1. NGSS and the Classroom What to Expect!

2. Instructional Shifts in the NGSS 1.Performance Expectations 2.Evidence of learning 3.Learning Progressions 4.Science and Engineering 5.Coherence of Science Instruction 6.Connections within Science and between Common Core State Standards

3. Less Emphasis on More Emphasis on Scientific process skill Science and engineering practices

4. Less Emphasis on More Emphasis on Science taught in isolation Science as the crossroads of curriculum

5. Less Emphasis on More Emphasis on One scientific method Multiple methods of exploration

6. Less Emphasis on More Emphasis on Knowing specific concepts Using scientific knowledge to solve problems

7. Less Emphasis on More Emphasis on Science labs done in isolation Problem- or place-based learning

8. Less Emphasis on More Emphasis on Using text from hard- bound books Accessing digital media

9. Less Emphasis on More Emphasis on Summative assessment Formative assessment

10. Less Emphasis on More Emphasis on What student knows indicates level of matery What student can do indicates level of mastery

14. Network Vision Statement for 2014- 2015 2014-15 is the year each grade is to begin full implementation of the new Science Standards in Kentucky. In order to do this effectively--that is, in the spirit they are intended—we must prepare to SHIFT…shift our thinking about what it means to know and to teach/learn science—both for us as educators and for our students. We must prepare to engineer learning environments that require students to GATHER, REASON, and COMMUNICATE scientifically—across “3 Dimensions”. As we engineer these experiences, we must focus PRIMARILY on what the STUDENTS WILL BE DOING versus what the teacher will be doing.

15. Network Vision Statement for 2014- 2015 We must remind ourselves that it isn’t enough to have STUDENTS telling WHAT or THAT (something is, is not, etc.)—we must ensure that STUDENTS’ LEARNING is SHIFTED to EXPLAINING—REASONING-- (using evidence)à addressing WHY and HOW. As we engineer these experiences, we must focus PRIMARILY on what the STUDENTS WILL BE DOING versus what the teacher will be doing.

16. Network Vision Statement for 2014- 2015 We’ll SHIFT our ideas about what constitutes acceptable evidence of student attainment of the standards—and design “lesson ideas” that are “consciously congruent” to the intent of the standards and ASSURE that acceptable and sufficient evidence of student understanding results. AND—as a result of our work to create such a model—we’ll transform our SYSTEM of ASSESSMENT for Science statewide—beginning in the classroom!

17. Standards Based Education System Curriculum Standards Teacher Observation of Students Math Language Arts Science Instruction Skills Classroom Assessments Accompanying Instructional Materials StandardsAssessments State Level NRT and ELD Assessment

18. Structure/Dimensions of the Framework/Standards Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts “The three dimensions of the Framework, which constitute the major conclusions of this report, are presented in separate chapters. However, in order to facilitate students’ learning, the dimensions must be woven together in standards, curricula, instruction, and assessments.” NRC Framework Pages 29 - 30

19. 3-D Model = Science Performance at the Intersection 3D Student Performances 1. Instruction 2. Assessment 3. Instructional Materials 4. Professional Development Science and Engineering Practices Crosscutting Concepts Disciplinary Core Ideas

20. Science 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, information and computer technology, and computational thinking 6. Constructing explanations (science) and designing solutions (engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information Framework Pages 41-82

21. Gathering Reasoning Communicating Obtain Information Ask Questions/Define Problems Plan & Carry Out Investigations Use Models to Gather Data Use Mathematics & Computational Thinking Evaluate Information Analyze Data Use Mathematics and Computational Thinking Construct Explanations/Solve Problems Developing Arguments from Evidence Use Models to Predict & Develop Evidence Communicate Information Using Argue from Evidence (written/oral) Use Models to Communicate (Moulding, 2012)

22. Crosscutting Concepts 1.Patterns 2.Cause and Effect 3.Scale, Proportion, and Quantity 4.Structure and Function 5.Systems and System Models 6.Matter and Energy 7.Stability and Change

23. Crosscutting Concepts Cause and Effect Patterns Systems Scale Change and Stability Structure and Function Matter and Energy The Framework has identified seven key Crosscutting Concepts that serve a variety of purposes in science. This is one way to organize them for instruction.

24. Disciplinary Core Ideas Physical Science PS1: Matter and Its Interactions PS2: Motion and Stability: Forces and Interactions PS3: Energy PS4: Waves and Their Applications in Technologies for Information Transfer Life Science LS1: From Molecules to Organisms: Structure and Processes LS2: Ecosystems: Interactions, Energy, and Dynamics LS3: Heredity: Inheritance and Variation of Traits LS4: Biological Evolution: Unity and Diversity

25. Disciplinary Core Ideas Earth and Space Science ESS1: Earth’s Place in the Universe ESS2: Earth’s Systems ESS3: Earth and Human Activity Engineering, Technology, and Applications of Science ETS1: Engineering Design ETS2: Links Among Engineering, Technology, Science, and Society

26. Science Performances Engaging Students in Science and Engineering Practices Using Core Ideas as evidence in Science Performances Clearly Defined and Meaningful Use of Crosscutting Concepts

27. Phenomena Defining Systems to Investigate Finding and Using Patterns as Evidence Determining Cause and Effect Relationships

29. Put into Practice What does this 3 D Model look like: on paper And then …… In the classroom *It’s OK if the learning target is not presented up front.

30. On Paper

31. In the Classroom What are some of the questions I should be hearing the teacher ask the students that will drive instruction? What should I see the teacher vs the students doing in the classroom? What should I expect the classroom to look like?

32. Pre and Post questions

33. Example classroom - 1

34. Your Turn to Observe the Lesson Read the lesson as though the teacher was present discussing the lesson you are about to observe. Make any notes or questions you may have for the teacher. Look at the Pre and Post questions…note any evidence the teacher has taken these into consideration when the lesson was created.

35. Your Turn Observe the classroom as the lesson unfolds Take notes during the video as you would if you were observing this teacher in the classroom. Please use the form that has been provided for you.

36. Video http://www.benchfly.com/video/2489/podcast/ - Traditional way and front loading http://www.benchfly.com/video/2489/podcast/ http://www.benchfly.com/video/2505/podcast-2/ - NGSS http://www.benchfly.com/video/2505/podcast-2/ - Student final assessment product #1 http://www.benchfly.com/video/2501/zombie-video/ - Student assessment final product #2 http://www.benchfly.com/video/2501/zombie-video/

37. Discussion of Changes What are some of the changes between the traditional science classroom and an NGSS classroom? What did you notice about the instruction delivery? What was the teachers role vs the students role in this classroom?

38. Questions/Comments

39. What does the Danielson Framework look like in a 21 st century science classroom?

40. There are parts of the Framework that tie nicely to NGSS : 2b.Establishing a Culture for Learning 2e.Organizing Physical Space 3b.Using Questioning and Discussion Techniques 3c.Engaging Students in Learning 3d.Providing Feedback (Adapted: Rob Lang: ISTA)

41. 2b. Establishing a Culture for Learning Traditionally Teacher talks about why science is important NGSS-Aligned Activities are relevant and interesting for all students

42. 2b. Establishing a Culture for Learning In an NGSS-aligned classroom, an observer will find evidence for component 2b by noting the engagement of the teacher and the students in the activity.

43. 2e. Organizing Physical Space Traditionally Desks in rows NGSS-Aligned Group work stations

44. 2e. Organizing Physical Space In traditional classrooms, observers may find that organizing students in groups promotes chaos; but in an NGSS-aligned classroom, the observer will notice that the non-traditional organization of students promotes communication and collaboration among students which are key elements behind NGSS.

45. 3b. Using Questioning and Discussion Techniques Traditionally “Will you please explain the relationship between…” NGSS-Aligned Questions scaffolded Deeper conversations “Why?” “What evidence is there to support your…?”

46. 3b. Using Questioning and Discussion Techniques An observer in an NGSS-aligned classroom will find evidence for component 3b by noticing how a teacher does not look for a single correct answer.

47. 3c. Engaging Students in Learning Traditionally Confirm phenomena Fill in the blanks NGSS-Aligned Open-ended questions Engaging

48. 3c. Engaging Students in Learning An observer in an NGSS-aligned classroom will find evidence for component 3c by noting the student-led investigations and the open-ended questioning the teacher uses.

49. 3d. Providing Feedback Traditionally Grading labs Summative assessments NGSS-Aligned Teacher actively involved Feedback consistent

50. 3d. Providing Feedback An observer in an NGSS-aligned classroom will find evidence for component 3d by noting the teacher acting more as a coach than a grader of summative assessments.