PROFESSIONAL LEARNING FOR NEXT GENERATION SCIENCE ... · This course is designed to provide a solid introduction to next generation science learning and teaching, and dive deeply

AVAILABLE NOW

1Supporting Next Generation Science Implementation

Administrators and NGSS leadership teams

1-day course (or two half days)

1Multidimensional Science Education

K–12 teachers, coaches, & curriculum developers 2-day course

1 Systems K–12 teachers & coaches 3-day course

1 WavesMiddle school teachers & coaches 3-day course

2Science and Engineering Practices

K–12 teachers & coaches 2-day course

2 Crosscutting Concepts K–12 teachers & coaches 2-day course

Classroom Innovations: A Protocol for Teacher Collaboration

K–12 teachers involved in school-based PLCs working to implement the NGSS

PLC protocol with up to eight 2-hour sessions

AVAILABLE IN JANUARY 2020

2Instructional Shifts: Collaborative Classrooms

K-12 teachers, coaches, and administrators 2 days

2Instructional Shifts: Phenomena-based Instruction

K-12 teachers, coaches, and administrators 1 day

2Instructional Shifts: Common Core Integration

K-12 teachers, coaches, and administrators 1 day

Facilitated professional learning course Materials that support self-facilitated learning

Next Generation Science Implementation Suite

FORMATCourses range in length from 1 day to 3 days and can be separated into shorter sessions.

AUDIENCEK–12 teachers, coaches, facilitators, and administrators with any level of experience

SEQUENCINGNGSI level 1 courses are designed for participants in the early stages of NGSS implementation, while level 2 courses are for those who are further along.

In year 1, you might have administrators attend the Supporting Next Generation Science Implementation course, and K–12 teachers attend the Multidimensional Science Education course and the Science and Engineering Practices course.

In year 2, teachers might attend the Crosscutting Concepts course and whichever Instructional Shifts courses they most need support in.

In year 3, you might branch into some of the other courses MSS offers, which dive deep into specific content, literacy, and pedagogy areas.

Classroom Innovations can be added at any point in your implementation path to support teachers in a PLC setting.

To support teachers and administrators implementing the Next Generation

Science Standards (NGSS), the Making Sense of SCIENCE (MSS) project

developed a suite of Next Generation Science Implementation courses.

These courses follow the same research-based model of professional

learning that MSS has used for over a decade, but focus specifically on NGSS

science and engineering content, practices, and crosscutting concepts, and

the pedagogical strategies and mindset shifts needed to implement rich,

21st century science and engineering education. The entire suite of Next

Generation Science Implementation courses are synergistic and can be

sequenced in several different ways to meet the needs of each site.

PROFESSIONAL LEARNING FOR NEXT GENERATION SCIENCE IMPLEMENTATION

SUPPORTING NEXT GENERATION SCIENCE IMPLEMENTATION

FORMATOne 7-hour day (or two 3-hour half days) of professional learning

AUDIENCEAdministrators with any level of experience and NGSS leadership teams with a mix of K–12 teachers, coaches, and administrators

SEQUENCINGAn ideal starting point for those responsible for leading NGSS implementation efforts and for administrators whose teachers will be participating in other NGSI courses

This course is designed to provide a solid introduction to next generation

science learning and teaching, and dive deeply into high-leverage topics

for implementation.

Session A begins with administrators and leaders gaining firsthand

experience with rich, multidimensional, 21st century science teaching —

what it looks like, sounds like, and feels like, as well as what differentiates it

from other types of science (e.g., hands-on science, textbook science, isolated

science). Participants then discuss cases of NGSS implementation at the

elementary and secondary level, and reflect on their status and challenges

with implementation. This first session ends with participants figuring out

the next steps to boost implementation at their sites.

In Session B, the focus is shifted to the innovations of next generation science.

Participants engage in an engineering investigation and then dive into the

major pedagogical and mindset innovations that underscore the philosophy

of the NGSS. The session concludes with participants documenting their advice

for themselves as they continue with their NGSS implementation.

Next Generation Science Implementation

The Next Generation Science Implementation (NGSI) suite of courses engages par ticipants in multidimensional, adult-level science learning, investigations into next generation science mindset and pedagogical shifts, and strategizing for implementation. The NGSI courses are synergistic, so par ticipants who engage with multiple courses develop a rich, multidimensional, and practical understanding of the proper ties of next generation science education and how to suppor t implementation in their own context.

FORMATTwo 7-hour days of professional learning

AUDIENCEK–12 teachers, coaches, curriculum developers, and administrators with any level of experience

SEQUENCINGIdeal for sites just starting NGSS and those who are focused on taking a whole-student, integrated approach to learning science, literacy, math, and 21st century skills

RELATED MATERIALSWe recommend the Classroom Innovations PLC protocol as a continuing learning tool.

This course introduces the Making Sense of SCIENCE eight-dimension model for rich, 21st century science education. Participants engage in a maker session, two adult-level science learning experiences (one in life science and one in physical science), and an adult-level engineering challenge. They also explore the meaning and utility of each dimension in the MSS model, dive into energy and engineering in the NGSS, and plan for implementing more multidimensional learning in their classrooms.

This course is also available in an administrator version specifically designed to meet the needs of administrators supporting next generation science implementers.


EIGHT DIMENSIONS FOR SCIENCE EDUCATION

Science & Engineering Practices

Science & Engineering Content

Science & Engineering Crosscutting Concepts

Literacy

Mathematics

Technology

Culture and Affective

Learning, Life, and Career Skills


MULTIDIMENSIONAL SCIENCE EDUCATION

SCIENCE & ENGINEERING PRACTICES


AUDIENCEK–12 teachers, facilitators, and coaches with any level of experience

SEQUENCINGAn ideal follow-up to the Multidimensional Science Education course and the Crosscutting Concepts course. Also a useful introductory course for sites that are beginning their NGSS implementation with the DCIs and SEPs.

RELATED MATERIALSWe recommend the Classroom Innovations PLC protocol as the continuing learning tool.

This course gets teachers engaged in the science and engineering practices,

unpacking what those practices are, exploring how they relate to learning

science and engineering content, and investigating the roles of teachers

and students in classrooms that use these practices. Special emphasis is

given to the essential practice of asking questions — how to get students

asking their own questions and what to do as a teacher with those student-

generated questions.

A mini-maker session engages participants in several of the science

and engineering practices. Then a variety of surprising hands-on

phenomena involving light focuses participants on asking questions,

developing explanations, arguing from evidence, and designing

investigations. Participants then move onto exploring the Earth-Sun

system, explaining seasonal phenomena involving sunlight and shadows,

and using a collaborative explanation development protocol to refine

those explanations. An investigation into photosynthesis concludes the

investigations into light.

The course concludes with participants describing what classrooms that use

the science and engineering practices look like and what steps they can take

to move toward that vision in their school.




AUDIENCEK–12 teachers, facilitators, and coaches with any level of experience.

SEQUENCINGAn ideal follow-up to the Multidimensional Science Education course and the Science and Engineering

Practices course.

RELATED MATERIALSWe recommend the Classroom Innovations PLC protocol as a continuing learning tool.

This course supports participants in understanding what the crosscutting

concepts are, how the crosscutting concepts differ from science and

engineering practices and the disciplinary core ideas, how to use

crosscutting concepts to make sense of core science and engineering ideas,

and how to support students in using crosscutting concepts as tools for

sense making, rather then treating them as additional science content.

Participants also dig into the multidimensionality of the NGSS and how the

NGSS supports the equitable engagement of all learners.

The science learning includes a variety of fun explorations across the sciences

that launches participants in using the crosscutting concepts. Participants

also investigate decomposition, food chains, energy in ecosystems, and

the changes in matter that occur in decomposition. They then move on to

making sense of momentum, collisions, and rotational motion.


CROSSCUTTING CONCEPTS


FORMATThree 7-hour days of professional learning

AUDIENCEK–12 teachers, facilitators, and coaches with any level of experience

SEQUENCINGIdeal for sites looking for a comprehensive start to their NGSS implementation efforts and sites looking for a stepping stone from teacher knowledge of NGSS to teachers implementing NGSS-shifted instruction

RELATED MATERIALSMSS has complementary student units focused on systems at grades K, 1, 2, 3, 4, and 5 designed from the ground up for NGSS. We recommend the Classroom Innovations PLC protocol as a continuing learning tool.

In this course, participants explore the multidimensionality of the NGSS,

discuss how the NGSS supports equitable engagement of all learners, and

do a deep dive into what the NGSS says about systems and how to use

this and other crosscutting concepts to help make sense of core science

and engineering content. The science learning begins with exploration of

several systems across life, earth, and physical science. Participants use

systems thinking and system models to help them make sense of real-

world systems and explore the complexities of the scientific inquiry and

engineering design processes. The course also leverages the Crosscutting

Concept of Stability and Change to make sense of chemical systems and

earth systems.

The course also provides an opportunity for participants to use their

developing understanding of the structure and philosophy of next

generation science education to evaluate NGSS-shifted student curricula

— both preparing them to teach next generation science curricula and

participate in state and district NGSS curriculum adoption efforts. MSS has

short, complementary student units on systems for grades K, 1, 2, 3, 4, and

5, designed from the ground up for NGSS. These are ideal for the analysis in

this course, but participants can use any systems student unit for this task.


SYSTEMS


FORMATThree 7-hour days of professional learning

AUDIENCEMiddle school and high school teachers with any level of experience

SEQUENCINGIdeal for sites looking for a comprehensive start to their NGSS implementation efforts and sites looking for a stepping stone from teacher knowledge of NGSS to teachers implementing NGSS-shifted instruction

RELATED MATERIALSMSS has a comprehensive student unit on waves for middle school, designed from the ground up for NGSS. We recommend the Classroom Innovations PLC protocol as a continuing learning tool.

In this course, participants explore the multidimensionality of the NGSS,

discuss how the NGSS supports equitable engagement of all learners, and

do a deep dive into what the NGSS says about waves. The science learning

begins with a musical anchor phenomenon and includes challenging,

multidimensional investigations into the properties and behaviors of

waves, deep dives into electromagnetic waves, sound waves, and using

waves to encode and transmit data, with a focus on applying knowledge

and skills to make sense of the anchor phenomenon.

The course also provides an opportunity for participants to use their

developing understanding of the structure and philosophy of next

generation science education to evaluate an NGSS-shifted student unit —

both preparing them to teach next generation science curricula and to

participate in state and district NGSS curriculum adoption efforts. MSS has

a comprehensive student unit on waves available for middle school, which

was designed from the ground up for NGSS and is ideal for this analysis,

but participants can use any middle school waves student unit for this task.



WAVES

CLASSROOM INNOVATIONS

FORMATSix 2-hour self-facilitated sessions

AUDIENCEK–12 teachers and coaches

SEQUENCINGIdeal for sites looking to provide ongoing support to teachers around NGSS implementation in a PLC setting. The innovations covered in this PLC protocol are an excellent follow up to MSS courses.

RELATED MATERIALSMSS has student units available for grades K–5 (Systems focus) and middle school (Waves focus).

Classroom Innovations is designed to support teachers in professional

learning communities (PLCs) working to implement next generation

classroom practices — one innovation at a time. Because we believe there is

no one-size-fits-all format for this type of collaborative work, we’ve designed

this PLC to flex to meet the needs of each unique learning group. Sessions

kick off with a fun science activity to help transition teachers from the school

day to collaborative work. After the welcome activity, teachers will do a

deep dive into an innovation of their choice and prepare to implement that

innovation in their classroom.

There are several innovations available to explore, each with a different

focus that will help teachers learn more about next generation teaching

and learning. Innovations include:

• NGSS Introduction

• NGSS Implementation

• Phenomena-based Instruction

• Productive Classroom Culture

• Exploratory Discourse

• Explanatory Discourse

• Formative Assessment

• Engineering in the NGSS

Additional innovations are being developed on the topics of lesson

evaluation, multi-subject integration, supporting students with exceptionalities,

and student unit implementation.


Missing Mass Welcome Activity

©2018 WestEd. All rights reserved.

Making Sense of SCIENCE NGSI Classroom Innovations | Welcome

1 Look at the diagram below that shows the mass of popcorn before and after popping. No popcorn kernels escaped.

2 Create a particle-level model that explains why the mass decreased. Feel free to use any materials available (e.g., popcorn, popcorn kernels, candies) and anything else you have on hand.

3 Enjoy your treats!

©2018 WestEd. All rights reserved.

Innovation Protocol – Productive Classroom Culture

Making Sense of

SCIENCEPRODUCTIVE CLASSROOM CULTURE

Innovation Protocol

1 Get situated in the innovation. Explore as many or as few of the resources as you

feel your group needs. Click on each title in the list to access the resource.

Note: The Internet is a dynamic place — links change often and without warning. If

a link is broken, try entering the title into a web browser to find the resource.

2 Talk about the key features of a productive and equitable classroom culture.

• What are some of the qualities of a productive classroom culture?

• What benefits might students gain from a productive classroom culture?

3 Reflect on your instruction.

• What is working about your classroom culture now?

• What is challenging about establishing and supporting a productive

classroom culture?

4 Use the upcoming planning time to:

• Think about ways to strengthen the parts of your classroom culture that are

already productive (e.g., new instructor moves, handouts/charts for the class,

additional activities, use of metacognition). Plan for addressing aspects of your

culture that are not yet as productive as you’d like them to be.

Related Resources

o MSS Productive Classroom Culture Overview

This Making Sense of SCIENCE document outlines a set of

guiding principles that help promote a productive culture

of equitable and meaningful engagement.

o Productive Classroom Culture (2 mins.)

Helen Quinn, former chair of the NRC Framework

Committee, discusses the shifts in classroom culture

required to support productive and equitable discourse.

o Strategies for Student-Centered Discussion (7 mins.)

This video highlights the strategies one language arts

teacher uses to promote student-centered discussion.

o Respectful Talk (2 mins.)

One teacher shares her philosophy on mutual respect as

a foundation for meaningful, productive discourse.

o Improving Participation with Talk Moves (3 mins.)

This video showcases one teacher’s account of using talk

moves to facilitate more productive classroom discussions.

o Talk Science Primer

This TERC document highlights the characteristics of

productive classroom discussions and a series of talk moves

to support discussion.

o 3 Strategies to Jumpstart Classroom Relationships

This blog entry focuses on three key strategies for

building strong relationships as a foundation for a

successful learning environment.

WestEd.org

CLASSROOM INNOVATIONSMaking Sense of SCIENCE


A PROTOCOL FOR TEACHER COLLABORATION


Documents

PROFESSIONAL LEARNING FOR NEXT GENERATION SCIENCE ... · This course is designed to provide a solid introduction to next generation science learning and teaching, and dive deeply