what is ngss really all about? “ngss is a foundational system lever for bringing about the change...
TRANSCRIPT
Navigating the NGSS
Seeing the Destination So We Can Direct Others to It
What Is NGSS Really All About?
“NGSS is a foundational system
lever for bringing about the change
we want to see.” –Caroline King
from Washington STEMx Network
Some History
These documents guided science teaching from the mid-90’s until recently.
Why Science Ed Needs an
Update
Some [More Recent] History
A Framework for K-12 Science Education provided the foundation; KY has adopted NGSS as its core science standards.
What Is Different about NGSS?
“It [three-dimensional learning] is the major shift in NGSS …Every lesson should have all three aspects of the NGSS in them.” –Joe Kracjik speaking at a KSTA Session
Let’s Use an Example to Provide
a Storyline
Crosscutting Concepts
1. Patterns
2. Cause and effect: Mechanism and explanation
3. Scale, proportion, and quantity
4. Systems and system models
5. Energy and matter: Flows, cycles, and conservation
6. Structure and function
7. Stability and changeProperly-designed curriculum around the Carbon Cycle could emphasize 4. and 5. and address all 7 of theses.
Disciplinary Core Ideas
Taught in an integrated form, curriculum around the Carbon Cycle could connect LS1, PS1, and ESS2 (and others)
Science & Engineering Practices
1.Asking questions (for science) and defining problems (for engineering)
2.Developing and using models
3.Planning and carrying out investigations
4.Analyzing and interpreting data
5.Using mathematics and computational thinking
6.Constructing explanations (for science) and designing solutions (for engineering)
7.Engaging in argument from evidence
8.Obtaining, evaluating, and communicating information
FCPS Work on SEP RubricsGrade
LevelProficiency by Grade Level For
Evaluate the limitation of the model(s)
Kindergarten Independently distinguishes between a model and the actual object, process, and/or events the model represents.
1st Grade
Independently distinguishes between a model and the actual object, process, and/or events the model represents. Independently compares a model and the actual object, process, and/or events the model represents.
2nd
GradeIndependently distinguishes between a model and the actual object, process, and/or events the model represents.Independently compares models to identify common features and differences.
3rd
Grade
Independently chooses a preferred model based on comparison of common features and differences.
4th
Grade
Independently identifies some limitations of a particular model.
5th
Grade
Collaboratively identifies some limitations of multiple models.
6th
Grade
Identifies limitations of a model for a proposed object, tool, or process.
7th
Grade
Identifies and specifically describes limitations of a model for a proposed object, tool, or process.
8th
Grade
Evaluate limitations of a model for a proposed object, tool, or process.
A Performance Expectation
What Performance Expectation Applies to
the Carbon Cycle? MS-ESS2 Earth’s Systems
MS-ESS3 Earth and Human Activity
MS-PS1 Matter and Its Interactions
MS-LS1 Structures and Processes
How do we help teachers to … … think of curriculum as connected like
this? … see PEs as broader ideas the
understanding of which must develop over time?
… treat the Crosscutting Concepts and Practices embedded in the PEs as important as the content?
Connecting Across the National Standards
“Professional development should incorporate discussion of the relationships between changes in science teaching expectations and changes in other subject areas, especially for the elementary grades, where most teachers teach multiple subjects. Understanding these relationships will allow teachers to take advantage of the synergies between science, mathematics, and English language arts by supporting development of students’ skills across the curriculum in the context of science learning activities.” –A Guide, p. 4-2
“There was a system lurking in the glass
that was a microcosm of a vast system that
had been evolving on Earth for two billions
years.” –p. 87
Conceptual Shifts in the NGSS
1. K-12 Science Education Should Reflect the Interconnected Nature of Science as it is Practiced and Experienced in the Real World.
2. The Next Generation Science Standards are student performance expectations – NOT curriculum.
3. The Science Concepts in the NGSS Build Coherently from K–12.
4. The NGSS Focus on Deeper Understanding of Content as well as Application of Content.
Conceptual Shifts in the NGSS
5. Science and Engineering are Integrated in the NGSS, from K–12.
6. The NGSS are designed to prepare students for college, career, and citizenship.
7. The NGSS and Common Core State Standards (English Language Arts and Mathematics) are Aligned.
Conceptual Shifts Demand Assessment
ShiftsCharacteristics of NGSS-aligned assessment tasks • include multiple components that reflect the
connected use of different scientific practices in the context of interconnected disciplinary ideas and crosscutting concepts;
• address the progressive nature of learning by providing information about where students fall on a continuum between expected beginning and ending points in a given unit or grade; and
• include an interpretive system for evaluating a range of student products that are specific enough to be useful for helping teachers understand the range of student responses and provide tools for helping teachers decide on next steps in instruction.
KY Leadership Networks
Build Capacity of District Teams throughout KY
District Leadership Teams -- 174• Teacher Leaders• School & District
Administrators
Content SpecialistsInstructional Specialists
Higher Education
Educational Cooperatives
And the Resources Keep Coming
