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Who Am I?

Who Am I?. Hallie Booth Special Education (K-12) Science 6-8 (Gifted and Talented 6 th ) Science Coach 6-12 CTE LDC Coach 9-12 Middle School LDC 6-8 – T2X Trainer Common Core National Trainer/Advocate LDC National Trainer . Rate Your Familiarity with NGSS.

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Who Am I?

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  1. Who Am I? • Hallie Booth • Special Education (K-12) • Science 6-8 (Gifted and Talented 6th) • Science Coach 6-12 • CTE LDC Coach 9-12 • Middle School LDC 6-8 – T2X Trainer • Common Core National Trainer/Advocate • LDC National Trainer

  2. Rate Your Familiarity with NGSS • Choose one of the following that best describes your familiarity with the NGSS and explain your choice: • I know there are new science standards • Know a little about them/I know they have different colored sections on the paper • Read some of the framework/standards • I have a real deep understanding of standards their meaning and the content taught • I could lead a PD or group planning on the standards. P-12 MSOU of PIMSER

  3. Facts and Myths About the NGSS Scientific and Engineering Practices • Place an X next to the descriptions you think are correct. • Which of your answers are you least sure about? Explain your thinking. • Discuss with a partner. • What other questions do you have? P-12 MSOU of PIMSER

  4. A New Vision of Science Learning that Leads to a New Vision of Teaching The framework is designed to help realize a vision for education in the sciences and engineering in which students, over multiple years of school, actively engage in science and engineering practices and apply crosscutting concepts to deepen their understanding of the core ideas in these fields. A Framework for K-12 Science Education p. 1-2 P-12 MSOU of PIMSER

  5. Sean Elkins' Ted Talk • http://mediaportal.education.ky.gov/next-generation-schools-and-districts/2013/09/speed-bumps-on-the-road-to-ngss/

  6. What’s Different about the Next Generation Science Standards?

  7. Instructional Shifts in the NGSS • Performance Expectations • Evidence of learning • Learning Progressions • Science and Engineering • Coherence of Science Instruction • Connections within Science and between Common Core State Standards

  8. Crosscutting Concepts • Patterns • Cause and effect • Scale, proportion, and quantity • Systems and system models • Energy and matter • Structure and function • Stability and change Framework 4-1

  9. The Trail of Two Standards • Read the two standards at your table (front and back) • Make sure to note the following: • What is different about the two standards • What are the students doing in each Standard • What instructional shifts do you note in each • What would you expect as the overall instructional look of the classroom if you were observing

  10. Table Talk and Record Discuss what you have written down on your self- reflection and compare your findings with the people at your table. Summarize your tables findings and prepare to share out. What have we learned?

  11. Physical Sciences • PS 1: Matter and Its Interactions • PS 2: Motion and Stability • PS 3: Energy • PS 4: Waves and Their Applications

  12. Life Sciences • LS 1: From Molecules to Organisms: Structures and Processes • LS 2: Ecosystems: Interactions, Energy, and Dynamics • LS 3: Heredity: Inheritance and Variation of Traits • LS 4: Biological Evolution: Unity and Diversity

  13. Earth and Space Sciences • ESS 1: Earth’s Place in the Universe • ESS 2: Earth Systems • ESS 3: Earth and Human Activity

  14. Engineering, Technology andApplications of Sciences • ETS 1: Engineering Design • ETS 2: Links Among Engineering, Technology, Science and Society

  15. “…students cannot fully understand scientific and engineering ideas without engaging in the practices of inquiry and the discourses by which such ideas are developed and refined. At the same time, they cannot learn or show competence in practices except in the context of specific content.” • A Framework for K-12 Science Education, pg. 218 P-12 MSOU of PIMSER

  16. Three Dimensions Intertwined • The NGSS are written as Performance Expectations • NGSS will require contextual application of the three dimensions by students. • Focus is on how and why as well as what

  17. Standards: Nexus of 3 Dimensions • Not separate treatment of “content” and “inquiry” (No “Chapter 1”) • Curriculum and instruction needs to do more than present and assess scientific ideas – they need to involve learners in using scientific practices to develop and apply the scientific ideas. Crosscutting Concepts Core Ideas Practices P-12 MSOU of PIMSER

  18. Science and Engineering Practices Guiding Principles • Students in K-12 should engage in all of the eight practices over each grade band. • Practices grow in complexity and sophistication across the grades. • Each practice may reflect science or engineering. • Practices represent what students are expected to do, and are not teaching methods or curriculum. • The eight practices are not separate; they intentionally overlap and interconnect. • Performance expectations focus on some but not all capabilities associated with a practice. P-12 MSOU of PIMSER

  19. Science and Engineering Practices 1. Asking questions (science) and defining problems (engineering) 2. Developing and using models • Planning and carrying out investigations • Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Constructing explanations (science) and designing solutions (engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information P-12 MSOU of PIMSER

  20. Coherent Science Instruction The framework is designed to help realize a vision for education in the sciences and engineering in which students, over multiple years of school, actively engage in scientific and engineering practices and apply crosscutting concepts to deepen their understanding of the core ideas in these fields. Framework pg. 8-9 P-12 MSOU of PIMSER

  21. Instruction Builds Toward PEs Performance Expectations

  22. Instruction Curricula Assessments Teacher Development Lots of work completed, underway, and left to do

  23. Implications P-12 MSOU of PIMSER

  24. Take Home Messages • According to the intent of the Framework, the practices are not to be done in isolation. • The practices are essential for learning the content. • We won’t have to start from scratch on everything! • Learning experiences should have the student doing the doing (hands-on and minds-on). P-12 MSOU of PIMSER

  25. Take Home Messages 2 • Slow and steady • 2013-2014 is not an “official” implementation year it is a trial year…..learn and get feet wet • Conversations will take place all year long and will encompass topics such as, curriculum mapping, performance based instruction, etc. • Begin to use the practices to implement core content in classroom activities

  26. Homeworkfor Network Participants 1. Who is on your District Leadership Team and what the plan to scale the Network goals ? 2.Read over and become familiar with “ your” grade level standards

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