Transcript Evaluating Curriculum & Instructional Materials - Joe Krajcik

EVALUATING CURRICULUM AND
INSTRUCTIONAL MATERIALS
Joseph Krajcik
Michigan State University
NGSS ANNUAL MEETING FOR STATE
LEADERSHIP TEAMS AND NATIONAL PARTNERS
GEORGIA AQUARIUM
ATLANTA, GEORGIA
FEBRUARY 18-19, 2014
Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM
What will we do today?
• Build common understanding of
how to evaluate materials align
with the intent of the Framework
for K – 12 Science Education
NGSS
• Build common understanding of
the EQuIP Rubric – getting you
started.
Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM
Building on the Past;
Preparing for the Future
Phase III
Phase I
Phase II
1990s
Assessments
Curriculum
Development
1990s-2009
7/2010 – April 2013
Teacher
education
1/2010 - 7/2011
Instruction
The NRC Framework and NGSS
1.
2.
3.
4.
5.
6.
What is new?
Organized around disciplinary core
explanatory ideas
Central role of scientific practices
Use of crosscutting concepts
Coherence: building and applying
ideas across time
Focus on explaining phenomena
Standards expressed as
performance expectations
Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM
3-Dimensional Learning
•
What is it? Blending the three
dimensions (core ideas, crosscutting
concepts and scientific and engineering
practices) to focus instruction and
assessment
•
Three-dimensional learning shifts the
focus of the science classroom to
environments where students use core
ideas, crosscutting concepts with
scientific practices to explore,
examine, and use science ideas to
explain how and why phenomena
occur.
Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM
Content and Practices Work together to Build
Understanding: 3 – Dimensional Learning
• To form useable understanding,
Practices
knowing and doing cannot be
separated
• Scientific ideas are best learned
when students engage in
practices
• Allows for problem-solving,
decisions making, explaining realworld phenomena, and integrating
new ideas
Crosscutting
Concepts
Core
Ideas
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Standards integrate core ideas,
crosscutting ideas & practices
• “Standards should emphasize all three dimensions articulated
in the framework—not only crosscutting concepts and
disciplinary core ideas but also scientific and engineering
practices.” (NRC 2011, Rec 4)
• A focus on 3 – dimensional learning.
Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM
How can we select materials aligned with the
intent of the NGSS?
The EQuIP Rubric
I.
Curricular alignment to the dimensions of
the NGSS
II. Instructional Supports
III. Monitoring Student Progress
Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM
I. Curricular alignment to the dimensions
of the NGSS
The lesson/unit aligns with the letter
and spirit of the NGSS:
• Elements of the practice, CCC, and
the DCI blend and work together to
make sense of phenomena or
problems.
Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM
II. Instructional Supports
The lesson/unit supports instruction and learning for all
students:
•Purposefully engages students in multiple scientific and
engineering practices blended with DCIs and CCCs.
•Developing deeper, more sophisticated understanding of
the DCIs, CCCs, and practices by clearly progressing
from what students already know toward deeper
understanding of the three dimensions by providing
sufficient supports and scaffolding throughout to elicit and
build on students’ understanding.
Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM
III. Monitoring Student Progress
• Assessment is aligned to the blended DCIs,
CCCs, and practices.
• Provides multiple opportunities for students to
demonstrate achievement – especially formative
opportunities as we move forward.
Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM
Lessons and units need to build across time
• The framework also stresses that ideas needs to
build across time.
Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM
A word of caution
• You won’t find much right now
• It will take time
• Select with care
Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM