ngss secondary implementation and transition planning
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NGSS Secondary Implementation and Transition Planning. March 18, 2014 Pacific Science Center Teaching and Learning Science Office of the Superintendent of Public Instruction. Thank you!. We would like to thank LASER and the Pacific Science Center for hosting us today. - PowerPoint PPT PresentationTRANSCRIPT
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NGSS Secondary Implementation and Transition Planning
March 18, 2014Pacific Science Center
Teaching and Learning ScienceOffice of the Superintendent of Public Instruction
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Thank you!
We would like to thank LASER and the Pacific Science Center for hosting us today.
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Welcome and Today’s Outcomes
• Review Elements Table• Explore equity research and strategies in NGSS
implementation at the secondary level.• Come to common understanding about secondary NGSS• Review middle and high school NGSS standards and
draft transition plans.• Discuss and create common message to be shared with
stakeholders to address concerns for districts around middle and high school science courses and pathways.
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But first…..
–Before we start…please use the post-its for your hopes and dreams for today.
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Updates from Achieve• NGSS Evidence Statements will provide educators with additional detail on what students should
know and be able to do. Model content frameworks will build on these statements and offer further clarity on implementing the NGSS in the classroom. Early 2014
• Classroom Assessment Tasks are a vision of integrating science, engineering and mathematics in classroom assessment. Teachers across the disciplines are collaborating to write sample tasks that blend content, practices and concepts from both the NGSS and the Common Core State Standards. Early 2014
• NGSS Accelerated Pathways are course models that provide examples of how the NGSS can be tailored for accelerated students. Created by Advanced Placement teachers, these models help schools and districts to envision pathways for students intending to take AP science courses in their junior year. Early 2014
• The EQuIP NGSS Rubric will help educators and education leaders identify high quality, NGSS-aligned instructional materials, and provide feedback to improve existing materials, through a criterion-based, peer-review process. Early 2014
• The Science Standards Comparison Toolkit will help teachers and administrators consider the differences in purpose and content between different sets of standards. Early 2014
• The NGSS data portal will let users search and view the NGSS to meet their individual needs for display on computers and mobile devices. This flexible resource will eventually allow users to tag and share resources. Summer 2014
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Elements Table
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Megan Bang, Ph.D.University of Washington
Understanding Equity and Secondary Science Practice
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Let’s spend some time with the NGSS…
How do we understand the secondary standards?
Mechelle and Craig Placemat Activity
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Analyzing a Performance Expectation
Addressing our own questions and concerns
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Highlights, Comments, and Captions
Three Parts to this ProtocolPart 1: Record Data-make no judgments, inferences, or conclusionsPart 2: Record “what it means”-this is your opportunity to make those inferences and conclusionsPart 3: Reflect and Summarize your findings
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Pick a Performance Expectation
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What Standard Did You Choose?
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Text of a Performance Expectation
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3 Dimension-Foundation Boxes
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3 Dimension-Foundation Boxes
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Connection Boxes-To Other DCIs
Just record the codes for now
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DCIs Before and After
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Connection to the Common Core
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Highlights, Comments, and Captions
Three Parts to this ProtocolPart 1: Record Data-make no judgments, inferences, or conclusionsPart 2: Record “what it means”-this is your opportunity to make those inferences and conclusionsPart 3: Reflect and Summarize your findings
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What It Means?I notice that students will have to make
observation and comparisons. I
will have to teach these
skills in multiple settings
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Highlights, Comments, and Captions
Three Parts to this ProtocolPart 1: Record Data-make no judgments, inferences, or conclusionsPart 2: Record “what it means”-this is your opportunity to make those inferences and conclusionsPart 3: Reflect and Summarize your findings
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Caption
• If this place mat was a picture in a book, what caption would you give it?
• Write a one to three sentence caption describing what you have created so that the reader understands the implications of the image.
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Remembering Phil Bell’s Messages from December…
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Learning Conceptualized
along Three Dimensions
—Guided
Development of New
Educational Standards
Science & Engineeri
ng Practices
Crosscutting
Concepts
Disciplinary
Core Ideas
Next Gen Science
Standards
Standards take the form of performance expectations
defined through combinations of elements of the three dimensions that progress across grade levels
Three dimensional standards, Three dimensional instruction,Three dimensional curriculum.
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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 data5. Using mathematics, information and computer
technology, and computational thinking 6. Constructing explanations (for science) and
designing solutions (for engineering) 7. Engaging in argument from evidence8. Obtaining, evaluating, and communicating
information
Dimension 1: Science and Engineering Practices
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Model for Scientific Practices (NRC, 2012)
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Why Practices? • The practices are considered to be central to
science and engineering.
• Practices…
– engage students productively in inquiry,
– support important learning processes, and
– help students understand aspects of the science and engineering enterprises
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Designing for Learner Agency• Encourage students… “to be authors and producers of
knowledge with ownership over it rather than mere consumers of it, and [encouraging] teachers and other members of the learning community to position students as stakeholders by publicly identifying them with the claims, approaches, explanations, designs and other responses to the problems that they pursue” (Engle and Conant, 2002, p. 404).
• Learner agency takes three forms:1. Support active knowledge construction by engaging students in
the practices2. Have learning experiences grow out of the lives of learners—
connect science to real world contexts3. Leverage funds of knowledge of learners (interests, knowledge,
reasoning, identities)
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1. We will use the questions on the next slide and back-map them to the performance expectations.
2. The goal is to see which PEs might support, coordinate and “speak” with each other – similar to Rodger Bybee’s concept of bundling. This will help us determine if there is an opportunity for WA to think about integrating PEs into specific courses.
Studying the NGSS Secondary StandardsOur next task…
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1. How can Taylor Shellfish and communities that rely on shellfish farming plan for changes in the pH of the ocean?
2. How can Hanford Nuclear Site remediate the environment?3. How do micro-plastics impact the Puget Sound aqua environment?4. What design innovations can be implemented on aging dams,
bridges and roadways in WA?5. Predict how environmental toxins may impact living organisms?6. Construct an argument for the testing of nuclear fallout in the water
traveling from Japan to the western United States.7. Develop a model for the Dept of Forestry that takes into account the
impact of climate change on the health and the location of forests in WA.
8. Other questions that might be useful?
Studying the NGSS Secondary StandardsWhat would it take for students to tackle the
following questions?
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http://www.cde.ca.gov/pd/ca/sc/ngssintrod.asp
California’s Middle School Model
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Grade Cross Cutting Concepts Life Earth and Space Physical Human
Impact Engineering
EighthStability and change; scale, proportion and
quantityNatural
SelectionHistory of the
EarthSpace systems
Waves and Electromagnetic
radiationEnergy Forces and
Interactions
Human Impact ETS
SeventhEnergy and Matter: flows, cycles, and
conservation; cause and effect
Ecosystems Natural resources Structure and property of matter
Human Impact ETS
SixthPatterns; structure
and function; systems and system
models
Cells and Organisms
Weather and climate Energy Human
Impact ETS
Fifth
Energy and Matter: flows, cycles and
conservation;Scale, proportion
and quantity
Matter cycles through living and non living
things
Earth in space,interactions of earth systems
Properties and structure of matter
Human Impact ETS
California articulation of Performance Expectations
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Transition Plans
• Examine the Transition Plans in light of the day’s activities– What recommendations will help districts
transition to the NGSS?– What do the NGSS learning spaces need to look
like?
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How should the Transition Plans be messaged?