Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM

Workshop 7: Planning Instruction to Meet the

Intent of the NGSS: Steps 1 - 6

Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM

Learning GoalsAt the end of this session, participants will be able to:

• Bundle related performance expectations, typically from one topic area or DCI.

• Identify disciplinary core ideas, science and engineering practices, and crosscutting concepts that students need to know and be able to do related to the performance expectations.

• Develop the learning performances that blend the dis-ciplinary core ideas with science and engineering prac-tices and crosscutting concepts together.

Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM

Write – Pair - Share• Write: 3 learning performances for use in instruction

to promote student achievement of these PEs.MS-PS1-2. Analyze and interpret data on the properties of substances

before and after the substances interact to determine if a chemical reaction has occurred.

MS-PS1-5 Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.

• Pair: Discuss with your neighbor.• Share: Share your ideas with the entire group.

Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM

10-Step Process for Planning Instruction to Meet NGSS PEs

STEP 1: “Bundle” related PEs, typically from one topic area or related areas.

STEP 2: Inspect PEs, clarification statements, and assessment boundaries.

STEP 3: Examine DCIs, S & E Practices, and CCC coded to the PEs.STEP 4: Closely examine the DCI(s) and PE(s) and take into

consideration prior PEs.STEP 5: Identify S & E Practices that support instruction of the

DCI(s).

Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM

10-Step Process for Planning Instruction to Meet PEs

STEP 6: Develop “Learning Performances.”STEP 7: Determine the acceptable evidence for

assessing learning performances. STEP 8: Select related CCSS-M and CCSS-L standards.STEP 9: Carefully construct a storyline.STEP 10: Ask: “How do the task(s)/lesson(s) help

students move towards an understanding of the PE(s)?”

Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM

STEP 1: Bundle the Performance Expectations

Q: What performance expectations are related and can be included in instruction within lessons/units?

• Select the Topic or DCI you will teach in your lessons/units

• Search for the PEs http://www.nextgenscience.org/next-generation-science-standards)

Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM

PEs for Chemical Reactions Topic from NGSS Website

http://www.nextgenscience.org/kfi-forces-interactions-pushes-pulls

Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM

PEs for Chemical Reactions from Different Topics

Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM

Activity 1: Bundle PEs

• In groups, pick a topic or DCl for planning your instruction.

• What performance expectations are related and can be included in instruction within your lesson/units?

Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM

STEP 2: Inspect the PEsQ: What are the PEs, clarification statements, and assessment boundaries, and how are they related to instructional practices?

Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM

Activity 2: Inspect PEs• Read each PE carefully.

What are the PEs, clarification statements, and assessment boundaries?

• Reflect on

How are they related in terms of instructional practices?

Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM

STEP 3: Examine DCIs, Practices, and CCCsQ: What are the DCIs, Practices, and CCCs coded

to the PEs and how will they drive instruction?

Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM

Activity 3: Examine DCIs, Practices,& CCCs

• ExamineWhat are the elements of DCI(s), Practice(s), and CCC(s) coded to the PEs?

• Reflect onHow they will drive instruction?How do I need to plan instruction to address each of these components?How can they be blended together in instruction?

Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM

STEP 4: Examine Closely the DCIs and PEs

• Unpack the Disciplinary Core Ideas Q: What content ideas do students need to know and

apply?

• Take into consideration prior performance expectations

Q: What prior knowledge and experiences about those ideas did students develop in previous grade levels?

Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM

5-PS1. Matter and Its Interactions

Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM

Progression within NGSS for PS1.A

Appendix E, p. 7

Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM

Activity 4: Look Closely at DCIs, Practices, and CCCs

• Identify• What content ideas do students need to know and

be able to apply?• What practices should be developed to support

the knowledge-in-use called for the bundled PEs?• What prior knowledge and experiences about

those ideas and practices do students need to develop in previous grade levels?

(See progressions of disciplinary core ideas, practices, and crosscutting concepts in NGSS Appendices E, F, and G.)

Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM

STEP 5: Select Science & Engineering Practices

• The elements of the DCI need to be blended with various science and engineering practices.

• We need to determine which of the practices work best with the elements of the DCI and Crosscutting Concepts.

Q: What practices work best with the instruction of the DCIs and CCC?

Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM

Selecting Practices for Chemical Reactions

• Two Main Practices Developing and Using Models Analyzing and Interpreting Data

• Three Additional Practices Planning and Carrying Out Investigation Constructing Explanations and Designing Solution Engaging in Argument from Evidence

Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM

Activity 5: Selecting Practices

Consider the DCIs and Crosscutting Concepts related to your bundle of PEs

“What Practices work best with the instruction?”

(use Appendix F: Science & Engineering Practices)

Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM

STEP 6: Develop Learning Performances• Learning Performances (LPs) – Learning Goals for

Lessons guide lesson development to promote student

learning, blend DCIs, Practices, and CCCs, support teachers in designing lessons and

assessments build toward the bundle of PEs

• What are the learning performances and how will they build to meet PEs?

Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM

Example of Learning Performance for Chemical Reactions

Practice crossed with Element of DCI and CCC gives Learning PerformancePractice

Argument from evidence

DCI

Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it.

CCC

Patterns

Learning Performance

Construct and argument that pure substances have characteristic properties.

Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM

Activity 6: Developing Learning Performances

From your selected Topic or DCl, • Create learning performances that build to

meet the bundled PEs.

Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM

Gallery Walk• Post (5 minutes)

Write group responses for Lesson Development Steps 1 to Step 6 on a flipchart and tape on the wall

• Walk (15 minutes)

Circulate among flipcharts to see other groups’ work. Add feedback and ideas using sticky notes.

• Discuss (5 minutes)

Question and answer, or share the ideas in large group

Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM

Reflection on Practices

1. Based on feedback from the Gallery Walk, revise your group’s STEP 1 to STEP 6 responses.

2. Reflect on your own: • What did you learned?• How can you apply these STEPs to

use in your teaching?