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Common Core State Standards,
Next Generation Science Standards,
and Environment-based Education Programs
History of the Common Core
Reason for the Common Core
(video)
(video)
More video resources: http://www.youtube.com/user/TheHuntInstitute/videos
Common Core Mission Statement (abridged)
• provide a consistent, clear understanding of what students are expected to learn – so teachers and parents know what they need
to do to help them. • robust and relevant to the real world,
reflecting the knowledge and skills that our young people need for success in college and careers.
• (from http://www.corestandards.org/)
CA Common Core Timeline
• Adopted August 2, 2010 • Full Implementation: 2013 – 2014
academic year • English Language Arts Framework:
Scheduled to be available May 2014. • Math Framework: Approved 11/6/13.
Scheduled to be in print Summer 2014.
CA Common Core Subjects
• Mathematics • English Language Arts & Literacy in
History/Social Studies, Science, and Technical Subjects
Three Shifts in Mathematics with the Common Core
• Focus deeply on the major work of each grade so students can gain strong foundations
• Coherence: Think across grades and link to major topics within grades
• Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application with equal intensity
Common Core State Standards: Mathematics
Two Types of Standards: • Mathematical Content Standards (different
at each grade level). – Expertise and skills and knowledge—what
students need to know and be able to do. – The mathematical content standards were built on
progressions of topics across grade levels, informed by both research on children’s cognitive development and by the logical structure of mathematics.
Common Core State Standards: Mathematics
• Eight Mathematical Practice Standards (identical for each grade level) – “Habits of Mind” that students should develop
to foster mathematical understanding
Mathematical Practice Standards
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique
the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically.
Mathematical Practice Standards
6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in
repeated reasoning.
(source: http://www.cde.ca.gov/be/st/ss/documents/ccssmathstandardaug2013.pdf)
Common Core - ELA
• Title of Document: California Common Core State Standards: English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
Three Major Shifts in English Language Arts Standards
• building knowledge through content-rich nonfiction
• reading, writing and speaking grounded in evidence from text, both literary and informational
• regular practices with complex text and its academic language
Common Core State Standards: English Language Arts
Two Types of Knowledge: • Content Standards
– Reading – Writing – Speaking & Listening – Language – Literacy in History/Social Studies, Science, and Technical
Subjects (grades 6-12; for K-5 integrated into the above 4)
Common Core State Standards: English Language Arts
• English Language Arts Capabilities (or Practices) – Not standards themselves, but instead offer a
portrait of students who meet the standards set out in CCSS-ELA. As students advance through the grades and master the standards in reading, writing, speaking and listening, and language, they exhibit, with increasing fullness and regularity, the capabilities of the literate individual. (p. 6 CCSS-ELA)
• Most relevant content standards for environment-based education programs are the Listening and Speaking set
Most Relevant Standards
Key Ideas in Common Core – ELA: Speaking and Listening
• purposeful academic talk in collaborative settings
• flexible communication and collaboration • require students to develop a range of
broadly useful oral communication and interpersonal skills
• (video: http://www.youtube.com/watch?v=FZXwEaHrdbo&list=PLU5w_vKBBzWflmjNvpQv9Cpi4WcgPcxnM)
Key Ideas in Common Core – ELA: Speaking and Listening
• Students must learn to work together, express and listen carefully to ideas, integrate information from oral, visual, quantitative, and media sources, evaluate what they hear, use media and visual displays strategically to help achieve communicative purposes, and adapt speech to context and task.
(source: http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf)
Speaking and Listening “An important focus of the speaking and listening standards is academic discussion in one-on-one, small-group, and whole-class settings. Formal presentations are one important way such talk occurs, but so is the more informal discussion that takes place as students collaborate to answer questions, build understanding, and solve problems.”
(Source: http://www.corestandards.org/resources/key-points-in-english-language-arts)
Students Who Are College and Career Ready in Reading, Writing, Speaking and Listening, and Language Have These Capabilities (“Practices”)
1. They demonstrate independence. 2. They build strong content knowledge. 3. They respond to the varying demands of
audience, task, purpose, and discipline. 4. They comprehend as well as critique. 5. They value evidence.
Students Who Are College and Career Ready in Reading, Writing, Speaking and Listening, and Language Have These Capabilities (“Practices”)
6. They use technology and digital media strategically and capably.
7. They come to understand other perspectives and cultures.
(source: http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf)
Next Generation Science Standards Timeline
• Adopted by California September 4, 2013. • Middle Grades (6 – 8th): SBE approved
both the integrated model AND a discipline-specific model. Districts will have the option to choose.
• California Science Framework scheduled to be completed early 2016.
Next Generation Science Standards Timeline
• Absolutely earliest implementation will be 2015 – 2016, most likely 2016 - 2017.
• Instructional material development 2016 – 2017
• Assessment?
Conceptual Shifts in the NGSS • K-12 science education should reflect the
interconnected Nature of Science as it is practiced and experienced in the real world.
• The NGSS are student performance expectations – not curriculum.
• The science concepts in the NGSS build coherently from K – 12.
(source:http://www.nextgenscience.org/sites/ngss/files/Appendix%20A%20-%204.11.13%20Conceptual%20Shifts%20in%20the%20Next%20Generation%20Science%20Standards.pdf)
Conceptual Shifts in the NGSS • Focus on deeper understanding of content
as well as application of content. • Science and engineering are integrated in
the NGSS, from K – 12. • The NGSS are designed to prepare
students for college, career, and citizenship.
(source:http://www.nextgenscience.org/sites/ngss/files/Appendix%20A%20-%204.11.13%20Conceptual%20Shifts%20in%20the%20Next%20Generation%20Science%20Standards.pdf)
Conceptual Shifts in the NGSS • The NGSS and Common Core State
Standards (English Language Arts and Mathematics) are aligned.
(source:http://www.nextgenscience.org/sites/ngss/files/Appendix%20A%20-%204.11.13%20Conceptual%20Shifts%20in%20the%20Next%20Generation%20Science%20Standards.pdf)
Next Generation Science Standards
Three Dimensions Interwoven in NGSS: - Content: Core ideas in the discipline - Science and engineering practices - Crosscutting concepts across disciplines
Disciplinary Core Ideas
• Physical Sciences – matter, motion, forces, energy, waves
• Life Sciences – molecules to organisms, ecosystems,
heredity, biological evolution
Disciplinary Core Ideas
• Earth and Space Sciences – Earth’s place in the universe, Earth’s systems,
Earth and human activity • Engineering, Technology, and the
Applications of Science (NEW) – Engineering design; links among engineering,
technology, science and society
Crosscutting Concepts 1. Patterns 2. Cause and effect 3. Scale, proportion, and quantity 4. Systems and system models 5. Energy and matter: Flows, cycles, and
conservation 6. Structure and function 7. Stability and change
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. Constructing explanations and designing solutions
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating information
Ways to Support CCSS and NGSS Practices, and ELA Speaking and Listening
Standards in Environment-based Education Programs
Engage Students in Academic Conversations that Require
Them To:
• elaborate, clarify • question • support ideas with examples and
evidence (sources/additional info.: http://www.jeffzwiers.com/ac/ac_overview.html; http://www.jeffzwiers.com/ac/index.html; http://www.jeffzwiers.org/; http://www.aldnetwork.org/academic-language)
• paraphrase • build on ideas • synthesize key ideas of the
conversation
Engage Students in Academic Conversations that Require
Them To:
(sources/additional info.: http://www.jeffzwiers.com/ac/ac_overview.html; http://www.jeffzwiers.com/ac/index.html; http://www.jeffzwiers.org/; http://www.aldnetwork.org/academic-language)
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