
Instead, as this document lays out, the
framework is intended as a guide to standards
developers as well as for curriculum designers,
assessment developers, state and district
science administrators, professionals
responsible for science teacher education, and
science educators working in informal settings.
A Framework for K-12
Science Education
Vision p. 8-9
K–12 Science Education
Should Reflect the Real
World Interconnections in
Science.
“The framework is designed
to help realize a vision for
education in the sciences
and engineering in which
students, over multiple years
of school, actively engage in
scientific and engineering
practices
and
apply
crosscutting concepts to
deepen their understanding
of the core ideas in these
fields.”
A Framework for K-12
Science Education
Two Goals p. 10
A Framework for K-12
Science Education
K-12 Alignment
p. 19-20
 Curriculum
 Instruction
 Professional Development
 Assessment
The framework and any standards that
will be based on it make explicit the
goals around which a science education
system should be organized. The
committee recognizes, however, that the
framework and subsequent standards will
not lead to improvements in K-12 science
education unless the other components of
the system—curriculum, instruction,
professional development, and
assessment— change so that they are
aligned with the framework’s vision. Thus
the framework and standards are
necessary but not sufficient to support the
desired improvements. In Chapter 10, we
address some of the challenges
inherent in achieving such alignment.
A Framework for K-12
Science Education
Research Base
p. 23-28
 Children are born investigators
 Understanding builds over time
 Science and Engineering
require both knowledge and
practice
 Connecting to students’
interests and experiences is
essential
 Focusing on core ideas and
practices
 Promoting equity
A Framework for K-12
Science Education
Development of
Core Ideas p. 31
A Framework for K-12
Science Education
Dimension 1
Scientific and
Engineering Practices
p. 41-82
Sections:
 Why Practices?
 Understanding How
Scientists Work
 How the Practices are
Integrated into Inquiry and
Design
 How Engineering and
Science Differ
 The Eight Practices
A Framework for K-12
Science Education
Dimension 2
Crosscutting Concepts
pp. 83-102
Crosscutting Concepts:
1. Patterns
2. Cause & Effect
3. Scale, Proportion, & Quantity
4. Systems & System Models
5. Energy & Matter
6. Structure & Function
7. Stability & Change
A Framework for K-12
Science Education
Dimension 3
Core Ideas & Components
pp. 103-214
1. Physical Sciences – p. 103
2. Life Sciences – p. 139
3. Earth & Space Sciences - p. 169
4. Engineering, Technology, &
Applications of Science – p. 201
A Framework for K-12
Science Education
Realizing the Vision
pp. 217- 295
 Integrating the Dimensions – p. 217
 Sample Performance Expectations
– p.220
 Implementation (Curriculum,
Instruction, P.D. and Assessment)
– p. 241
 Equity & Diversity – p. 277
There’s an app for that!
Free at
iOS App Store and Android Marketplace Google Play
Dimension 1:
Scientific & Engineering Practices – p. 41
1. Asking questions (for science) and defining problems
(for engineering)
2. Developing and using models
3. Planning and carrying out investigations
4. Analyzing and interpreting data
5. Using mathematics and computational thinking
6. Constructing explanations (for science) and designing
solutions (for engineering)
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating information
Scientific & Engineering Practices
Activity:
Read Practice & discuss with your “team”
On chart :
1. Fill in the boxes as you discuss.
2. Use extra space to list questions, concerns,
or needs.
3. List new shifts in instruction.
4. What are some classroom strategies?
Understanding How
Scientists Work
Sooooooooo, what does this
mean for the ol’………
Dimension 2:
Crosscutting Concepts - p. 83
1.
2.
3.
4.
5.
6.
7.
Patterns
Cause & Effect
Scale, Proportion, & Quantity
Systems & System Models
Energy & Matter
Structure & Function
Stability & Change
Dimension 2:
Crosscutting Concepts
Let’s explore the CCCs…
Read cross cutting concept &
discuss with your “team”
On chart :
1. Fill in the boxes as you discuss.
2. Use extra space to list questions, concerns,
or needs.
3. List new shifts in instruction.
4. What are some classroom strategies?
Dimension 3: Core Ideas
The 4 Disciplinary Core Ideas (DCIs)
1. Physical Sciences (PS)
1. Life Sciences (LS)
1. Earth and Space Science (ESS)
1. Engineering, Technology, and Applications of
Science (ETAS)
37
Physical Sciences (PS)
Life Sciences (LS)
Earth & Space Sciences (ESS)
Engineering, Technology, and
Applications of Science (ETS)
What are the NGSS?
NGSS Are:
 Performance Expectations
focused on the nexus of
the three dimensions of
science learning
 Performance Expectations
that require students
demonstrate proficiency
 Designed to lead to a
coherent understanding of
the Practices, CCC, and
DCIs
NGSS Are NOT:
 Separate sets of isolated
inquiry and content
standards
 Curriculum or instructional
tasks, experiences or
materials.
 Meant to limit the use of
Practices or Crosscutting
Concepts in instruction
 Designed to be separate or
isolated experiences
Public Release Process
Goal: To distribute and receive feedback from
interested stakeholders; to create a transparent
process
The standards were open for 2nd final public
review in January 2013. Writers reviewed all
feedback - 10,000 comments from Illinois
The standards can be accessed at
www.nextgenscience.org
The final draft released April 2013
Illinois Timeline
(Tentative…as of October 2013)
 Phase I: 2013-14
– Planning for Implementation; professional
development and curriculum planning
 Phase II: 2014-15
– MS/HS implementation; Elementary
professional development
Phase III: 2015-16
– Full implementation; large-scale assessment
nextgenscience.org
Next Generation
Science Standards
49
Nature of Science Matrix
“Students think that science is unproblematic”
Web Delivery of the NGSS
All Standards are sortable by
Topic
Discipline
Disciplinary Core Idea
Science and Engineering Practice
Crosscutting Concept
Grade Level/Band
Standards can be printed in pdf
Additional components available in pdf
A Closer Look at a
Performance Expectation
A Closer Look at a
Performance Expectation
A Closer Look at a
Performance Expectation
A Closer Look at a
Performance Expectation
Appendices & Resources
Background info and
resources in the
appendices at
nextgenscience.org
ELA Common Core
Literacy Standards for Science &
Technical Subjects
Common Core Connections
Next Generation
Science Standards
Danielson &
Teacher Evaluation
Common Core Connections
Standards for Mathematical Practice
1. Make sense of problems and persevere in
solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the
reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated
reasoning.
Common Core Connections
College & Career Readiness Skills
Some of the top 13 Job Skills noted by Fortune 500s
• Interpersonal/teamwork skills
• Oral communication & listening skills
• Problem solving skills
• Critical thinking
• Reading and writing
• Computation & application skills
Implementation Considerations
Applying today’s learning
Think of a topic you will be teaching in the next
few weeks….
1.
2.
3.
What are some changes/additions to instruction to
have students engage deeply in the Practices?
What connections can be made to other topics?
(Crosscutting Concepts)
Using the Dissection Templates from OneHub, work
with your team to begin developing objectives,
activities and assessments for your PE’s.
61
Performance Expectation Dissection:
Moving from Standards to
Curriculum and Instruction
PE Dissection Template
Transitioning from Standards to Curriculum
There are Different Routes You Can Take…
To get to the same
endpoint…
Bundling PEs to Form Units
Examples
Examples
Resources
•
•
•
•
•
•
•
•
www.nextgenscience.org
www.ngss.info
http://ngss.nsta.org/
http://learningcenter.nsta.org/products/symposia_s
eminars/NGSS/webseminar.aspx
http://www.isbe.net/ngss/default.htm
http://www.achieve.org/next-generation-sciencestandards
http://www.nap.edu/catalog.php?record_id=13165
http://www.csss-science.org/bcsse/
Credits
• Thank you to the following individuals and
organizations that helped provide resources for this
presentation:
– Dr. Carol Baker – www.ngss.info
– Amy Sandgren - Rock Island County ROE
– Norman T. Dahm Jr. – NBCT AYA Science
– Illinois State Board of Education
– www.nextgenscience.org

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