Transcript Science Juan-Carlos Aguilar Science Program Manager Georgia Department of Education

Science
Juan-Carlos Aguilar
Science Program Manager
Georgia Department of Education
5/23/2016
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Agenda
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Science and AYP
HB 186
Next Generation Science Standards (NGSS)
Survey of Enacted Curriculum
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Graduation Requirements
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HB 186
• Establish college and career readiness standards in Reading,
Writing, and Mathematics that align with common core
curriculum & meet college readiness standards in colleges and
universities.
• Academic Unit Limit of three (3) for CTAE Courses with
Embedded Academic & CTAE Credit.
• Embedded course units accepted for admission into a
Technical College System of Georgia (TCSG) institution. The
unit would count once toward high school diploma
requirements, unless the course is expanded to cover both the
academic and CTAE standards.
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HB 186
• Units of high school credit could be awarded based on
demonstration of subject area competency instead of or in
combination with completion of curses of classroom
instruction.
• High school students may earn units of high school credit by
either:
• The completion of courses; or
• The testing out of otherwise course content.
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HB 186
The State Board of Education may identify, but not be limited to:
1. Advanced Placement exams;
2. ACT course assessment;
3. Industry-specific certificates and credential for CTAE courses;
4. College Level Examination Program (CLEP) exams; and
5. Nationally recognized foreign language performance assessments.
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Next Generation Science Standards (NGSS)
Achieve will take the lead in developing aligned Science standards in partnership
with states and key stakeholders by late 2011 or early 2012. These new National
Science Standards will:
 Focuses on a limited number of core ideas in Science and Engineering both
within and across disciplines
 Based on the notion of learning progressions
 Involves the integration of both knowledge of scientific explanations and the
practices needed to engage in scientific inquiry and engineering design
 Take into consideration the knowledge and skills required for science
literacy, college readiness, and for pursing further study in STEM fields
 Provide a platform for the development of aligned, high quality assessments,
curricula and instructional materials.
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Lead States and NGSS Writing Team
Writing Team Only
Lead State Partner Only
Writing Team and Lead State Partner
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Next Generation Science Standards (NGSS)
TENTATIVE TIMELINE!
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Next Generation Science Standards (NGSS)
GEORGIA TENTATIVE TIMELINE!
The National Science Framework was release on July 17, 2011.
Expected completion of the New Generation of National Science Standards by
Achieve is December, 2012 .
Precision review of the Science GPS will be conducted in the Spring-Summer of
2013.
Tentative date to submit revised Science GPS for adoption by the Georgia Board of
Education in the Summer of 2013.
Professional Development for teachers on the revised Science GPS in the 20132014 school year.
First year of implementation of the revised Science GPS in the 2014-2015 school
year .
Assessments will be aligned accordingly at this time. New assessments on 20152016 school year.
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K-12 Science Framework Goals
• The Framework is motivated in part by a growing national consensus around the
need for greater coherence—that is, a sense of unity—in K-12 science education.
• Develop students’ understanding of the practices of science and engineering,
which is as important to understanding science as is knowledge of its content.
• The Framework endeavors to move science education toward a more coherent
vision in three ways:
First – It is built on the notion of learning as a developmental progression.
Second – The expectation is that students engage in scientific investigations and
argumentation to achieve deeper understanding of core science ideas.
Third – The Framework emphasizes that learning science and engineering
involves integration of the knowledge of scientific explanations (i.e., content
knowledge) and the practices needed to engage in scientific inquiry and
engineering design. Thus, the Framework seeks to illustrate how knowledge and
practice must be intertwined in designing learning experiences in K-12 science
education.
Framework 1-3
The New NRC Framework for
K-12 Science Education
 Dimension 1: Scientific and Engineering Practices
 Dimension 2: Crosscutting Concepts
 Dimension 3: Disciplinary Core Ideas
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Dimension 1: Scientific & Engineering Practices
Why Practices?
The idea of science as a set of practices has emerged from the
work of historians, philosophers, psychologists, and
sociologists over the past 60 years. This perspective is an
improvement over previous approaches, in several ways.
First - It minimizes the tendency to reduce scientific practices
to a single set of procedures, such as identifying and
controlling variables, classifying entities, and identifying
sources of error. This tendency overemphasizes experimental
investigation at the expense of other practices, such as
modeling, critique, and communication.
Dimension 1: Scientific & Engineering Practices
Why Practices?
Second - A focus on practices (in the plural) avoids the mistaken
impression that there is one distinctive approach common to all
science—a single “scientific method”—or that uncertainty is a universal
attribute of science.
Third - Attempts to develop the idea that science should be taught
through a process of inquiry have been hampered by the lack of a
commonly accepted definition of its constituent elements. The focus in
the Framework is on important practices, such as modeling, developing
explanations, and engaging in critique and evaluation (argumentation),
that have too often been underemphasized in the context of science
education. Students engage in argumentation from evidence to
understand the science reasoning and empirical evidence to support
explanations.
Dimension 1: Scientific & Engineering Practices
Practices – Knowledge and Skills
• The importance of developing students’ knowledge of
how science and engineering achieve their ends while
also strengthening their competency with related
practices.
• The term “practices,” instead of a term such as
“skills,” to stress that engaging in scientific inquiry
requires coordination both of knowledge and skills
simultaneously.
Framework page 3-1
Dimension 1: Scientific & Engineering Practices
Practices – Knowledge and Skills
• This implies that Science Practices differs from
science inquiry.
• Stressing the use of evidence is one of the significant
differences.
• The essential role of science content knowledge is
another significant difference.
• What are some of the potential implications for the
changes in focus?
Framework for K-12 Science Education
Dimensions of the Framework
 Dimension 1: Scientific and Engineering Practices
– “Inquiry” and “Science Processes” are re-defined as
Scientific and Engineering Practices
– These Practices represent strategic, synergistic
integration with ELA CCSS
Dimension 1: Scientific & Engineering Practices
ENTRY
POINT
Question
phenomenon
Identify a
need or
problem
Draw a
conclusion
Research
the problem
Collect data &
analyze
Construct an
investigation
Brainstorm
solutions
Collect data
& analyze
Draw a
conclusio
n
Redesign
Construct an
investigation
Scientific Process
Present the
solution
Decide on
best
solution
Construct a
prototype
Test & evaluate
prototype
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Dimension 1: Scientific & 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 math, information/computer technology,
computational thinking
6. Constructing explanations, designing solutions
7. Engaging in argument from evidence
8. Obtaining, evaluating, communicating information
Framework 3-28 to 31
Dimension 2: Crosscutting Concepts
What are Crosscutting Concepts?
• Crosscutting concepts are concepts that cross disciplinary boundaries
and contribute to the sense making that leads to students valuing and
using science and engineering practices.
• The Framework describes seven crosscutting concepts that appear to
have value in supporting understanding of the natural sciences and
engineering.
• The crosscutting concepts, when made explicit for students, contribute
to their understanding of a coherent and scientifically-based view of
the world.
• Crosscutting concepts have utility for instruction.
Framework page 4-1
Dimension 2: Crosscutting Concepts
How Do Students Learn These Concepts?
1. Crosscutting concepts (CCC) are fundamental to an
understanding of science, yet students are often expected to
develop this knowledge without any explicit instructional
support.
2. The vision of the framework is for “The Standards” to be
written as an intersection of the three dimensions, with
crosscutting concepts being an integral component to the other
dimensions.
3. Students should have the crosscutting concepts as common and
familiar touchstones across the disciplines and grade-levels.
Dimension 2: Crosscutting Concepts
How Do Students Learn These Concepts?
4. Explicit development of the crosscutting concepts in multiple
disciplinary contexts can help students develop an
understanding of science and engineering as coherent,
cumulative, and versatile.
5. The utility of students’ science knowledge depends upon their
ability to use science to explain novel phenomena.
Dimension 2: Crosscutting Concepts
1. Patterns
2. Cause and Effect
3. Scale, Proportion and Quantity
4. Systems and System Models
5. Energy & Matter: Flows, Cycles, Conservation
6. Structure and Function
7. Stability and Change
Dimension 3: Disciplinary Core Ideas
Organized into Four Domains
• Physical Science
• Life Sciences
• Earth & Space Sciences
•
• Engineering, Technology and the Applications of
Science
Dimension 3: Disciplinary Core Ideas
• Broad Explanatory Power
• Each Core Idea is introduced with a question and
has description of what students should understand
by end Grade 12
• Followed by “Grade Band End Points” (suggestive
of Learning Progressions)
• Engineering has new emphasis
• More Ocean, Climate and Earth Systems Science
Core
Ideas
Crosscutting
Concepts
Practices
From Framework
to Standards
Standards
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Surveys of Enacted Curriculum (SEC)
•
Support education research
• Evaluate effects of initiatives
and programs
• Examine instructional
practices
• Improve Instructional
Alignment
• Examine curriculum
articulation across grades
• Examine curriculum
consistency within grades
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Surveys of Enacted Curriculum (SEC)
 What are the Surveys of Enacted Curriculum (SEC)?
It is a practical, reliable set of data collection tools being used with teachers to
collect and report consistent data on current instructional practices and content
being taught in classrooms.
 How are the Survey of Enacted Curriculum administrated?
Teachers complete the survey questions through an online, web-base system. Upon
completion, the group data are reported in user-friendly charts and graphs to
facilitate analysis of differences across classrooms, schools, or districts.
 What are the educational applications of SEC data?
Alignment of instruction, standards, and assessments
o To what degree are the content topics and expectation on the state standards
being taught in the classroom?
o Is the content being taught with sufficient rigor or depth?
o Are the expectations for students, as reported by their teachers, consistent
with the defined expectations on the state assessment?
o To what degree might the misalignment of instruction be related to lower
student achievement?
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Surveys of Enacted Curriculum (SEC)
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Surveys of Enacted Curriculum (SEC)
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Next Generation Science Standards (NGSS)
Achieve will take the lead in developing aligned Science standards in partnership
with states and key stakeholders by late 2011 or early 2012. These new National
Science Standards will:
 Focuses on a limited number of core ideas in Science and Engineering both
within and across disciplines
 Based on the notion of learning progressions
 Involves the integration of both knowledge of scientific explanations and the
practices needed to engage in scientific inquiry and engineering design
 Take into consideration the knowledge and skills required for science
literacy, college readiness, and for pursing further study in STEM fields
 Provide a platform for the development of aligned, high quality assessments,
curricula and instructional materials.
5/23/2016
31
Next Generation Science Standards (NGSS)
TENTATIVE TIMELINE!
The National Science Framework was release on July 17, 2011.
Expected completion of the New Generation of National Science Standards by
Achieve is December, 2012 .
Precision review of the Science GPS will be conducted in the Spring-Summer of
2013.
Tentative date to submit revised Science GPS for adoption by the Georgia Board of
Education in the Summer of 2013.
Professional Development for teachers on the revised Science GPS in the 20132014 school year.
First year of implementation of the revised Science GPS in the 2014-2015 school
year .
Assessments will be aligned accordingly at this time. New assessments on 20152016 school year.
5/23/2016
32