A Framework for K-12 Science Education: Practices, Crosscutting Concepts and Core Ideas Implications for English Language Learners (ELLs)

Webinar Presentation by Helen Quinn (Stanford University) and Okhee Lee (New York University) September 19, 2012

Basic Webinar Logistics

1.

2.

3.

4.

5.

Tina Cheuk will be facilitating this webinar.

Participants will be on MUTE (via computer and/or by phone).

Type in your questions or comments in the CHAT box in the bottom right hand corner (addressed to Tina Cheuk or to the whole group).

Webinar is recorded and archived on our website: ell.stanford.edu

Presentation slides and recording will be available on our website by tomorrow morning. 2

Context

  Education in US is controlled at the state and local level.

Common Core Math and Language Arts – 45 states, 3 territories, including D.C. choosing common standards 1

Next Generation Science Standards (NGSS)

 Stage 1 NRC Framework – July 2011  Stage 2 Achieve Standards – under development, first public release in May 2012 1 Source: http://www.corestandards.org/in-the-states 3

Lead State Partners

Source: http://www.nextgenscience.org/lead-state-partners 4

Framework Standards Assessments Curricula Instruction Teacher Preparation and development 5

Three Dimensions



Scientific and engineering practices



Crosscutting concepts



Disciplinary core ideas Download full report at www.nap.edu

6

Goals of the Framework

 Coherent investigation of core ideas across multiple years of school  More seamless blending of practices with core ideas and crosscutting concepts  Multidimensional standards and assessments  ALL students learn science 7

Questions General questions about the Framework and NGSS

Please type in your questions in the CHAT box.

8

Scientific and Engineering Practices

1. Asking questions and defining problems

2. Developing and using models

3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking

6. Developing explanations and designing solutions 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information

9

MATH M1.

Make sense of problems & persevere in solving them

M6.

Attend to precision

M7.

Look for & make use of structure

SCIENCE S5. S2.

Develop and use models

S1.

Ask questions & define problems Use mathematics &

S3.

Plan & carry out computational thinking investigations

M4.

Model with mathematics

S4.

Analyze & interpret data

M8.

Look for & express regularity in repeated reasoning

E2.

Build strong content knowledge

E4.

Comprehend as well as critique

E5.

Value evidence

M2.

Reason abstractly & quantitatively

M3.

Construct viable argument & critique reasoning of others

S7.

Engage in argument from evidence

S6.

Construct explanations & design solutions

S8.

Obtain, evaluate & communicate information

E6

. Use technology & digital media

M5

. Use appropriate tools strategically

ELA E1.

Demonstrate independence

E3.

Respond to the varying demands of audience, talk, purpose, & discipline

E7.

Come to understand other perspectives & cultures Source: Working Draft, 12-6-11 by Tina Cheuk, ell.stanford.edu

How Language Develops

 Multiple opportunities to hear and use (language)  Rich contexts – desire and opportunity to engage and contribute  Appropriate supports  Acceptance of “flawed” language 11

How Science Understanding Develops

 Multiple opportunities to hear and use (science ideas)  Rich contexts – desire and opportunity to engage and contribute  Appropriate supports  Acceptance of “flawed” language; for example non scientific language 12

Promoting Both Science and Language Learning for ELLs

 ELLs can participate in classroom discourse focused on rich and exciting academic content  ELLs learn language best when they engage with academic content  Focusing on both text and discourse gives ELLs opportunities for extended engagement with complex ideas 13

Example: Argument from Evidence

Language tasks

Listen or read to understand arguments Speak or write to express own arguments Analyze arguments

Science tasks

Analyze, support, and refute claims of others Present and support own claims 14

Questions

General questions about the theory of learning

Please type in your questions in the CHAT box.

15

Teacher Role

      Set culture of respectful argumentation Ensure all voices can contribute Elicit contributions or expansion of contributions Accept and support incomplete thoughts and “ flawed ” language (help student to clarify) Ensure that students are understanding contributions of others (rephrase, question) Support student questioning of others (whether for clarification or argumentation) 16

Teacher Role

  Clarify rather than correct (language or concept) Provide language support as needed (offer or elicit from other students a needed word, or the rephrasing of a poorly expressed idea)    Reward engagement (sense-making effort) Value logic of argument, not correctness of claim or language

Trust and support both language and science learning by the group process

17

Literacy Strategies for All Students

Incorporate reading and writing strategies

     Activate prior knowledge Promote comprehension of expository science texts Promote scientific genres of writing Connect science process skills (e.g., describe, explain, predict, conclude, report) to language functions (e.g., explain, compare, contrast) Encourage use of graphic organizers (e.g., concept map, word wall, Venn diagram, KWL) 18

ESOL Strategies for ELLs

Use language support strategies

 Use realia (real objects or events)    Encourage multiple modes of representations (gestural, oral, pictorial, graphic, textual) Use graphic devices (graphs, charts, tables, drawings, pictures) Use a small number of key terms in multiple contexts 19

Home Language Support

  Present science terms in multiple languages in the beginning of each lesson Use cognates (and highlight false cognates) in home language    Allow code-switching

Encourage ELLs to use home language to read, discuss or write about science

Encourage bilingual students to assist less English proficient students in their home language (group, not

one to one)

20

Home Culture Connections

 Build on students ’ lived experiences at home and in the community (i.e., funds of knowledge)  Explore culturally-based ways students communicate and interact in their home and community (i.e., cultural congruence)  Use students ’ cultural artifacts, culturally relevant examples, and community resources 21

Questions

Teacher role to support science and language learning

Please type in your questions in the CHAT box.

22

Resources

1.

Language Demands and Opportunities in Relation to the Next Generation Science Standards, by Helen Quinn, Okhee Lee, and Guadalupe Valdés.

http://ell.stanford.edu/publication/3-language-demands-and-opportunities relation-next-generation-science-standards-ells 2.

A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. http://www.nap.edu/catalog.php?record_id=13165 3.

Diversity and Equity in the NGSS: All Standards, All Students http://www.nextgenscience.org/next-generation-science-standards 4.

NSTA series of free webinars focused on the 8 practices. (9/11-12/18).

http://learningcenter.nsta.org/products/symposia_seminars/Ngss/websemin ar.aspx

23

Thank you!

Thank you to everyone who participated today. We will post the presentation and recording on our website in the morning.

Please give us feedback on this presentation and any other information that would be helpful to our team in supporting your work.

For more information, contact [email protected]

(Tina Cheuk) 24