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All Standards All Students

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1 All Standards All Students
K-12 Alliance NGSS 102 All Standards All Students

2 Goals of This Session Review conceptual shifts
Check our understanding of the NGSS architecture Examine a classroom example using selected NGSS Appendices

3 NGSS: The End of The Road As We Know It

4 Before We Begin…Quickwrite
List 2 things you know for sure about the NGSS List 2 questions you have about the NGSS Share and chart with table group

5 A Framework for K-12 Science Education Practices, Crosscutting Concepts, and Core Ideas
A New Vision for Teaching and Learning Science for ALL Students Coherent Learning Three Dimensions Scientific and Engineering Practices Crosscutting Concepts Core Ideas

6 Conceptual Shifts in NGSS Appendix A
K-12 science education should reflect the interconnected nature of science as it is practiced and experienced in the real world. The NGSS are student performance expectations – NOT curriculum. The science concepts build coherently from K-12. The NGSS focus on deeper understanding of content as well as application of content. Science and engineering are integrated in the NGSS from K–12. The NGSS are designed to prepare students for college, career, and citizenship The NGSS and Common Core State Standards (Mathematics and English Language Arts) are aligned.

7 Shift 1 NGSS Reflects “Real Science”
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)

8 Performance Expectations
Foundation Boxes SEP DCI CCC Connection Boxes Other DCIs CCSS

9 3 Dimensional Learning Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem

10 3 Dimensional Learning Dissected
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

11 Shift 6 NGSS Reflects “Science for all”
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

12 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 What does it mean to you? Let’s move now towards a second goal of this presentation and refocus on our overarching goal: all standards, all students. In this respect, the NGSS present both a challenge in augmenting rigor of learning opportunities for all students, but also it allows us to address the needs of all students from the very beginning of instruction. The NGSS have been developed at a historical time when major changes in education are occurring at the national level.

13 Appendix D Issues Need for equitable learning opportunities
Increased cognitive expectations of all student Effective implementation strategies in school, home and community

14 Appendix D – 7 Case Studies
Four Accountability Groups Economically disadvantaged students – 9th grade chemistry Students from major racial and ethnic groups – 8th grade life science Students with disabilities – 6th grade space science 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

15 Case Study #1 Economically 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.

16 Case Study #1 – Part A Economically 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.

17 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

18 Science & Engineering Practices Appendix F
Greater sophistication

19 Crosscutting Concepts Appendix G
Cause and Effect

20 Disciplinary Core Ideas Appendix E
Progression of PS1.A through K-12

21 Case Study #1 – Part B Economically 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

22 Time to Reflect and Share How 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

23 Recommendations Plan 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

24 NGSS Supporting Materials
Appendix A Conceptual Shifts Appendix B Responses to Public Feedback Appendix C College and Career Readiness Appendix D All Standards, All Students Appendix E Disciplinary Core Idea Progressions in the NGSS Appendix F Science and Engineering Practices in the NGSS Appendix G Crosscutting Concepts in the NGSS Appendix H Nature of Science Appendix I Engineering Design in the NGSS Appendix J Science, Technology, Society, and the Environment Appendix K Model Course Mapping in Middle and High School Appendix L Connections to Common Core State Standards in Math Appendix M Connections to Common Core State Standards in ELA

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