Integration & Inquiry Transitioning to the Common

Core & Next Generation of Science Standards

CaMSP Learning NetworkSacramento, CaliforniaFebruary 27 & 28, 2012

Presented by: Jarred Shell, Linda Braatz-Brown, Paul Gale, Ph.D.

Today's Objectives

Participants will be able to identify the main differences between the current Standards and the CC & NGSS Standards. Next, they will be able to identify the common themes within them and develop an understanding of how integration and application can facilitate the transition into CC & NGSS.

Why Common Core & NGSS and why right now?

21st century Skills

Ask yourself how do the 21st century skill fit into the Common Core & NGSS?

•Critical Thinking & Problem Solving

•Creativity & Innovation

•Collaboration

•Communication

How do Common Core & NGSS compare to current

Standards?

21st century as applied to Common Core and NGSS

Basic Knowledge / Skills Applied Skills

Traditional Education CC & NGSS

•English Language (spoken)•Reading Comprehension•Writing in English•(Grammar, Spelling)•Mathematics•Science•Government/Economics•Humanities/Art•Foreign Language•History/Geography

•Critical Thinking/Problem Solving•Oral Communications•Written Communications•Teamwork/ Collaboration•Diversity•Informational Technology Application/Communication•Leadership•Creativity/Innovation•Lifelong Learning/Self Direction•Professionalism/Work Ethic•Ethics/Social Responsibility

Do you notice a common theme?

Connections between Common Core & NGSS

Both systems are built heavily around application!

NGSS Practice CC Math Practice

Asking questions and defining problems Making since of problems and persevere in solving them

Developing and using models Model with mathematics

Planning and carrying out investigations Look for and make use of structure

Analyzing and interoperating data Reason abstractly and quantitatively

Using mathematics, information and computer technology, and computational thinking

Use appropriate tools strategically

Constructing explanations and designing solutions

Making since of problems and persevere in solving them

Engaging in argument from evidence Construct viable arguments and critique the reasoning of othersAttend to precision

Obtaining, evaluating, and communicating information

Look for and express regularity in repeated reasoning

Which pedagogy can aid in the transition?

21st Century Skills

(Needs)(Partnership for 21st Century Skills,

2002)

Inquiry Learning

(Solutions)(Hmelo-Silver, 2004)

Survival Skills for a

Global Economy

(Needs)(Wagner, 2008)

Creativity / Innovation Flexible knowledgeNot only one right answerWork on knowledge problems that arise from attempts to understand the worldCatalyze knowledge advancement

Curiosity / Imagination

Critical Thinking / Problem Solving

Effective problem-solving skillsIdentify what is needed to learn to solve a problemTake a critical stance by using various information sources

Critical Thinking / Problem solving

Professionalism / Work Ethic Intrinsic motivation

Teacher acts to facilitate the learning process

Take responsibility for knowing what to learn Self-

Initiative / EntrepreneurialismAgility / Adaptability

Oral and Written Communications

Effective collaboration skillsIdentify what is needed to learn to solve a problemCollaborative solution of knowledge problemsMust be collective responsibilityCoherence, quality, and utility of ideas

Oral and written communication

Self-Disciplined Worker Directed Learner (SDL)Apply new knowledge to the problem and reflectParticipants take responsibility for learning

Collaboration across networksLeading by influence

Inquiry level Question Procedure Solution

Level 1: Confirmation Confirm a principle through an activity when the results are predetermined

Given Given Taught

Level 2: StructuredInvestigate a teacher presented question through a prescribed procedure

Given Given OpenVaries

Level 3: Guided Investigate a teacher-presented problem/question using student-generated procedures

Given Student developed

OpenVaries

Level 4: Open (Teacher provides problem)Investigate student-generated questions through student-generated procedures

Student developed

Student developed

OpenVaries

Assessments?

SMARTER Balanced Assessments• SMARTER Balanced theory of action illustrates the vision for an

assessment system that will lead to inferences that ensure that all students are well-prepared for college and careers after high school.

• Claims are the broad statements of the assessment system’s learning outcomes, each of which requires evidence that articulates the types of data/observations that will support interpretations of competence towards achievement of the claims.

• The consortium identified the critical and relevant claims that will “identify the set of knowledge and skills that is important to measure for the task at hand”. They identified four claims for the summative mathematics assessment and five claims for Summative Assessment of the Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

Major Claims for SMARTER Balanced Assessment Consortium

Math Claims ELA ClaimsStudents can explain and apply mathematical concepts and carry out mathematical procedures with precision and fluency.

Students can read closely and critically to comprehend a range of increasinglycomplex literary and informational texts

Students can frame and solve a range of complex problems in pure and applied mathematics.

Students can produce effective writing for a range of purposes and audiences

Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.

Students can employ effective speaking and listening skills for a range of purposesand audiences.

Students can analyze complex, real-world scenarios and can use mathematical models to interpret and solve problems.

Students can engage appropriately in collaborative and independent inquiry toinvestigate/research topics, pose questions, and gather and present information.

Students can skillfully use and interpret written language across a range of literacy tasks.