Transcript Building Capacity for State Science Education

Current Standards
Status Remarks
TN State Board of Education
December 18, 2013
Presented by Dr. Sally J. Pardue
Director, Oakley STEM Center at Tenn Tech Univ
What key characteristics and necessary features
must our next set of TN science standards exhibit
to ensure we are targeting towards preparing TN
students for college, career, and civic success?
Think – Pair – Share
Think: write down 3 initial thoughts
that come to mind as you consider
the challenge (60 seconds)
Pair: turn to the person beside you
and compare your lists, noting
similarities and differences (next 60
sec)
Share: room discussion of our joint
thoughts (next 3 - 5 minutes)
As we meet this
challenge, who will
we be communicating
our solution to?
Who are the TN
science education
stakeholders?
TN stakeholders in science education
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TN Students learning science today
TN Science Teachers in K-12
TN Science Educators in Post-Secondary
TN
Companies/Businesses/Industries/Governmen
t Agencies
– that hire scientists
– that hire science literate workers
• TN organizations with science education
interests and/or advocacy activities
What can we learn by
studying what others
have learned and
reported on?
What can we learn by
listening to what
others have to say?
How can we apply
these perspectives to
our solution planning?
…the
science standards need to have an area dedicated to
that dimension of the Common Core (argumentive and
informational texts) …I see a hesitation with science
teachers in implementing this important component in their
teaching because of the time needed to focus on science
standards…it is important in their daily lessons for students
to critically read and write about science. Again, I feel if the
state addresses this need within our standards, it will be
very beneficial for our science students, as well as letting
the teachers realize that importance.
I wanted to know how much of
the NGSS materials will be used
in future standards upgrades?
The current standards employed in Tennessee represent a huge leap
forward for standards based education. We were only one of two states to
be foresighted enough to incorporate science, engineering, and technology,
in grade level bands. During my time with the NGSS writing committee I
was frequently asked for input on the successes and failures of our
implementation. As a first attempt goes, ours was a valiant effort. However,
the NGSS has taken our state work further, ensuring a full measure of
attention is paid to science, engineering, and technology throughout every
discipline of science in every grade. The focus has shifted from a peripheral
view to a fully imbedded and fully assessed topic of science instruction.
Our standards have allowed Tennessee to move to the front
of the country in science education innovation. However, as
more and more states adopt NGSS, we will fall to the back of
the pack and lose the ground we have already gained. As
assessments are written and curriculum is developed for
NGSS, any state that has not adopted NGSS will be forced to
follow the NGSS standards by de-facto reasons.
Being a Lead state in the development of the NGSS and
having a Tennessee educator on the writing team, has given
us tremendous influence on the future of science education,
both at home and nationally. As with all things in life, if you
stop trying to improve, if you don't continually strive to move
forward, you will be pushed backward. Our current standards
were a great first step towards our goal of having Tennessee
recognized as a leader in education, now it is time to take the
second step.
NASBE’s Deeper Learning Initiative provides state policymakers the
essential tools to make smart decisions on ways to prepare more students
for college, career, and civic success.
Deeper learning delivers strategies for educators to convey the skills and
knowledge students need to succeed in the 21st century.
These competencies include
the ability to:
• master academic content;
• think critically and solve
complex problems;
• work collaboratively;
• communicate effectively;
• learn how to learn.
Next Generation Science Standards for
Today’s Students and Tomorrow’s Workforce
A New Vision of
Science Learning
Leads to a
New Vision of Teaching
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
science 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 p. 1-2
Published in July 2011, National Academies Press
NGSS Lead States (26) and Writing Team (41)
Writing Team Only
Lead State Partner Only
Lead State Partner and Writing Team
TN NGSS Timeline (2011 – today)
• July 2011
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Applied for and selected as a Lead State for NGSS
development, See sample letter to Dr. Linda Jordan from Dr.
Sally Pardue, chair of TN STEM Education Leadership Council
• October 2011
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60 person statewide TN NGSS Leadership Team
meet in person and on-line in between meetings
• February 2012
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Preparation for TN public reading of 1st draft NGSS
focus groups to be held in May 2012
• September 2012
•
Report on May 2012 readings and prepare for next
public draft in Jan 2013
• April 2013
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Final version of NGSS released
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Discussion of TN Science Standards at SBE
• July 2013
Ref: NASBE website
Business Letter of Support
Principles of the Framework
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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.
What is NEW in the K-12 Science
Framework and the NGSS?
1. Central role of science
and engineering
practices
2. Organized around core
explanatory ideas
3. Coherence: building
and applying concepts
across time
Conceptual Shifts in the Standards
1. K-12 Science Education Should Reflect the Interconnected Nature
of Science as it is Practiced and Experienced in the Real World.
2. The Next Generation Science Standards are student performance
expectations – NOT curriculum.
3. The Science Concepts in the NGSS Build Coherently from K–12.
4. The NGSS Focus on Deeper Understanding of Content as well as
Application of Content.
5. Science and Engineering are Integrated in the NGSS, from K–12.
6. The NGSS are designed to prepare students for college, career,
and citizenship.
7. The NGSS and Common Core State Standards (English Language
Arts and Mathematics) are Aligned.
Compare two presentations of science content
Exact Knowledge (fact)
The earth is divided into concentric spheres.
There is an iron-nickel inner core
surrounded by a liquid outer core. The
mantle surrounds the core and is able to
flow like a plastic. The outer most layer is a
rigid crust.
vs
Developing Knowledge (process)
The currently accepted model of the earth’s
interior is based largely on the analysis of
seismic waves which indicates that earth is
comprised of concentric spheres.
A Departure from Separate
Content and Inquiry Standards
Dimension 1
Scientific and Engineering Practices
1.
Asking questions (science)
and defining problems
(engineering)
5. Using mathematics and
computational thinking
2.
Developing and using
models
6. Constructing explanations
(science) and designing
solutions (engineering)
3.
Planning and carrying out
investigations
7. Engaging in argument from
evidence
4.
Analyzing and interpreting
data
8. Obtaining, evaluating, and
communicating information
For each, the Framework includes a description of the practice, the culminating
12th grade learning goals, and what we know about progression over time.
Crosscutting Concepts
1. Patterns
2. Cause and effect
3. Scale, proportion, and quantity
4. Systems and system models
5. Energy and matter
6. Structure and function
7. Stability and change
Framework 4-1
NGSS Standards Architecture
• Performance Expectations for each standard
• All performance expectations are essential to instruction
• Within the classroom, it might be necessary to only assess
one of these expectations
• Clarification Statements and Assessment Boundaries
• Foundation Boxes: Colors & codes of 3 dimensions
• Connections within NGSS
• Connections to other disciplinary core ideas in this grade-level
• Articulation of disciplinary core ideas across grade-levels
• Connections with Common Core State Standards in
both literacy and math
Connections to CCSS Literacy
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Determine Central Ideas
Evidence
Analysis
Evaluate Hypotheses
Synthesize Information
Writing Arguments
Use of Technology
Speaking and Listening
Connections to CCSS Mathematics
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Make sense of problems and
persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and
critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in
repeated reasoning.
Building Capacity for Tennessee Science Education
(BCTSE)
• Continuing Awareness
– Fall 2013 convening of stakeholder groups to establish a Vision for Science Education in TN
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BCTSE: Building Capacity for TN Science Education
– Engagement with state teacher networks (TSTA, TNSELA, etc.)
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Coordinate workshops as part of annual fall convenings
“Engineering Effective Science with the Common Core,” Conference Theme for Nov 7 – 9, 2013
• Establishing Buy-in
– Use state networks to follow-up
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regional drive-in workshops for teachers in the Spring 2014
– “Day on the hill” at the state level for leadership team members to visit with state legislators
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replicating NSTA’s Congress on Science Ed event (Summer 2011)
• Engaging Community
– Convene a Science Summit for TN
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panel discussion re: need for science preparation for all citizens, economic connections
Participants: key State Board of Ed, Governor’s staff, chairs of legislative Education Committees, Dept of
Ed, post-secondary institutions
Panelists: TN Business Roundtable leaders, prominent TN scientists & researchers, and employers
The Tennessee Science Education
Leadership Association (TnSELA)
ETSU is mapping TN Science
Standards to NGSS.
Larry Bowman has shared a
“snapshot” and posters were
presented at TSTA Nov 2013 Conf
TTU and
Oakley STEM
Center are
focused on K8 with the
UCRSI
project under
TSIN
Questions to a Director of
Schools:
Mirror instructional shifts happening in
Math and ELA due to Common Core
What do you want science
learning to look like in the
classroom?
Group work, more student talk happening,
more student thinking visible, working in
teams, solving problems, able to explain
how they are making decisions, writing,
good critical thinking development, use of
instructional “tasks”
What do you want to see your
district’s teachers doing in the
classroom?
Use of scenarios to guide student learning
– problem-based learning, project-based
learning, Legacy Cycle, 5E
What does success look like?
Awareness of learning progressions in
science and developed pacing guides (At
this point the textbook tends to drive the
pacing) the textbook should not be the
guiding factor! It a piece, not the whole, it is
a tool – one of many that students and
teachers should be using to learn science
Resources
• National Association of State Boards of Education (NASBE)
– http://www.nasbe.org/project/next-generation-science-standards/
• Council of State Science Supervisors, Building Capacity for
State Science Education
– http://www.csss-science.org/bcsse/
• Framework for K-12 Science Education
– http://www.nap.edu/catalog.php?record_id=13165
• American Society of Engineering Educators (ASEE)
– http://www.asee.org/conferences-and-events/conferences/k-12-workshop/2013
• National Science Teachers Association
– http://www.nsta.org/about/standardsupdate/
Now the fun begins…