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Understanding and Implementing NGSS: Deepening Science Education

This workshop aims to deepen understanding of the Next Generation Science Standards (NGSS) and their implications on teaching and learning. Participants will reflect on the knowledge and skills required to implement NGSS, explore the three dimensions of NGSS, and set personal goals for professional learning.

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Understanding and Implementing NGSS: Deepening Science Education

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  1. K-12 Alliance NGSS 103 Deepening Understanding of theNext Generation Science Standards We are all in the same room, but not in the same place 1

  2. NGSS 103Goals and Outcomes • Reflect on the knowledge and skills required to implement the NGSS in our districts, schools, and classrooms. • Understandthe vision, goal, and principles of the NRC Framework that guided the development of the Next Generation Science Standards (NGSS). • Describe the Conceptual Shifts (or Innovations) of the NGSS and discuss their implications on teaching and learning. • Set a personal goal for professional learning around the NGSS. • Discuss ways to bring NGSS Rollout learning to other teachers in our districts and schools. 2

  3. Revisiting Previous Learning • NGSS 101 • Introduction to NGSS • The Three Dimensions of NGSS • Anatomy and Architecture of a NGSS Standard • NGSS 102 • Review Conceptual Shifts • Examining Three Dimensional Learning in a Diverse Classroom • NGSS 103 • Deepening Understanding of the NGSS • Planning Personal Professional Learning 3

  4. Three Dimensions of the NGSS • Science and Engineering Practices • Asking questions and defining problems • Developing and using models • Planning and carrying out investigations • Analyzing and interpreting data • Using mathematics and computational thinking • Constructing explanations and designing solutions • Engaging in argument from evidence • Obtaining, evaluating, and communicating information Disciplinary Core Ideas Physical Sciences PS1: Matter and its interactions PS2: Motion and stability: Forces and interactions PS3: Energy PS4: Waves and their applications in technologies for information transfer Life Sciences LS1: From molecules to organisms: Structures and processes LS2: Ecosystems: Interactions, energy, and dynamics LS3: Heredity: Inheritance and variation of traits LS4: Biological evolution: Unity and diversity Earth and Space Science ESS1: Earth’s place in the universe ESS2: Earth’s systems ESS3: Earth and human activity Engineering, Technology, and Applications of Science ETS1: Engineering design ETS2: Links among engineering, technology, science, and society • Crosscutting Concepts • Patterns • Cause and effect: Mechanism and explanation • Scale, proportion, and quantity • Systems and system models • Energy and matter: Flows, cycles, and conservation • Structure and function • Stability and change Handout 1 4

  5. Anatomy and Architecture of a NGSS Standard MS-PS2-2 Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object. the change in DCI PE# Title and Code Grade Level/Band Performance Expectations What students should know and be able to do at the end of instruction Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Foundation Boxes Connections Boxes Guidance for connecting the standard to others in NGSS or CCSS Handout 1 5

  6. NGSS Self-Reflection • Take a few minutes to complete the reflection • “1” Little knowledge or understanding right now“2” Working on this / I am getting there“3” I got this!!! • Elbow share with a partner • For one statement where you answered “2” or “3” describe what you have done to bring you to that level Handout 2 6

  7. NGSS Implementation Pathway Model Stages 2017-2018 Developed by J. Spiegel, A. Quan, Y. Shimojyo. 2014. Adapted partially from the work of Harold Pratt. 2013. 7

  8. Table Discussion • What stage(s) do you think you are at based on your self-reflection? • What stage are teachers at your district or school? 8

  9. NRC Framework for K-12 Science Education • Consensus view of what is important in K–12 science education grounded in an extensive review of the literature on science learning. • Guided the development of NGSS • Detailed description of the three dimensions of the NGSS Free PDF download available online 9

  10. The Problem “Science, engineering, and technology permeate nearly every facet of modern life, and they also hold the key to meeting many of humanity's most pressing and current and future challenges. Yet too few U.S. workers have strong backgrounds in these fields, and many people lack even fundamental knowledge of them. This national trend has created a widespread call for a new approach to K-12 science education in the United States.” (NRC Framework, page 1) Following students from kindergarten through college, how does the problem described above manifest itself in your community? Handout 3 10

  11. The Goal “…ensure that by the end of 12th grade, all students have some appreciation of the beauty and wonder of science; possess sufficient knowledge of science and engineering to engage in public discussion on related issues; are careful consumers of scientific and technological information related to their everyday lives; are able to continue to learn about science outside school; and have the skills to enter careers of their choice, including (but not limited to) careers in science, engineering, and technology.” (NRC Framework, page 1) What would have to change in the educational system in your community to accomplish the goal outlined in the Framework for K-12 Science Education? Handout 3 11

  12. The Vision “…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.” (NRC Framework, page 8) What is your current understanding and use of the three-dimensions (Science and Engineering Practices, Crosscutting Concepts, and Core Ideas) outlined in the vision for K-12 science education? Handout 3 12

  13. Exploring the Principles of the NRC Framework • What do we know about how children approach science? • What is different about how novices and experts in a field approach new information? How does the Framework (and the NGSS) attempt to address this difference? • How does the Framework (and the NGSS) help to develop deep understanding of scientific explanations? • How are knowledge and practice essential elements in learning science and engineering? • Why is it important to connect learning to students' interests and experiences? How does this connection promote equity in science education? Handout 4 13

  14. Principles of the NRC Framework • Children are Born Investigators • Focus on Core Ideas and Practices • Understanding Develops Over Time • Science and Engineering Require Both Knowledge and Practice • Connect to Students’ Interests and Experiences/Promote Equity (NRC Framework, pages 24-29) Handout 4 14

  15. Exploring the Principles • With your question in mind, read the corresponding section of the NRC Framework (pages 24-29). • Take notes on ideas that help to support an answer to the question. • Be ready to participate in a small group discussion. Handout 4 15

  16. Group Discussion and Share Out • Find your poster • Discuss your question • Summarize ideas on chart paper • Be ready to share out 1-2 key ideas from your discussion 16

  17. (Re?)Visiting the NGSS Conceptual Shifts • Science education should reflect the interconnected nature of science • Standards are written as performance expectations • Science concepts build coherently from K-12 • Deeper understanding of content as well as application of content. • Science and engineering are integrated • Prepare students for college, career, and citizenship • Alignment to CCSS Handout 5 17

  18. (Re?)Visiting the NGSSConceptual Shifts • Pick one shift to review. • Read the section of Appendix A related to that shift. • Compose a “tweet” (140 characters or less) summarizing how NGSS are different from previous standards. • Use a hashtag to label the identified shift (i.e. #shift1, #shift5) Handout 5/R1 (Tweet Card) 18

  19. Create a Social Network • Read and exchange “tweets” with someone in the room. • Star a “tweet” that has an idea resonates with you. • Continue sharing and “re-tweeting” ideas by exchanging cards. • Remember to star cards that you like. 19

  20. CA NGSS Systems Implementation Plan • http://www.cde.ca.gov/pd/ca/sc/documents/scienceimplementationplan102714.pdfor search “CA NGSS Systems Implementation Plan” • This plan outlines CDE intentions • Offers suggestions to LEAs and Community Partners 20

  21. CA NGSS Systems Implementation Plan This plan stresses the importance of “high quality professional learning opportunities for educators to ensure that every student has access to teachers who are prepared to teach to the levels of rigor and depth required by the CA NGSS.” Guiding Strategy #1, CA NGSS Systems Implementation Plan, Nov 2014 21

  22. Revisiting the NGSS Implementation Pathway Model Handout 6 22

  23. Setting a Goal for Professional Learning • Reflect on the outcomes outlined in the NGSS Implementation Pathway Model • Highlight, underline, or star an outcome that describes your goal for professional learning • On the back of your handout, describe what you will have to do to accomplish this goal • Identify what supports you have or will need to accomplish this goal 23

  24. What Can You Do To Take The Learning Back • Complete the self-reflection with other teachers. Set a personal or department goal • Determine professional learning needs and opportunities for teachers in your district • Utilize NGSS Rollout materials to support professional learning 24

  25. Closing 25 Image Source: http://corymiller.com/how-to-eat-an-elephant-or-tackle-most-any-big-huge-enormous-project/

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