science and the common core april 2013

N E X T G E N E R A T I O N S C I E N C E S T A N D A R D S 1

Stan Freeda

NEW HAMPSHIRE FRAMEWORK FOR SCIENCE LITERACY


June 2006 1990s NECAP Targets

NH Framework Grade Span Expectations

K – 12 BROAD GOALS OF SCIENCE EDUCATION

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Students will…

1. use inquiry strategies to investigate and understand the natural world.

2. demonstrate an understanding of key concepts and principles central to the biological, physical, and earth sciences,

and engineering, while recognizing the interrelationship of all the sciences.

3. demonstrate an understanding of the basic laws which govern and explain phenomena observed in the natural world

4. demonstrate an understanding of, and be able to practice, the basic processes which scientists use to obtain and

continually revise knowledge about the natural world.

5. perceive that scientific and technological knowledge is the result of the cumulative efforts of people, past and

present, who have attempted to explain the world through an objective, peer-tested, rational approach to

understanding natural phenomena and occurrences.

6. display a sense of curiosity and wonder about the natural world, and demonstrate an increasing awareness of the

interdependence between all living things and the environment.

7. demonstrate their abilities to identify human needs and concerns and to engage in problem-solving processes to

define the problem, research and generate solutions, and develop simulations and prototypes to test their ideas

before implementation.

8. be able to apply rational, creative-thinking, and investigative skills and use scientific and technical knowledge in

their roles as citizens, workers, family members, and consumers in an increasingly technological society.

9. use oral and written communication, mathematical representation, and physical and conceptual models to

describe and explain scientific concepts and ideas, and will be able to apply scientific and technical knowledge.

10.know and employ safe practices and techniques in the laboratory, in field work or any other scientific

investigation, and when using scientific or technological materials at home or work.

N E X T G E N E R A T I O N S C I E N C E S T A N D A R D S

K – 12 BROAD GOALS OF SCIENCE EDUCATION

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10 most common words…


NEXT GENERATION SCIENCE STANDARDS

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July 2011 – April 2013

1/2010 - 7/2011

1990s

1990s-2009

Phase II Phase I


TIMELINE OF DEVELOPMENT

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• National Research Council develops Framework for Science Literacy – released July 2011

• Achieve develops Next Generation Standards based on the Framework

• First public draft of Next Generation Science Standards - May 2012

• NH Science Teachers Association develops review team – December 2012

• Second and final public draft of NGSS– January 8, 2013

• FINAL NGSS release – April 2013

• Recommendations for adoption provided to Commissioner – May/June, 2013

• NH Legislature adopts new standards – Summer/Fall 2013/2014 ?


REPRESENT CONCEPTUAL SHIFTS

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• K-12 science education should reflect the interconnected nature of science as it is practiced and experienced in the real world.

• The Next Generation Science Standards are student performance expectations – not curriculum.

• The science concepts build coherently from K-12.

• The NGSS focus on deeper understanding of content as well as application of content.

• Science and engineering are integrated in the NGSS from K–12.

• The NGSS are aligned with the Common Core State Standards in English Language Arts and Mathematics.


THE DNA OF NEXT GENERATION SCIENCE

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• The NGSS are written as

Performance

Expectations

• Each Standard represents

a combination of all three

dimensions.

• NGSS will require

contextual application of

the three dimensions by

students.


THE ARCHITECTURE OF NGSS

9 N E X T G E N E R A T I O N S C I E N C E S T A N D A R D S

PRACTICES

CONTENT

CROSSCUTTING

COMMON CORE CONNECTIONS IN NGSS


The Final version has been released. Connections to Common Core will be available.

Connection to other disciplinary core ideas will be available.

Updates will be on or before April 26.

THE NATURE OF SCIENCE


Process



Cross Cutting Concepts



25 most common words…

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• Knowledge through content-rich

text.

• Reason abstractly and

quantitatively.

• Construct arguments.

• Critique the reasoning of others.

• Argue with evidence.


CONVERGENCE AT THE CORE FOR COLLEGE AND CAREER READY STUDENTS

NEW WAYS OF TEACHING AND LEARNING

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EFFECTIVE SCIENCE TEACHING CAN BE USED AS

A FOCAL POINT THAT EXEMPLIFIES TEACHING

PRACTICES FOR ALL CORE AREAS.


COLLEGE AND CAREER READY PRACTICES

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Science and Engineering Practices 1. Asking questions and defining problems.

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 and designing solutions .

7. Engaging in argument from evidence.

8. Obtaining, evaluating, and communicating information.



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Mathematical Practices 1. Make sense of problems and persevere in

solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.



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English Language Arts Capacities 1. Demonstrate independence.

2. Build strong content knowledge.

3. Respond to the varying demands of audience, task, purpose, and discipline.

4. Comprehend as well as critique.

5. Value evidence.

6. Use technology and digital media strategically and capably.

7. Come to understand other perspectives and cultures.


COMMON PRACTICES

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ELA Capacities manifest as: “construct effective arguments,” “request clarification,” “ask relevant questions,” “build on others’ ideas,” “articulate their own ideas,” “question assumptions and

premises,” “assess the veracity of claims,” “assess the soundness of reasoning,” “cite specific evidence,” “make their reasoning clear,” “constructively

evaluate others’ use of evidence,” “evaluate other points of view critically and

constructively,” “express and listen carefully to ideas,” “cite specific textual

evidence to support conclusions,” “delineate and evaluate the argument and

specific claims in a text including the validity of the reasoning as well as the

relevance and sufficiency of the evidence,” “participate effectively in a range of

conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.”


COMMON PRACTICES

FOR NH COLLEGE AND CAREER READY STANDARDS


Points to Consider:

• “Reasoning practices” in all content areas have to be enacted,

and for learners, most are enacted socially, through talk and

writing.

• “Social” does not just mean student-led group work. Well-

structured social interaction builds in time to think as an individual – making thinking available - metacognition.

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AT THE CORE OF ALL NH COLLEGE AND CAREER READY STANDARDS

IS: • REASONING WITH EVIDENCE. • BUILDING ARGUMENTS AND CRITIQUING THE ARGUMENTS OF

OTHERS. • DEVELOPING RIGOROUS, CONCEPTUALLY STRONG, EVIDENCE-

BASED THINKING PRACTICES. • PARTICIPATING IN REASONING-ORIENTED PRACTICES, WITH

OTHERS. THESE PRACTICES RELATE EXPLICITLY TO SENSE-MAKING AND DISCUSSION: REASONING, IN THE SERVICE OF MAKING ARGUMENTS.


COMMONALITIES AT THE CORE




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REASONING, IN THE SERVICE OF MAKING ARGUMENTS • REQUIRES THAT TEACHERS FOCUS MORE ATTENTION ON

REASONING AND “THINKING PRACTICES.”

• REQUIRES STUDENTS TO PARTICIPATE IN MAKING THEIR

THINKING PUBLIC AND COGENT.

• REQUIRES STUDENT RECEIVE GUIDANCE TO MAKE THEIR

THINKING…

• Visible

• Public

• Available to others

…IN SPEAKING AND WRITING!


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TEACHERS WILL HAVE TO HELP ALL STUDENTS: • EXTERNALIZE THEIR THINKING;

• LISTEN CAREFULLY TO ONE ANOTHER AND TAKE ONE ANOTHER SERIOUSLY;

• DIG DEEPER INTO THE DATA AND EVIDENCE FOR THEIR POSITIONS;

• WORK WITH THE REASONING OF OTHERS.




THE GOOD NEWS


“Reasoning” practices are common to all 3 sets of standards. Big bang for the buck.

The practices of deep discussion transfer from one content domain to another.

We now know a great deal about how to induct students, from all backgrounds, into these reasoning practices, through rigorous, content-rich, teacher-guided discussions.

Good science teaching has always supported these practices.

THE BAD NEWS


The dominant forms of talk in classrooms — recitation and direct

instruction — do NOT support reasoning, building arguments with

evidence, explaining, critiquing, and building common ground.

Teachers are often not well-prepared to lead academically

productive, reasoning-oriented discussions.

Teachers often rely on group work, hoping that the hands-on

activities, in small groups, will teach the students what they need to

learn.

Even science teachers have a hard time running these discussions.

Discussions are often skipped. “…We just didn’t have time.”

THE TAKE AWAY


What do we do now? model teaching practices that support the ISTE NETS-T

• We need to take seriously our role as education leaders in New Hampshire.

• We can’t just host “professional development” that talks about the NH College

and Career Ready Standards, we have to model these core ideas in our

actions and teaching for the field.

• We have to insist that professional development we deliver, authorize,

promote, and approve, fits this active teaching model.

• Engages socially through peer interactions

• Stresses metacognitive processes

• Extends learning beyond the “workshop” or “webinar” or “seminar”

• Requires a project based / demonstration product to assess learning

• Incorporates technology to engage and enhance the experience

• We have to insist that our professional development providers follow this

collaborative and metacognitive model as well.


THE TAKE AWAY

The Bottom Line

We cannot effectively teach and assess the

achievement of the NH College and Career

Ready Standards by kids using technology

and online assessments unless we effectively

teach those kids using those same

technologies and online tools to support and

engage them in their learning.

LEARN MORE ABOUT THE STANDARDS ONLINE


www.NextGenScience.org

www.CoreStandards.org

IMPLEMENTING THE NEXT GENERATION SCIENCE STANDARDS


www.achieve.org/publicati

ons/ngss-adoption-and-

implementation-workbook

Free Publication from

RESOURCES


New Hampshire Educators Online (NHEON)

NHEON.org www.nheon.org

NH e-Learning for Educators Project

NH e-Learning for Educators informational website www.opennh.org

OPEN NH course and tutorial management system www.opennh.net

Online Learning in New Hampshire www.nheon.org/onlinelearning

Institute in a Box

Collaboration Rings

Common Core Lesson Sharing

www.nhdrc.org

http://www.nheon.org/

http://www.opennh.org/

http://www.opennh.net/

http://www.nheon.org/onlinelearning

http://www.nhdrc.org/


THE END


OFFICE OF EDUCATIONAL TECHNOLOGY

Contact Information

Stan Freeda New Hampshire Technology Readiness Coordinator

Office of Educational Technology

New Hampshire Department of Education

[email protected] 603.271.5132

www.education.nh.gov www.nheon.org www.opennh.org

@

science and the common core april 2013

Education

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