Finding the Buried Treasure

Using the NGSS to

Leverage the Common

Core

Kim Feltre, K-12 Science Supervisor, Hillsborough Twp, NJ

NJASCD Fall Conference: Innovate October 23, 2015 folder of resources

http://goo.gl/wmVN7e

knowing about → figuring out

recitation → reasoning

retention → transfer

consumers → producers

Conceptual shifts

ALL the standards — math, ELA and science

— require that teachers focus more

attention on disciplinary “practices”

Commonality between CCSS and NGSS

At the core is:

• Reasoning with evidence

• Building arguments and critiquing the

arguments of others

• Participating in reasoning-oriented

practices with others

There’s a common core in all of the standards documents

(ELA, Math, and Science)

From: NSTA Webinar: “Connections Between Practices in NGSS, Common Core Math, and Common Core ELA”, by

Sarah Michaels Feb 12, 2013

From: NSTA Webinar:

“Connections Between Practices

in NGSS, Common Core Math,

and Common Core ELA”, by

Sarah Michaels Feb 12, 2013

Mathematical Practices

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning

of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

Where do we see sense-making in the math CCSS?

From: NSTA Webinar: “Connections Between Practices in NGSS, Common Core Math, and Common Core ELA”, by

Sarah Michaels Feb 12, 2013

ELA Practices

E1. They demonstrate independence.

E2. They build strong content knowledge.

E3. They respond to the varying demands of audience,

task, purpose, and discipline.

E4. They comprehend as well as critique.

E5. They value evidence.

E6. They use technology and digital media strategically

and capably.

E7. They come to understanding other perspectives and

cultures.

Where do we see sense-making in the ELA CCSS?

From: NSTA Webinar: “Connections Between Practices in NGSS, Common Core Math, and Common Core ELA”, by

Sarah Michaels Feb 12, 2013

Science and engineering practices

1. Asking questions (for science) and defining problems

(for engineering)

2. Developing and using models

3. Planning and carrying out investigations

4. Analyzing and interpreting data

5. Using mathematics and computational thinking

6. Constructing explanations (for science) and designing

solutions (for engineering)

7. Engaging in argument from evidence

8. Obtaining, evaluating, and communicating information From: NSTA Webinar: “Connections Between Practices in NGSS, Common Core Math, and Common Core ELA”, by Sarah Michaels

Feb 12, 2013

Where do we see sense-making in the NGSS?

ENGAGING IN ARGUMENT FROM EVIDENCE

Grades K-2 Grades 3-5 Middle School High School

Make a claim and

use evidence

Construct and

support scientific

arguments drawing

on evidence, data,

or a model.

Consider other

ideas.

Construct and

present oral and

written arguments

supported by

empirical evidence

and reasoning to

support or refute an

explanation for a

phenomenon.

Construct a

counter-argument

that is based on

data and evidence

that challenges

another proposed

argument.

Joe Krajcik, NSTA Webinar: Preparing for the Next Generation Science Standards – Engaging in Argument from Evidence

Details in Appendix F – Science and Engineering Practices in the NGSS, p. 13

Increasing sophistication

Deepens students’ understanding of the content

(conceptual)

Helps students understand why accepted scientific ideas

are correct and why some common misconceptions are

wrong by exploring and answering the question: How

do we know? (epistemic)

Students learn and practice cooperative behavior

(social)

Promotes engagement (motivational)

Benefits of Engaging in Argument from Evidence

4-year math intervention (4th grade through 7th grade)

with 400 students led by Suzanne Chapin at Boston

University in the lowest performing district in

Massachusetts

over 70% of students qualified for lunch aid and over

60% spoke languages other than English at home

use of productive talk and frequent discussion as

students generate and debate potential solutions to

math problems

Benefits - Project Challenge

From: NSTA Webinar: “Connections Between Practices in NGSS, Common Core Math, and Common Core ELA”, by

Sarah Michaels (shared by Wil van der Veen)

Talk

Math

Project Challenge Math Results

Over 80% of

the students

scored

“Advanced” or

“Proficient” on

the MCAS math

portion (state

avg was 38%)

From: NSTA Webinar: “Connections Between Practices in NGSS, Common Core Math, and Common Core ELA”, by

Sarah Michaels (shared by Wil van der Veen)

Project Challenge ELA Results

There were

comparable

gains in ELA

without ELA

intervention

From: NSTA Webinar: “Connections Between Practices in NGSS, Common Core Math, and Common Core ELA”, by

Sarah Michaels (shared by Wil van der Veen)

Benefits - Community School 134

ELA intervention with 725 students in the

South Bronx

99.8% free lunch eligible; 44.5% Black; 53.4%

Hispanic; 9.2% English language learners;

5.9% special education

students learn to discuss challenging

reading text, weigh evidence, and

explicate text based arguments

Community School 134 ELA Results

percentage of students

who met or exceeded

standards on NY State

ELA Tests increased

from 24% to about 50%

after 6 months

Comparable math

results wo intervention

in math

From: NSTA Webinar: “Connections Between Practices in NGSS, Common Core Math, and Common Core ELA”, by

Sarah Michaels (shared by Wil van der Veen)

Benefits - Cognitive Acceleration

through Science Education (CASE)

Middle school students participated for two consecutive years

in a science education program in which they were

prompted to articulate and explain their solutions to

various science problems.

The program focused on challenging students’ thinking,

emphasizing discussion and critique, and encouraging

metacognition.

(Adey & Shayer, 2001; Shayer, 1999) From: NSTA Webinar: “Connections Between Practices in NGSS, Common Core Math, and Common Core ELA”, by Sarah Michaels (shared by

Wil van der Veen)

Talk

Science

CASE Science Results

Case schools are

indicated in red.

Control schools are

indicated in green.

National average is

indicated in blue.

From: NSTA

Webinar:

“Connections

Between

Practices in

NGSS,

Common Core

Math, and

Common Core

ELA”, by Sarah

Michaels

(shared by Wil

van der Veen)

CASE Math & ELA Results

From: NSTA

Webinar:

“Connections

Between

Practices in

NGSS,

Common Core

Math, and

Common Core

ELA”, by Sarah

Michaels

(shared by Wil

van der Veen)

Case schools are

indicated in red.

Control schools are

indicated in green.

National average is

indicated in blue.

Research - productive discussion, well-

structured talk, produces robust

learning in Mathematics, ELA, and

science.

Long term benefits for thinking and

achievement

In other words, “Engaging in Argument

from Evidence” is a high leverage

practice!

The Buried Treasure

• Chapter 5 – Making Thinking Visible: Talk and Argument

Ready, Set, Science!

http://www.nap.edu/catalog/11882/ready-set-

science-putting-research-to-work-in-k-8

Leveraging the ELA Common Core

Speaking and Listening – 2 domains comprehension and collaboration (SL.1-SL.3)

presentation of knowledge and ideas (SL.4-SL.6)

• conversation leads to building skills in reading

and writing – speaking and listening serve as the

foundation for reading and writing to happen as

habits of mind

Leveraging the ELA Common Core active learning involves the students being engaged in conversation

How can we leverage speaking

and listening skills in the

science classroom?

Productive Talk

Fourth Graders Discussing

What makes the water level rise: weight or volume?

The Inquiry Project - http://inquiryproject.terc.edu/

• Read while asking questions and thinking about

evidence for what they are reading.

• Critical questions – critical readers ask questions such

as “Why?” and “How?”

• Thinking like a scientist means reading like a scientist.

• Reading science is a different skill than reading other

text.

• Paraphrasing is a useful strategy for reading science.

• For science vocabulary, it is helpful for students to know

the meaning of roots of words.

Reading in Science

1. Asking questions (for science) and defining problems

(for engineering)

2. Developing and using models

3. Planning and carrying out investigations

4. Analyzing and interpreting data

5. Using mathematics and computational thinking

6. Constructing explanations (for science) and

designing solutions (for engineering)

7. Engaging in argument from evidence

8. Obtaining, evaluating, and communicating

information

Science and Engineering Practices

• Using evidence to construct and critique arguments is a 21st century skill that can be used across disciplines and outside of the school setting

• Promotes literacy development

• Allows students to critically examine claims made in the media

Joe Krajcik, NSTA Webinar: Preparing for the Next Generation Science Standards – Engaging in Argument from

Evidence http://learningcenter.nsta.org/products/symposia_seminars/NGSS/webseminar11.aspx

argumentation – the action or process of reasoning systematically in support of an idea, action, or theory

Why Argumentation?

Claim - a conclusion about a problem (answers a question)

Evidence - scientific data that is appropriate and sufficient to support the claim

Reasoning - a justification that shows why the data counts as evidence to support the claim and includes appropriate scientific principles

Adapted from Toulmin (1958)

CER Framework

• Make a Claim

• Give Evidence

• Ask for Evidence

• Offer a Counterclaim

• Ask More Questions

• Reach Consensus Ross, Fisher, & Frey Science and Children (2009)

Language Frames

Sentence Stems

John Roberts, Franklin Township, NJSC

Sentence Stems

Stacey Van der Veen, NJSC

• Chapter 6 – Making Thinking Visible: Modeling and

Representation

Ready, Set, Science!

http://www.nap.edu/catalog/11882/ready-set-

science-putting-research-to-work-in-k-8

• graphs, tables, mathematical expressions,

diagrams

• mathematics provides scientists with

another system for sharing,

communicating, and understanding

science concepts.

• discovery of patterns and relationships

• mathematics is the science of patterns (Zemelman, Daniels, & Hyde, 2005, p. 112)

Developing and Using Models

Scale

Models

Data

Maps

Talk Moves

Mathematical Discussion

The Teaching Channel: Improving Participation with Talk Moves

Reflection

• East-West: E – excites you; W – worries you

www.polleverywhere.com

Next Generation Science Standards -

http://www.nextgenscience.org/next-generation-science-standards

NSTA resources for NGSS - http://ngss.nsta.org/nsta-products-and-

services/

Math CCSS - http://www.corestandards.org/Math/

ELA CCSS - http://www.corestandards.org/ELA-Literacy/

The Inquiry Project - http://inquiryproject.terc.edu/

The Teaching Channel - https://www.teachingchannel.org/videos

Zemelman, S. Daniels, H. & Hyde, A. (2005). 3rd ed. Best practice: Today’s

standards for tacheing and learning in America’s schools. Portsmoutn,

NH: Heinemann.

Resources

Kim Feltre

K-12 Science Supervisor

Hillsborough Township Public Schools

kfeltre@htps.us

908-431-6600 x 2013

@kfeltre

Thank you!

folder of resources

http://goo.gl/wmVN7e