NGSSConnections and Implications

for Teaching and LearningCheryl Kleckner

Education SpecialistOregon Department of Education

Increase awareness and understanding of the Next Generation Science Standards, the timeline for adoption and implementation, and the connections to CCSS and STEM; and

Engage in discussion about the implications for teaching and learning.

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Next Generation Science Standards

STEM

Common Core State Standards

Connections

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Achieve NGSS Website• Development Process and Timeline

• Standards in multiple formats for download and online searching

• Support Documents

• www.nextgenscience.org/next-generation-science-standards

ODE NGSS Website• Timeline of Oregon Lead State Work

• Oregon Lead State Review Team

• Resources

• www.ode.state.or.us/search/page/?id=3508

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appreciation of the beauty and wonder of science; possess sufficient knowledge of science and engineering

to engage in public discussions on related issues; careful consumers of scientific and technological

information related to their everyday lives; able to continue to learn about science outside school; have the skills to enter careers of their choice

A Framework for K-12 Science Education p. ES 2

Released in July 2011; free PDF onlinewww7.nationalacademies.org/bose/Standards_Framework_Homepage.html

Learning as a developmental progression Engaging students in scientific investigations

and argumentation to achieve deeper understanding of core science ideas

Integrating the knowledge of scientific explanations and the practices needed to engage in scientific inquiry and engineering design

KNOWLEDGE AND PRACTICE MUST

BE INTERTWINED IN LEARNING EXPERIENCES

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◦Scientific and Engineering Practices◦Crosscutting Concepts◦Core Ideas in Science

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◦ Asking questions and defining problems

◦ Developing and using models

◦ Planning and carrying out investigations

◦ Analyzing and interpreting data

◦ Using mathematics and computational thinking

◦ Developing explanations and designing solutions

◦ Engaging in argument

◦ Obtaining, evaluating, and communicating information

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◦ Patterns◦ Cause and effect◦ Scale, proportion, and quantity◦ Systems and system models◦ Energy and matter◦ Structure and function◦ Stability and change

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Structure and Function Interaction and ChangeScientificInquiry

EngineeringDesign

Properties of Matter

Forms of Energy

Changes in Matter

Energy Transfer and Conservation

Forces and Motion

Organization of Living Systems

Matter and Energy Transformations in Living Systems

Interdependence

Evolution and Diversity

Properties of Earth Materials

Objects in the Universe

Matter and Energy Transformationsin Earth Systems

History of Earth

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Life

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Oregon Science Standards FrameworkOregon Science Standards Framework

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Science Content Knowledge Science Process Skills*

* The Science Process Skills align with the Oregon Essential Skills

Integration of 3 Dimensions:Practices

Crosscutting Concepts Core Ideas

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Performance Expectations

NGSS Architecture

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Based on NRC Framework and expanded into Matrices

NRC Framework language from Grade Band Endpoints

Based on NRC Framework and expanded into Matrices

Performance Expectations

Foundation Boxes

NGSS Architecture

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Performance Expectations

Foundation Boxes

Connection Boxes

NGSS Architecture

◦Conceptual Shifts◦All Standards, All Students/Case Studies◦Disciplinary Core Idea Progressions◦Science and Engineering Practices◦Crosscutting Concepts◦Nature of Science◦Engineering Design in the NGSS◦Model Course Mapping in Middle and High School◦Connections to CCSS-Mathematics◦Connections to CCSS-Literacy in Science and

Technical Subjects

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1. Interconnected Nature of Science as it is Practiced and Experienced in the Real World

2. Student Performance Expectations – NOT Curriculum.

3. Science Concepts Build Coherently from K–12

4. Focus on Deeper Understanding of Content as well as Application of Content

5. Science and Engineering are Integrated in the NGSS

6. Prepare students for College, Career, and Citizenship

7. The NGSS and CCSS are Aligned

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Instruction

Curricula

Assessments

Professional Learning

Resources

• Review the Final NGSS• Engage Stakeholders• Identify Issues and Challenges• Create Timeline and Plan• Develop Recommendations• Continue Collaborative Work• Adoption, Transition, Implementation

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What questions, issues, and/or concerns do you have regarding the NGSS?

What information do you need?

“An approach to teaching and lifelong learning that emphasizes the natural interconnectedness of the four separate STEM disciplines.  The connections are made explicit through collaboration between educators resulting in real and appropriate context built into instruction, curriculum, and assessment.  The common element of problem solving is emphasized across all STEM disciplines allowing students to discover, explore, and apply critical thinking skills as they learn. ”

Defines STEM as Interconnected Incorporates Standards

◦ Common Core State Standards◦ Next Generation Science Standards◦ Ed Tech Standards◦ Common Career Technical Core

Prepares Students for College, Career and Citizenship

Focuses on Instructional Core

STEM education should … Integrate STEM disciplines Include authentic experiences Apply technologies Offer multiple pathways for learning Provide deeper learning through critical thinking,

problem solving, creativity and innovation

Improved Student Learning

Improved Student Learning

Students

Effective Learning Environments

Content

Coherent Standards, Content and Policies

Teachers

Effective Instruction

Driver Components

Evaluation and Research -- Effective Leadership -- Community Engagement

Effective Instruction Effective Learning Environments Coherent Standards, Content and Policies. Effective Leadership Research and Evaluation Community Engagement

ODE STEM Webpagewww.ode.state.or.us/search/results/?id=382

•State-led effort for a common set of standards in English language arts & literacy and math that:

—Align with college and workplace expectations—Are rigorous and evidence-based—Are internationally benchmarked

•Adopted by 46 states

• Implementation Now

•New State Assessments in 2014-15

These Standards are NOT intended to be NEW NAMES FOR OLD WAYS OF DOING BUSINESS. They are a call to take the next step. It is time for states to build on lessons

learned from two decades of standards based reforms. It is time to recognize that

standards are not just promises to our children, but promises we intend to keep.

— CCSS (2010, p.5)

1. Focus2. Coherence3. Procedural Fluency4. Deep Conceptual Understanding5. Applications (Modeling)6. Balanced Emphasis

www.ode.state.or.us/wma/teachlearn/commoncore/common-core-shifts-math.pdf

What Students Do … What Teachers Do …

• Apply math in other content areas and situations, as relevant

• Choose the right math concept to solve a problem when not necessarily prompted to do so

• Apply math including areas where its not directly required (i.e. in science)

• Provide students with real world experiences and opportunities to apply what they have learned

What Principals Do …

• Ensure that math has a place in science instruction• Create a culture of math application across the school

What Students Do … What Teachers Do …

• Practice math skills with an intensity that results in fluency

• Practice math concepts with an intensity that forces application in novel situations

• Find the dual intensity between understanding and practice within different periods or different units

• Be ambitious in demands for fluency and practice, as well as the range of application

What Principals Do …

• Reduce the number of concepts taught and manipulate the schedule so that there is enough math class time for teachers to focus and spend time on both fluency and application of concepts/ideas

Claim #1

Concepts & Procedures: “Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.”

Claim #2

Problem Solving: “Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.”

Claim #3

Communicating Reasoning: “Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.”

Claim #4

Modeling and Data Analysis: “Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.”

1. Increase Reading of Informational Text2. Text Complexity3. Academic Vocabulary4. Text-based Answers 5. Increase Writing from Sources6. Literacy Instruction in all Content Areas

www.ode.state.or.us/wma/teachlearn/commoncore/common-core-shifts-ela.pdf

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What are the implications of the focus on STEM and these changes in math, ELA & literacy, and science standards and assessments?

How will you use this information in your teaching and/or in your work with educators?

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