1. Jeff C. Marshall, PhD Clemson University Noyce Conference, 2012

2.  NGSS and CCSSM Overview  So What?  Where did inquiry go?  What factors lead to increased student achievement?  How do I measure success or improve relative to these factors?  Next steps

3.  45 states and 3 territories have adopted CCSSM  26 states have adopted NGSS  Not about doing business the same way but under a different name!  So what is new?

4. Current Standards are from SC, but these have been endorsed by Fordham and others among the best and most rigorous in nation. NGSS based on April 2011 draft.

5. Summary of data: NGSS: 50% higher order, 44% mid level, 6% lower order Current Standards: 10% higher order, 8% mid level, 83% lower order Difference: 94% high or mid level expectations vs. 18% high or mid level Note: Levels are based on the Revised Bloom’s Taxonomy

6.  The bar for minimum achievement has been effectively raised for ALL and significantly so! Are you prepared? and What does this mean for you as a teacher or educational leader?

7.  Transform teaching so that student achievement is maximized!  Stating the goal is simple; achieving the goal is challenging.  What leads us to success relative to the goal?

8.  What can teachers do that directly relate to increased student achievement?  Are these factors grounded in evidence?  Are these factors based on reform teaching efforts?

9.  No magic bullets exist for transforming classrooms into happy, successful places.  However, 19 things that teachers have control over can positively influence student achievement.

10.  EQUIP—Electronic Quality of Inquiry Protocol  19 indicators with 5 overall construct scores target 4 areas of reform or inquiry-based instruction that are linked to student achievement. Curriculum (What guides teaching and learning?) Instruction (How do I lead?) Discourse (How do we interact?) Assessment (How does instruction influence achievement?)

11.  Five years of work has gone into the development, testing, and refining of the instrument.  Useful for teachers, educational leaders, and researchers.  Addresses both NGSS and CCSSM.

12.  Seeks to measure inquiry-based instruction  There are other components of teaching that are necessary but not in and of themselves sufficient to high quality instruction:  Classroom Management  Content Knowledge

13.  The word does not appear in NGSS nor CCSSM documents, so why the fuss?  Where does inquiry-based instruction fit relative to NGSS and CCSSM?

14.  Inquiry is alive and well, but now it is integrated into the teaching and learning process—not a stand alone.  CCSSM There are 8 Standards of Practice united with the content standards  NGSS use performance expectations integrate 3 components:  Practices, Core Ideas, Cross-Cutting Concepts

15. From Framework for K-12 Science Education--NAP

16.  Research shows that EQUIP scores predict student achievement.  Approximately 40-60% of the variance of science student achievement can be predicted by the teacher performance using EQUIP. True for both content and process scores.  Simply Put—When you improve on EQUIP, learning increases!!!

17.  Begin by thinking about your last lesson taught or observed  What made it effective?  Where did it need some work?  Most importantly, what did the students learn and how do I know they “got it?”  EQUIP helps to better articulate what is working, or not working, and why.

18. Is your instruction a series of mixed signals that hope for magical results?

21. Are your assessments solid and indicative of student knowledge?

23. Is your curriculum targeted and focused or antiquated? And, what is the difference?

25.  Evaluation—Individual or Program  Formative—Establishing growth trajectories for individual teachers  Formative—Establishing professional development targets for groups  EQUIP is available in paper, Excel, or iPad App formats. The app is in beta form to be released in January.

26.  Students need significant and frequent opportunities to explore concepts before explanation occurs.  Success takes time and must be scaffolded.  Teachers need to become more intentional about their practice—stop “covering” topics.  EQUIP is one mechanism to help guide and facilitate intentionality toward inquiry-based learning.  Change the conversation from I can’t to how do I.

27.  Jeff C. Marshall  marsha9@clemson.edu marsha9@clemson.edu  Inquiry in Motion Website  www.clemson.edu/iim www.clemson.edu/iim This material is based upon the work supported by the National Science Foundation under Grant #DRL-0952160 and a grant from the South Carolina Commission on Higher Education under the auspices of the EIA Teacher Education Centers of Excellence Grant Program.