Embed Size (px)
Citation preview
NGSS…. NOW WHAT?Laura Henriques – California State University, Long Beach
These slides will be uploaded on the NSTA website and
laurahenriques.wordpress.com
■ Framework for transition to full implementation
■ NGSS Awareness – shifts & 3 dimensions
■ Strategies for transitioning
– Example of making the shift
■ What’s next?
– Others to be involved and how to get them up to speed
– How to make the most of your time at NSTA to support
these changes
– Suggestions for when you get back home
■ Resources
We are all at different places on the journey to implement NGSS – none of us are there yet
Spiegel, J., Quan, A., & Shimojyo, Y. (2014).
Key things to keep in mind from awareness to implementation
Shifts associated with NGSS
■ K-12 science education should reflect real science
■ NGSS are performance expectations, not curriculum
■ Science concepts in NGSS build coherently from K through 12
■ NGSS focuses on deeper understanding of content as well as application of content
■ Science and engineering are integrated
■ NGSS are designed to prepare students for college, career, and citizenship
■ NGSS and Common Core State Standards are aligned
NGSS Appendix A
NGSS
DC
I
nstahosted.org/pdfs/ngss/resources/InsideTheNGSSBox.pdf
These are all available in the NSTA Store @ the exhibit hall
Key things to keep in mind from awareness to implementation
Successful strategies for transition
Sample lesson sequence about light
■ Basic properties of light
■ Measuring the speed of light
■ Sources of light and illumination
■ Light & matter – Bohr Model
– Transparent, translucent, opaque
■ Color and the spectrum
■ Refraction
– Snell’s law, index of refraction,
speed of light in a medium, total
internal reflection & critical angle,
dispersion of light, effects of
refraction
■ Reflection
– Diffuse vs specular,
mirrors (plane,
curved, focal length
real/virtual images)
■ Lenses
– Pinholes, concave &
convex, images, thin
lens equation, optical
instruments
■ Diffraction
■ Interference
Successful strategies for transition
■ Start with phenomena
– And then go back to it again and again
What are phenomena?
■ Scientific phenomena are occurrences in the
natural and human-made world that can be
observed and which cause one to wonder and
ask questions.
Sample lesson sequence about light
■ Basic properties of light
■ Measuring the speed of light
■ Sources of light and illumination
■ Light & matter – Bohr Model
– Transparent, translucent, opaque
■ Color and the spectrum
■ Refraction
– Snell’s law, index of refraction,
speed of light in a medium, total
internal reflection & critical angle,
dispersion of light, effects of
refraction
■ Reflection
– Diffuse vs specular,
mirrors (plane,
curved, focal length
real/virtual images)
■ Lenses
– Pinholes, concave &
convex, images, thin
lens equation, optical
instruments
■ Diffraction
■ Interference
Sample lesson sequence about light
■ Basic properties of light
■ Measuring the speed of light
■ Sources of light and illumination
■ Light & matter – Bohr Model
– Transparent, translucent, opaque
■ Color and the spectrum
■ Refraction
– Snell’s law, index of refraction,
speed of light in a medium, total
internal reflection & critical angle,
dispersion of light, effects of
refraction
■ Reflection
– Diffuse vs specular,
mirrors (plane,
curved, focal length
real/virtual images)
■ Lenses
– Pinholes, concave &
convex, images, thin
lens equation, optical
instruments
■ Diffraction
■ Interference
https://upload.wikimedia.org/wikipedia/en/thumb/6/6d/Full_featured_double_rainbow_at_Savonlinna_1000px.jpg
/640px-Full_featured_double_rainbow_at_Savonlinna_1000px.jpg
https://www.youtube.com/watch?v=G9DDOq7MtLk
Successful strategies for transition
■ Start with phenomena
– Select a phenomena
– Start instruction with it and revisit it later
■ Rethink lessons and learning sequences
Lesson Sequence & Alignment with NGSS
■ Look at the unit as a whole and the lessons within
the learning sequence
– Does your unit start with phenomena?
– Does the sequence follow a learning cycle/5E?
– Are the lessons 3-dimensional?
– Is the unit NGSS aligned?
5E Model of Instruction
5E Stage Teacher
Does
Student
Does
Concept
being
developed
Engage
Explore
Explain
Elaborate
Evaluate
PHENOMENA
PHENOMENA
If we were to modify this to be 5E…
■ Might not keep everything
■ Would change the order
■ Will have multiple explore/explain episodes
■ Not all 5 Es in a single lesson
■ Explore before explain
Lesson Sequence & Alignment with NGSS
■ Look at the unit as a whole and the lessons within
the learning sequence
– Does your unit start with phenomena?
– Does the sequence follow a learning cycle/5E?
– Are the lessons 3-dimensional?
– Is the unit NGSS aligned?
Analyzing My StuffConcept:
Guiding Phenomenon:__
Learning Activity DCI SEP in PE
Other SEPs
CCC Type · Obtain
· Confirm · Inquiry · 3 D
Keep Tweak
Toss
Modifications
Analyze My StuffA tool for looking at labs and teaching resources you already use to determine suitability in an NGSS classroom – developed by CA NGSS Collaborative
http://workshops.sjcoe.org/Session/PrintSessions/328
■ What evidence is there within the lesson that this is 3
dimensional?
■ What type of activity is it?
■ Keep/Tweak/Toss?
■ Modifications needed (if keeping/tweaking)
Analyzing My Stuff (Chart)
Concept:
Guiding Phenomenon:__
Learning Activity DCI SEP in PE
Other SEPs
CCC Type · Obtain
· Confirm · Inquiry · 3 D
Keep Tweak
Toss
Modifications
From Your
Tool Box/
Resources
NGSS alignment analysis
Based on
evidence
statements
Evidence statement for light unit- might shed light on
modifications to be made (pun intended)
www.nextgenscience.org/evidence-statements
Achieve’s EQUIP Rubrichttp://www.achieve.org/EQuIP
■ “The Rubric provides criteria by which to measure the alignment and
overall quality of lessons and units with respect to the Next
Generation Science Standards (NGSS). The purpose of the Rubric is
to (1) provide constructive criterion-based feedback to developers; (2)
review existing instructional materials to determine what revisions are
needed; and (3) identify exemplars/models for teachers’ use within
and across states.”
www.nextgenscience.org/resources/equip-rubric-lessons-units-science
Achieve’s EQUIP Rubrichttp://www.achieve.org/EQuIP
■ “The Rubric provides criteria by which to measure the alignment and
overall quality of lessons and units with respect to the Next
Generation Science Standards (NGSS). The purpose of the Rubric is
to (1) provide constructive criterion-based feedback to developers; (2)
review existing instructional materials to determine what revisions are
needed; and (3) identify exemplars/models for teachers’ use within
and across states.”
www.nextgenscience.org/resources/equip-rubric-lessons-units-science
Which unit? I know the steps to get started but I am not sure where I actually start.
■ Select a unit (can’t change the entire year at once)
be purposeful about what you pick
– A topic about which you are really comfortable
– A topic that is new to your grade level
– A topic that has good inquiry investigations
– A topic that has great applications to everyday life
(lots of great phenomena)
Might now go back to Stage 2 again…
Other things to consider
■ We are learning – we won’t be perfect but we need to move forward.
■ It helps to go through the transition with others.
■ We need to get our administrators on board.
■ We need to communicate with parents and other stake holders.
■ We can’t ignore this and hope it goes away.
Next Steps for You
■ Next 48 hours…. during the rest of the NSTA conference
■ Next several weeks and months … working with others
when you get back home
■ Stay connected and involved
For the rest of the conference
■ As you attend sessions be on the lookout for good
examples of 3-dimensional learning sequences
(lessons/units)
■ Pay attention to sessions with an eye towards things
you can share with others
Tips for introducing others to NGSS and supporting your school/district’s transition
■ Working with others
– Fellow teachers
– Administrators
– Parents & Community
NGSS and the Science Framework is based on what we know about how people learn
■ Start with the students in mind
■ Start with the activities or phenomena
■ Students need to be actively doing
■ Students need to connect new knowledge to existing
understanding/experiences
NGSS and the Science Framework is based on what we know about how people learn
■ Start with the students in mind
■ Start with the activities or phenomena
■ Students need to be actively doing
■ Students need to connect new knowledge to existing
understanding/experience
As you work with others take a similar approach to their learning
teachers
Teachers
Teachers
Start with the key shifts associated with NGSS (Appendix A)
■ K-12 science education should reflect real science
■ NGSS are performance expectations, not curriculum
■ Science concepts in NGSS build coherently from K through 12
■ NGSS focuses on deeper understanding of content as well as
application of content
■ Science and engineering are integrated
■ NGSS are designed to prepare students for college, career, and
citizenship
■ NGSS and Common Core State Standards are aligned
Give a concrete example of what NGSS lessons feel like
■ That’s why you are looking for them in the
next 48 hours
https://commons.wikimedia.org/wiki/File:Periodic_table_large.png
Tips for engaging and supporting others
■ After you share a sample lesson
– Dissect the lesson – What’s different? Introduce three
dimensions and then figure out where they are in the
lesson.
– How is this different from other ways of teaching/
learning science ?
Tips for engaging and supporting others
■ Make sure you are not doing this alone –
widen your circle and bring along other
stakeholders
■ Engage administrators
■ Engage/inform parents
http://cdefoundation.org/steam/ca4ngss/
Communication/outreach materials to support other stakeholders as you transition
■ General Audience
■ Site Leaders
■ Parents (beginning of year and end of year flyer, sample PPT slides)
■ District Leaders
Also includes some informational webinar(s)
Will soon have a video introducing NGSS to parents
Stay Connected & Involved
■ NSTA and your state science teachers organization
■ School site/district collaborations
■ Seek out professional learning opportunities
RESOURCES■ California NGSS Collaborative
– Analyze My Stuff (part of “Tool E”) http://workshops.sjcoe.org/Session/PrintSessions/328
■ California Science Project – NGSS Foldable (double sided page with 3 dimensions, overlap between NGSS and CCSS) nice cheat sheet for NGSS https://drive.google.com/file/d/0B4hsnPr7XDNZT190Qk9ISjZhZDQ/view
■ CSTA/CA4NGSS - http://cdefoundation.org/steam/ca4ngss/
– Communication Toolkit (various audiences)
– District Implementation Planning Guide
■ NGSS Evidence Statements - http://www.nextgenscience.org/evidence-statements
■ NSTA Inside the Box (graphic with information about how to decipher the standards) nstahosted.org/pdfs/ngss/resources/InsideTheNGSSBox.pdf
■ Spiegel, J., Quan, A., & Shimojyo, Y. (2014). Planning Professional Learning Using The NGSS Implementation Pathway Model. California Classroom Science. November 4. available online at: http://www.classroomscience.org/planning-professional-learning-using-the-ngss-implementation-pathway-model
THANK YOU FOR COMING!
NGSS…. NOW WHAT?Laura Henriques – California State University, Long Beach
These slides will be uploaded on the NSTA website and
laurahenriques.wordpress.com
