4 Before We Begin…Quickwrite List 2 things you know for sure about the NGSSList 2 questions you have about the NGSSShare 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 LearningScience for ALL StudentsCoherent LearningThree DimensionsScientific and Engineering PracticesCrosscutting ConceptsCore 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 citizenshipThe 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 BoxesSEPDCICCCConnection BoxesOther DCIsCCSS
9 3 Dimensional LearningAnalyze 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 evidenceresource availability on organisms and populations of organisms in an ecosystemthe 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 citizenshipScience, engineering and technology are cultural achievements and a shared good of humankindScience, engineering and technology permeate modern life and as such are essential at the individual levelUnderstanding 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 partnerWhat 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 studentEffective implementation strategies in school, home and community
14 Appendix D – 7 Case Studies Four Accountability GroupsEconomically disadvantaged students – 9th grade chemistryStudents from major racial and ethnic groups – 8th grade life scienceStudents with disabilities – 6th grade space scienceStudents with limited English proficiency – 2nd grade earth scienceThree Additional Groups5. Gender – 3rd grade engineering6. Students in alternative education programs – 10th and 11th grade chemistry7. 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-CCCRead the vignetteIdentify 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 forAppendix E – Disciplinary Core IdeaAppendix F – Science and Engineering PracticesAppendix 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 levelsIncreasing complexity through the grade levelsIntegration of engineering and science to understand phenomena and solve problemsAlignment with CCSSOpportunities 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 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