Transcript NGSS Secondary Implementation and Transition Planning
NGSS Secondary Implementation and Transition Planning
March 18, 2014 Pacific Science Center Teaching and Learning Science Office of the Superintendent of Public Instruction
Thank you!
We would like to thank LASER and the Pacific Science Center for hosting us today.
Welcome and Today’s Outcomes • • • • • Review Elements Table Explore equity research and strategies in NGSS implementation at the secondary level.
Come to common understanding about secondary NGSS Review middle and high school NGSS standards and draft transition plans.
Discuss and create common message to be shared with stakeholders to address concerns for districts around middle and high school science courses and pathways.
But first…..
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Before we start…please use the post-its for your hopes and dreams for today.
Updates from Achieve • • • • • • NGSS Evidence Statements will provide educators with additional detail on what students should know and be able to do. Model content frameworks will build on these statements and offer further clarity on implementing the NGSS in the classroom. Early 2014
Classroom Assessment Tasks
are a vision of integrating science, engineering and mathematics in classroom assessment. Teachers across the disciplines are collaborating to write sample tasks that blend content, practices and concepts from both the NGSS and the Common Core State Standards. Early 2014 NGSS Accelerated Pathways are course models that provide examples of how the NGSS can be tailored for accelerated students. Created by Advanced Placement teachers, these models help schools and districts to envision pathways for students intending to take AP science courses in their junior year. Early 2014
The EQuIP NGSS Rubric
will help educators and education leaders identify high quality, NGSS-aligned instructional materials, and provide feedback to improve existing materials, through a criterion-based, peer-review process. Early 2014 The Science Standards Comparison Toolkit will help teachers and administrators consider the differences in purpose and content between different sets of standards. Early 2014 The NGSS data portal will let users search and view the NGSS to meet their individual needs for display on computers and mobile devices. This flexible resource will eventually allow users to tag and share resources. Summer 2014
Elements Table
Megan Bang, Ph.D.
University of Washington Understanding Equity and Secondary Science Practice
Let’s spend some time with the NGSS… How do we understand the secondary standards?
Mechelle and Craig Placemat Activity
Analyzing a Performance Expectation
Addressing our own questions and concerns
Highlights, Comments, and Captions
Three Parts to this Protocol Part 1: Record Data-make no judgments, inferences, or conclusions Part 2: Record “what it means”-this is your opportunity to make those inferences and conclusions Part 3: Reflect and Summarize your findings
Pick a Performance Expectation
What Standard Did You Choose?
Text of a Performance Expectation
3 Dimension-Foundation Boxes
3 Dimension-Foundation Boxes
Connection Boxes-To Other DCIs
Just record the codes for now
DCIs Before and After
Connection to the Common Core
Highlights, Comments, and Captions
Three Parts to this Protocol Part 1: Record Data-make no judgments, inferences, or conclusions Part 2: Record “what it means”-this is your opportunity to make those inferences and conclusions Part 3: Reflect and Summarize your findings
What It Means?
I notice that students will have to make observation and comparisons. I will have to teach these skills in multiple settings
Highlights, Comments, and Captions
Three Parts to this Protocol Part 1: Record Data-make no judgments, inferences, or conclusions Part 2: Record “what it means”-this is your opportunity to make those inferences and conclusions Part 3: Reflect and Summarize your findings
Caption
• If this place mat was a picture in a book, what caption would you give it?
• Write a one to three sentence caption describing what you have created so that the reader understands the implications of the image.
Remembering Phil Bell’s Messages from December…
Learning Conceptualized along Three Dimensions — Guided Development of New Educational Standards
Science & Engineering Practices Crosscutting Concepts Disciplinary Core Ideas
Three dimensional standards, Three dimensional instruction, Three dimensional curriculum .
Next Gen Science Standards
Standards take the form of performance expectations defined through combinations of elements of the three dimensions that progress across grade levels
Dimension 1: Science and Engineering Practices 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, information and computer technology, 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
Model for Scientific Practices (NRC, 2012)
Why Practices? • The practices are considered to be central to science and engineering. • Practices… – engage students productively in inquiry, – support important learning processes, and – help students understand aspects of the science and engineering enterprises
Designing for Learner Agency
• • Encourage students… “to be authors and producers of knowledge with ownership over it rather than mere consumers of it, and [encouraging] teachers and other members of the learning community to position students as stakeholders by publicly identifying them with the claims, approaches, explanations, designs and other responses to the problems that they pursue” (Engle and Conant, 2002, p. 404).
Learner agency takes three forms:
1. Support
active knowledge construction
by engaging students in the practices 2. Have
learning experiences grow out of the lives of learners — connect
science to real world contexts
3. Leverage funds of knowledge
of learners (interests, knowledge, reasoning, identities) 28
Studying the NGSS Secondary Standards Our next task…
1. We will use the questions on the next slide and back-map them to the performance expectations.
2. The goal is to see which PEs might support, coordinate and “speak” with each other – similar to Rodger Bybee’s concept of bundling. This will help us determine if there is an opportunity for WA to think about integrating PEs into specific courses.
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Studying the NGSS Secondary Standards What would it take for students to tackle the following questions?
How can Taylor Shellfish and communities that rely on shellfish farming plan for changes in the pH of the ocean?
How can Hanford Nuclear Site remediate the environment?
How do micro-plastics impact the Puget Sound aqua environment?
What design innovations can be implemented on aging dams, bridges and roadways in WA?
Predict how environmental toxins may impact living organisms?
Construct an argument for the testing of nuclear fallout in the water traveling from Japan to the western United States.
Develop a model for the Dept of Forestry that takes into account the impact of climate change on the health and the location of forests in WA. Other questions that might be useful?
California’s Middle School Model http://www.cde.ca.gov/pd/ca/sc/ngssintrod.asp
California articulation of Performance Expectations
Grade Eighth Cross Cutting Concepts
Stability and change; scale, proportion and quantity
Life
Natural Selection
Earth and Space Physical Human Impact
History of the Earth Space systems Waves and Electromagnetic radiation Energy Forces and Interactions Human Impact
Seventh
Energy and Matter: flows, cycles, and conservation; cause and effect Ecosystems Natural resources Structure and property of matter Human Impact
Sixth
Patterns; structure and function; systems and system models Cells and Organisms Weather and climate Energy Human Impact
Engineering
ETS ETS ETS
Fifth
Energy and Matter: flows, cycles and conservation; Scale, proportion and quantity Matter cycles through living and non living things Earth in space, interactions of earth systems Properties and structure of matter Human Impact ETS
Transition Plans • Examine the Transition Plans in light of the day’s activities – What recommendations will help districts transition to the NGSS?
– What do the NGSS learning spaces need to look like?
How should the Transition Plans be messaged?