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This overview session focuses on developing course progressions for middle school science education. Participants will review various models, share progressions, and work in district teams to evaluate and combine models. Emphasis is on three-dimensional learning and coherent conceptual progressions.
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Science Leadership Network January 24, 2017
Overview of the morning • Introductions • Review of models we have examined • Developing middle school course progressions in groups • Sharing progressions and combining when possible • District teams work together to evaluate models developed
Introduction • 85 People • 33 Different districts or organizations • At your tables introduce yourself to your colleagues and identify one reason why you came today to engage in the regional discussion around middle school course progressions. • As a group select the one you think is most important to share out with whole group
Things to remember as we work today Assimilation
Instructional Shifts • Focus on explaining phenomena or designing solutions to problems • Three-dimensional learning • Disciplinary core ideas • Science and engineering practices • Crosscutting concepts • Coherent learning progression: conceptual change overtime NOT layering “schooled knowledge” over naïve understanding. • Science for ALL students
Resources you have • DCIs with component ideas page • Cards with all the middle school PEs – DCI arrangement • You can cut them apart if you want • Framework • http://www.nextgenscience.org • Appendix K • Example bundles
Before we start our group work • On your own review Foundation Understandings for NGSS Model Course Maps (appendix K pages 3-6) • On your paper jot down ideas about the following • Most important things to consider when developing course progressions • Challenges and benefits of each model • Conceptual Progression • Domain Specific
Let’s Begin • Identify some group roles • Keeper of our four principles • Documentation of thinking and rationales as they progress • Framework Checker • NGSS Checker (connection to other DCIs)
At the end • Each group must: • Have a documented progression • Identify the main design components of the progression and associated rationales • Identify how the progression maximizes student learning • Identify benefits and challenges for the progression • Share an elevator speech about their progression
Things to remember as we work today Assimilation
Before We Meet in District Teams • Take 5 minutes to: • Review your initial thinking about your preferred progression • Note any changes in your thinking or reasons your thinking was further solidified • From your group discussion note a few key points to bring up with your district colleagues
With your district colleagues • From the progressions developed select the one your district thinks is the best • On your paper identify your district and answer the questions • Why you selected this progression? • Identify challenges and benefits of progression • Overview of system changes you will have to make to support this progression • Implications for teachers • Resources your district has and doesn’t have to support this progression.
For Next Time • We will discuss readings from this time: • Science Teacher Learning everyone read chapters 2 & 3 and split in half chapters 3 & 4 • Guide to Implementing NGSS chapters 2 & 3 • Please also read • Science Teacher Learning chapters 5, 6, and 7
