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Oregon State Board of Education October 2012

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1 Oregon State Board of Education October 2012
Next Generation Science Standards Update Cheryl Kleckner & Rachel Aazzerah Education Specialist

2 Lead Partners The organizations that are formally engaged as lead partners in the development of the NGSS are Achieve, NRC, AAAS, and NSTA. Funds are provided primarily by the Carnegie Corporation of New York.

3 NGSS Lead States Oregon is one of 26 lead states selected to work with Achieve and the writers to develop the Next Generation Science Standards--a set of rigorous, national science standards aligned with college- and career-ready expectations. The 26 states: Arizona, Arkansas California, Delaware, Georgia, Illinois, Iowa, Kansas, Kentucky, Maine, Maryland, Massachusetts, Michigan, Minnesota, Montana, New Jersey, New York, North Carolina Ohio, Oregon, Rhode Island, South Dakota, Tennessee, Vermont, Washington and West Virginia. Lead states have agreed to seriously consider adoption of NGSS once they are complete in 2013. Lead states have created committees that are responsible for reviewing and providing feedback about drafts versions of NGSS to Achieve and the writers.

4 A New Vision of Science Learning that Leads to a New Vision of Teaching
The framework is designed to help realize a vision for education in the sciences and engineering in which students, over multiple years of school, actively engage in science and engineering practices and apply crosscutting concepts to deepen their understanding of the core ideas in these fields. A Framework for K-12 Science Education p. 1-2 The Committee on a Conceptual Framework for New Science Education Standards was charged with developing a framework that articulates a broad set of expectations for students in science. The overarching goal of our framework for K-12 science education is to 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 discussions 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 (Framework, ES 1). Released in July 2011; free PDF online

5 Vision for Science Education
Builds on Existing National Science Education Efforts The Framework is based on a rich and growing body of research on teaching and learning in science. . . AAAS’s Benchmarks for Science Literacy, 1993; National Science Education Standards 1996

6 The Guiding Principles of the Framework are Research-Based and Include. . .
. . . as well as on nearly two decades of efforts to define foundational knowledge and skills for K-12 science and engineering. From this work, the committee concludes that K-12 science and engineering education should focus on a limited number of disciplinary core ideas and crosscutting concepts, be designed so that students continually build on and revise their knowledge and abilities over multiple years, and support the integration of such knowledge and abilities with the practices needed to engage in scientific inquiry and engineering design (Framework, ES 1). Building Capacity in State Science Education BCSSE

7 NRC Framework The Framework provides a coherent vision in 3 ways:
1. Learning as a developmental progression 2. Engaging students in scientific investigations and argumentation to achieve deeper understanding of core science ideas 3. Learning science and engineering involves integration of the knowledge of scientific explanations and the practices needed to engage in scientific inquiry and engineering design. KNOWLEDGE AND PRACTICE MUST BE INTERTWINED IN DESIGNING LEARNING EXPERIENCES IN K-12 SCIENCE EDUCATION

8 NRC Framework Organizes Science Education around 3 Interconnected Dimensions: 8 Key Scientific and Engineering Practices 7 Crosscutting Concepts Core Ideas in 4 Disciplinary Areas

9 NRC Framework 8 Key Scientific and Engineering Practices:
1. Asking questions (science) and defining problems (engineering) 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Developing explanations (science) and designing solutions (engineering) 7. Engaging in argument 8. Obtaining, evaluating, and communicating information

10 NRC Framework 7 Crosscutting Concepts: 1. Patterns 2. Cause and effect
3. Scale, proportion, and quantity 4. Systems and system models 5. Energy and matter 6. Structure and function 7. Stability and change

11 NRC Framework Core Ideas in 4 Disciplinary Areas: 1. Physical Sciences
2. Life Sciences 3. Earth and Space Sciences 4. Engineering, Technology, and the Applications of Science

12 Oregon Science Standards Framework
Science Content Knowledge Science Process Skills* Structure and Function Interaction and Change Scientific Inquiry Engineering Design 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 in Earth Systems History of Earth Nature, History, and Interaction of Science and Technology Abilities to do Scientific Inquiry Nature, History, and Interaction of Technology and Science Abilities to do Engineering Design Physical Life Earth and Space * The Science Process Skills align with the Oregon Essential Skills

13 NGSS Architecture Integration of 3 Dimensions: Practices Crosscutting Concepts Core Ideas . . . science and engineering education should focus on a limited number of disciplinary core ideas and crosscutting concepts, be designed so that students continually build on and revise their knowledge and abilities over multiple years, and support the integration of such knowledge and abilities with the practices needed to engage in scientific inquiry and engineering design (Framework, p. ES 1). Thus it [the Framework] describes the major practices, crosscutting concepts, and disciplinary core ideas that all students should be familiar with by the end of high school, and it provides an outline of how these practices, concepts, and ideas should be developed across the grade levels (Framework, p. 1-1) . By the end of the 12th grade, students should have gained sufficient knowledge of the practices, crosscutting concepts, and core ideas of science and engineering to engage in public discussions on science-related issues, to be critical consumers of scientific information related to their everyday lives, and to continue to learn about science throughout their lives. They should come to appreciate that science and the current scientific understanding of the world are the result of many hundreds of years of creative human endeavor. It is especially important to note that the above goals are for all students, not just those who pursue careers in science, engineering, or technology or those who continue on to higher education (Framework, p. 1-2). Students actively engage in scientific and engineering practices in order to deepen their understanding of crosscutting concepts and disciplinary core ideas (Framework, p. 9-1). In order to achieve the vision embodied in the framework and to best support students’ learning, all three dimensions need to be integrated into the system of standards, curriculum, instruction, and assessment (Framework, p. 9-1). Furthermore, crosscutting concepts have value because they provide students with connections and intellectual tools that are related across the differing areas of disciplinary content and can enrich their application of practices and their understanding of core ideas (Framework, p. 9-1). Thus standards and performance expectations must be designed to gather evidence of students’ ability to apply the practices and their understanding of the crosscutting concepts in the contexts of specific applications in multiple disciplinary areas (Framework, p. 9-1 & 2). When standards are developed that are based on the framework, they will need to include performance expectations that cover all of the disciplinary core ideas, integrate practices, and link to crosscutting concepts when appropriate (Framework, p. 9-3). In sum, teachers at all levels must understand the scientific and engineering practices crosscutting concepts, and disciplinary core ideas ; how students learn them; and the range of instructional strategies that can support their learning. Furthermore, teachers need to learn how to use student-developed models, classroom discourse, and other formative assessment approaches to gauge student thinking and design further instruction based on it (Framework, p ).

14 What is the Value of Weaving the Three Dimensions of the Framework Together?
Strengthening Scientific Thinking Lengthening Scientific Thinking Develop Flexible Scientific Thinking Making Connections within Scientific Thinking Robby Cramer’s reflection based on presentation by Joe Krajcik Twisting or braiding fibers together forms a rope. 1. The process of combining the strands improves the strength & flexibility of the rope. 2. As you braid or twist your three strands of colored yarn together consider that each strand of the yarn represents one of the three dimensions of the framework. 3. Once you are finished braiding or twisting your strands, test your rope. Tug on the rope. Note its flexibility and the strength of your rope. Note its increase in length and the increased interconnectedness of its fibers as they now form one strand or rope. The Three Dimensions of the Framework are woven together to form each of the Next Generations Science Standards (NGSS). 4. Each Next Generations Science Standard contains all three dimensions of the Framework. This increased interconnectedness of the science standards will help students deepen their scientific understandings within and among the branches of science. 5. In addition, there are connections to the Common Core State Standards for English Language Arts, Literacy in Science, and Common Core State Standards for Mathematics. 6. By combining all three dimensions into each standard, science lessons have the potential to enable students to continually strengthen, and lengthen and deepen their scientific knowledge and practices over time. Tips: Use three different colors of yarn cut about 12 inches long. Emphasize that each colored strand of yarn represents one of the three dimensions of the Framework. Cross Cutting Concepts Core Ideas Practices

15 NGSS Architecture Performance Expectations

16 NGSS Architecture Performance Expectations Foundation Boxes
Based on NRC Framework and expanded into Matrices Based on NRC Framework and expanded into Matrices NRC Framework language from Grade Band Endpoints

17 NGSS Architecture Performance Expectations Foundation Boxes
Connection Boxes

18 Summary: Shifts in the Teaching and Learning of Science
Organize around limited number of core ideas. Favor depth and coherence over breadth of coverage. Core ideas need to be revisited in increasing depth, and sophistication across years. Focus needs to be on connections: Careful construction of a storyline – helping learners build sophisticated ideas from simpler explanations, using evidence. Connections between scientific disciplines, using powerful ideas (nature of matter, energy) across life, physical, and environmental sciences

19 Oregon Lead State Review Team
K-12 Teachers K-12 Administrators District Curriculum Directors District Science Specialists Oregon Science Teachers Association Oregon Coast Aquarium Oregon Forest Resources Institute Crater Lake National Park Oregon Museum of Science and Industry Intel OUS and University Faculty Community Colleges Faculty Teachers Standards and Practices Commissioner Oregon Education Association Oregon Department of Education Specialists ODE NGSS Webpage lists the 32 Team members, NGSS timeline, and links to NGSS information, websites, and resources.

20 NGSS Development Timeline
Critical Stakeholders include workshops with higher education and community college faculty and business and industry representatives to determine College and Career Readiness.

21 NGSS Public Draft Coming in November! Last Time for Public Comment
Online Survey Three Week Window Feedback Strongly Encouraged Writers Listen and Make Changes

22 Lots of work completed, underway, and left to do
Resources Assessments Curricula Instruction New information – The NRC is forming a committee to develop an Assessment Framework to guide assessment of the K-12 Framework for Science Education and the NGSS. The goal is for the Framework to be available to guide assessment discussion and development when the NGSS are released. the notes below are a bit out of date, but this slide is here to help everyone understand where we are in the process and what still needs to come (will help us to ward off questions about assessments—we need some canned responses to questions about what the assessment will look like—similar to CCSS math assessments? Or…) The Carnegie Corporation has taken a leadership role to ensure that the development of common science standards proceeds and is of the highest quality by funding a two-step process: first, the development of this framework by the National Research Council (NRC) and, second, the development of a next generation of science standards based on the framework by Achieve, Inc. (Framework, p. viii). This framework is the first part of a two-stage process to produce a next-generation set of science standards for voluntary adoption by states. The second step—the development of a set of standards based on this framework—is a state-led effort coordinated by Achieve Inc. involving multiple opportunities for input from the states’ science educators, including teachers, and the public (Framework, p. 1-2). As our report was being completed, Achieve’s work on science standards was already under way, starting with an analysis of international science benchmarking in high-performing countries that is expected to inform the standards development process (Framework, p. 1-8). Recommendation 3: Standards should be limited in number. The framework focuses on a limited set of scientific and engineering practices, crosscutting concepts, and disciplinary core ideas, which were selected by using the criteria developed by the framework committee (and outlined in Chapter 2) as a filter. We also drew on previous reports, which recommended structuring K-12 standards around core ideas as a means of focusing the K-12 science curriculum [3, 4]. These reports’ recommendations emerged from analyses of existing national, state, and local standards as well as from a synthesis of current research on learning and teaching in science (Framework, p. 12-3). Basically, a coherent set of science standards will not be sufficient to prepare citizens for the 21st century unless there is also coherence across all subject areas of the K-12 curriculum (Framework, p. 12-8). Professional Learning

23 Building Capacity for State Science Education
Conferences and Workshops: Multi-year National Project to Support NGSS Implementation Organized by the Council of State Science Supervisors Fully Funded by Scientific Foundations and Corporations 5 Member Team from Each State Sustained Professional Development Interaction with National Science Education Experts Collaborative Time to Develop Resources to Support Instruction and Models for Professional Development Team Time to Plan for Implementation Third Conference Being Held in Indiana Oct The Building Capacity in State Science Education (BCSSE) is a multi-year national project devoted to developing the capacity of states, through the work of state science education specialists. The first phase of BCSSE, began in September (2011) and involved sustained professional development for state science education specialists to gain fluency and utility with the National Research Council’s (NRC) Framework in anticipation of the development of Next Generation Science Standards (NGSS). Oregon is a Lead State in the NGSS work with Achieve. This BCSSE effort is coordinated through Council of State Science Supervisors (CSSS) with the Achieve NGSS work. State science education specialists have started creating communication tools to disseminate key messages from the Framework to multiple state-based audiences and have developed a state-based strategic plan for work with the Framework through the assembly of state-based implementation teams. The second phase of BCSSE, focuses on the development of state-based implementation teams to bring together the vision and key messages of the Framework in preparation for state-based dissemination and implementation of the NGSS. The third phase is devoted to developing regional partnerships to continue dissemination, adoption, and implementation work that will become increasingly focused on the relationship between the Framework and NGSS at the classroom level, in the context of professional development and pre-service education as well as legislation in support of science education. Through the generous funding provided by Eli Lilly Corporation, Merck Institute for Science Education, and Dow AgroSciences, the Council of State Science Supervisors will be conducting the third Building Capacity in State Science Education (BCSSE) conference on October 12th and 13th, 2012 at the J.W.Marriott Hotel in Indianapolis, Indiana. This conference is devoted to developing models for professional development to support the capacity of states’ efforts to advance the vision of the NRC’s Framework for K-12 Science Education and the state’s efforts to build implementation plans for the Next Generation Science Standards (NGSS). As part of the second phase of BCSSE, this conference supports state-based implementation with a focus on the role of informal science education and business partnerships as teams explore the implications of the NGSS on the classroom and systems of science education. The funding will allow for five (5) member state teams (one (1) state-level CSSS member and four (4) members of their state team) to attend.

24 Questions? Thank you!

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