Post on 11-Jan-2016
NGSS 102
All Standards All Students
K-12 Allia
nce
Goals of This Session
Review conceptual shifts
Check our understanding of the NGSS architecture
Examine a classroom example using selected NGSS Appendices
NGSS:The End of The
Road As We Know It
Before We Begin…QuickwriteList 2 things you know for sure
about the NGSS
List 2 questions you have about the NGSS
Share and chart with table group
A Framework for K-12 Science Education
Practices, Crosscutting Concepts, and Core IdeasA New Vision for Teaching and Learning
Science for ALL Students
Coherent Learning
Three Dimensions
Scientific and Engineering Practices
Crosscutting Concepts
Core Ideas
Conceptual Shifts in NGSSAppendix A
1. K-12 science education should reflect the interconnected nature of science as it is practiced and experienced in the real world.
2. The NGSS are student performance expectations – NOT curriculum.
3. The science concepts build coherently from K-12.
4. The NGSS focus on deeper understanding of content as well as application of content.
5. Science and engineering are integrated in the NGSS from K–12.
6. The NGSS are designed to prepare students for college, career, and citizenship
7. The NGSS and Common Core State Standards (Mathematics and English Language Arts) are aligned.
6
K-12 Science Education Should Reflect the Interconnected Nature of Science as it is Practiced and Experienced in the Real World.
Three dimensions integrated: Science and Engineering Practices (SEP)Cross Cutting Concepts (CCC) Disciplinary Core Ideas (DCI)
Shift 1 NGSS Reflects “Real Science”
Performance Expectations
Foundation BoxesSEPDCICCC
Connection BoxesOther DCIsCCSS
Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem
3 Dimensional Learning
Analyze and interpret data to provide evidence
resource availability on organisms and populations of organisms in an ecosystem
the effects of resource availability on organisms and populations of organisms in an ecosystem
3 Dimensional LearningDissected
The NGSS are designed to prepare students for college, career and citizenship
• Science, engineering and technology are cultural
achievements and a shared good of humankind• Science, engineering and technology permeate
modern life and as such are essential at the individual level
• Understanding of science and engineering is critical to participation in public policy and good decision-making
Shift 6 NGSS Reflects “Science for all”
Appendix D ALL Standards, All Students
Take 2 minutes to think and write: What does “all standards, all
students” mean to you? Is this an achievable goals in
your schools/districts? Share with a partner
Need for equitable learning opportunities
Increased cognitive expectations of all student
Effective implementation strategies in school, home and community
Appendix D Issues
Appendix D – 7 Case Studies
Four Accountability Groups
1. Economically disadvantaged students – 9th grade chemistry
2. Students from major racial and ethnic groups – 8th grade life science
3. Students with disabilities – 6th grade space science
4. Students with limited English proficiency – 2nd grade earth science
Three Additional Groups
5. Gender – 3rd grade engineering
6. Students in alternative education programs – 10th and 11th grade chemistry
7. Gifted and talented students – 4th grade life science
Case Study #1Economically Disadvantaged Students
While national results (e.g., NAEP) for this demographic group show steady increase in science achievement, the achievement gap between poverty and non-poverty remains unchanged.
The vignette – 9th grade physical science classroom - focuses on a limited number of Performance Expectations to illustrate how project-based science learning centered on authentic questions facilitates understanding of science concepts, science and engineering practices and crosscutting concepts.
Case Study #1 – Part AEconomically Disadvantaged Students
Form a triad at your table. Select one highlighter.Blue- SEP; Orange-DCI; Green-CCC
Read the vignette Identify instructional/learning opportunities that reflect the
conceptual shifts in Appendix A. Highlight the SEP Blue OR DCI Orange OR CCC Green as
you find them referenced in the text. How do they relate to those stated in the PEs?
Discuss your findings with your group.
Be prepared to share with the whole group.
Using the Progression Appendices
Looking deeper at classroom instruction using progression tables for
Appendix E – Disciplinary Core Idea
Appendix F – Science and Engineering Practices
Appendix G – Crosscutting Concepts
Science & Engineering PracticesAppendix F
Greater sophistication
Crosscutting ConceptsAppendix G
Cause and Effect
Progression of PS1.A through K-12
Disciplinary Core IdeasAppendix E
Case Study #1 – Part BEconomically Disadvantaged Students
Find the progression that corresponds to your highlighter color. (Blue- SEP; Orange-DCI; Green-CCC)
Locate the appropriate grade band for grade 9.
Discuss the following questions:Where do you think the students in case
study #1 are in the progression?What did the teacher do to scaffold
learning of SEP and CCC?Share with your table group
Time to Reflect and ShareHow did the case study address:
Coherency across grade levels
Increasing complexity through the grade levels
Integration of engineering and science to understand phenomena and solve problems
Alignment with CCSS
Opportunities for science to be part of every students’ comprehensive education
RecommendationsPlan for explicit
inclusiveness of all students
NGSS were developed to achieve this goal!
Higher expectations for all students can be achieved by developing learning opportunities that utilize existing NGSS resources
NGSS Supporting Materials
Appendix A Conceptual ShiftsAppendix B Responses to Public FeedbackAppendix C College and Career ReadinessAppendix D All Standards, All StudentsAppendix E Disciplinary Core Idea Progressions in the NGSSAppendix F Science and Engineering Practices in the NGSSAppendix G Crosscutting Concepts in the NGSSAppendix H Nature of ScienceAppendix I Engineering Design in the NGSSAppendix J Science, Technology, Society, and the EnvironmentAppendix K Model Course Mapping in Middle and High SchoolAppendix L Connections to Common Core State Standards in
MathAppendix M Connections to Common Core State Standards in
ELA