EVALUATING CURRICULUM AND INSTRUCTIONAL MATERIALS

1. EVALUATING CURRICULUM AND INSTRUCTIONAL MATERIALS Joseph Krajcik Michigan State University NGSS Annual Meeting for State Leadership Teams and National PartnersGeorgia Aquarium Atlanta, GeorgiaFebruary 18-19, 2014

2. Build common understanding of how to evaluate materials align with the intent of the Framework for K – 12 Science Education NGSS Build common understanding of the EQuIP Rubric – getting you started. What will we do today?

3. 1990s-2009 Building on the Past; Preparing for the Future Phase III Phase I Assessments Phase II Curriculum Development 1990s Teacher education 7/2010 – April 2013 Instruction 1/2010 - 7/2011

4. The NRC Framework and NGSS What is new? • Organized around disciplinary core explanatory ideas • Central role of scientific practices • Use of crosscutting concepts • Coherence: building and applying ideas across time • Focus on explaining phenomena • Standards expressed as performance expectations

5. 3-Dimensional Learning • What is it? Blending the three dimensions (core ideas, crosscutting concepts and scientific and engineering practices) to focus instruction and assessment • Three-dimensional learning shifts the focus of the science classroom to environments where students use core ideas, crosscutting concepts with scientific practices to explore, examine, and use science ideasto explain how and why phenomena occur.

6. Content and Practices Work together to Build Understanding: 3 – Dimensional Learning Crosscutting Concepts • To form useable understanding, knowing and doing cannot be separated • Scientific ideas are best learned when students engage in practices • Allows for problem-solving, decisions making, explaining real-world phenomena, and integrating new ideas Core Ideas Practices

7. Standards integrate core ideas, crosscutting ideas & practices “Standards should emphasize all three dimensions articulated in the framework—not only crosscutting concepts and disciplinary core ideas but also scientific and engineering practices.” (NRC 2011, Rec 4) A focus on 3 – dimensional learning.

8. How can we select materials aligned with the intent of the NGSS? The EQuIPRubric • Curricular alignment to the dimensions of the NGSS • Instructional Supports • Monitoring Student Progress

9. I. Curricular alignment to the dimensions of the NGSS The lesson/unit aligns with the letter and spirit of the NGSS: • Elements of the practice, CCC, and the DCI blend and work together to make sense of phenomena or problems.

10. II. Instructional Supports The lesson/unit supports instruction and learning for all students: • Purposefully engages students in multiple scientific and engineering practices blended with DCIs and CCCs. • Developing deeper, more sophisticated understanding of the DCIs, CCCs, and practices by clearly progressing from what students already know toward deeper understanding of the three dimensions by providing sufficient supports and scaffolding throughout to elicit and build on students’ understanding.

11. III. Monitoring Student Progress • Assessment is aligned to the blended DCIs, CCCs, and practices. • Provides multiple opportunities for students to demonstrate achievement – especially formative opportunities as we move forward.

12. Lessons and units need to build across time • The framework also stresses that ideas needs to build across time.

13. A word of caution • You won’t find much right now • It will take time • Select with care