the common core and science - fea - njpsa and fea
TRANSCRIPT
Finding the Buried Treasure
Using the NGSS to
Leverage the Common
Core
Kim Feltre, K-12 Science Supervisor, Hillsborough Twp, NJ
NJASCD Fall Conference: Innovate October 23, 2015 folder of resources
http://goo.gl/wmVN7e
knowing about → figuring out
recitation → reasoning
retention → transfer
consumers → producers
Conceptual shifts
ALL the standards — math, ELA and science
— require that teachers focus more
attention on disciplinary “practices”
Commonality between CCSS and NGSS
At the core is:
• Reasoning with evidence
• Building arguments and critiquing the
arguments of others
• Participating in reasoning-oriented
practices with others
There’s a common core in all of the standards documents
(ELA, Math, and Science)
From: NSTA Webinar: “Connections Between Practices in NGSS, Common Core Math, and Common Core ELA”, by
Sarah Michaels Feb 12, 2013
From: NSTA Webinar:
“Connections Between Practices
in NGSS, Common Core Math,
and Common Core ELA”, by
Sarah Michaels Feb 12, 2013
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.
Where do we see sense-making in the math CCSS?
From: NSTA Webinar: “Connections Between Practices in NGSS, Common Core Math, and Common Core ELA”, by
Sarah Michaels Feb 12, 2013
ELA Practices
E1. They demonstrate independence.
E2. They build strong content knowledge.
E3. They respond to the varying demands of audience,
task, purpose, and discipline.
E4. They comprehend as well as critique.
E5. They value evidence.
E6. They use technology and digital media strategically
and capably.
E7. They come to understanding other perspectives and
cultures.
Where do we see sense-making in the ELA CCSS?
From: NSTA Webinar: “Connections Between Practices in NGSS, Common Core Math, and Common Core ELA”, by
Sarah Michaels Feb 12, 2013
Science and 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 From: NSTA Webinar: “Connections Between Practices in NGSS, Common Core Math, and Common Core ELA”, by Sarah Michaels
Feb 12, 2013
Where do we see sense-making in the NGSS?
ENGAGING IN ARGUMENT FROM EVIDENCE
Grades K-2 Grades 3-5 Middle School High School
Make a claim and
use evidence
Construct and
support scientific
arguments drawing
on evidence, data,
or a model.
Consider other
ideas.
Construct and
present oral and
written arguments
supported by
empirical evidence
and reasoning to
support or refute an
explanation for a
phenomenon.
Construct a
counter-argument
that is based on
data and evidence
that challenges
another proposed
argument.
Joe Krajcik, NSTA Webinar: Preparing for the Next Generation Science Standards – Engaging in Argument from Evidence
Details in Appendix F – Science and Engineering Practices in the NGSS, p. 13
Increasing sophistication
Deepens students’ understanding of the content
(conceptual)
Helps students understand why accepted scientific ideas
are correct and why some common misconceptions are
wrong by exploring and answering the question: How
do we know? (epistemic)
Students learn and practice cooperative behavior
(social)
Promotes engagement (motivational)
Benefits of Engaging in Argument from Evidence
4-year math intervention (4th grade through 7th grade)
with 400 students led by Suzanne Chapin at Boston
University in the lowest performing district in
Massachusetts
over 70% of students qualified for lunch aid and over
60% spoke languages other than English at home
use of productive talk and frequent discussion as
students generate and debate potential solutions to
math problems
Benefits - Project Challenge
From: NSTA Webinar: “Connections Between Practices in NGSS, Common Core Math, and Common Core ELA”, by
Sarah Michaels (shared by Wil van der Veen)
Talk
Math
Project Challenge Math Results
Over 80% of
the students
scored
“Advanced” or
“Proficient” on
the MCAS math
portion (state
avg was 38%)
From: NSTA Webinar: “Connections Between Practices in NGSS, Common Core Math, and Common Core ELA”, by
Sarah Michaels (shared by Wil van der Veen)
Project Challenge ELA Results
There were
comparable
gains in ELA
without ELA
intervention
From: NSTA Webinar: “Connections Between Practices in NGSS, Common Core Math, and Common Core ELA”, by
Sarah Michaels (shared by Wil van der Veen)
Benefits - Community School 134
ELA intervention with 725 students in the
South Bronx
99.8% free lunch eligible; 44.5% Black; 53.4%
Hispanic; 9.2% English language learners;
5.9% special education
students learn to discuss challenging
reading text, weigh evidence, and
explicate text based arguments
Community School 134 ELA Results
percentage of students
who met or exceeded
standards on NY State
ELA Tests increased
from 24% to about 50%
after 6 months
Comparable math
results wo intervention
in math
From: NSTA Webinar: “Connections Between Practices in NGSS, Common Core Math, and Common Core ELA”, by
Sarah Michaels (shared by Wil van der Veen)
Benefits - Cognitive Acceleration
through Science Education (CASE)
Middle school students participated for two consecutive years
in a science education program in which they were
prompted to articulate and explain their solutions to
various science problems.
The program focused on challenging students’ thinking,
emphasizing discussion and critique, and encouraging
metacognition.
(Adey & Shayer, 2001; Shayer, 1999) From: NSTA Webinar: “Connections Between Practices in NGSS, Common Core Math, and Common Core ELA”, by Sarah Michaels (shared by
Wil van der Veen)
Talk
Science
CASE Science Results
Case schools are
indicated in red.
Control schools are
indicated in green.
National average is
indicated in blue.
From: NSTA
Webinar:
“Connections
Between
Practices in
NGSS,
Common Core
Math, and
Common Core
ELA”, by Sarah
Michaels
(shared by Wil
van der Veen)
CASE Math & ELA Results
From: NSTA
Webinar:
“Connections
Between
Practices in
NGSS,
Common Core
Math, and
Common Core
ELA”, by Sarah
Michaels
(shared by Wil
van der Veen)
Case schools are
indicated in red.
Control schools are
indicated in green.
National average is
indicated in blue.
Research - productive discussion, well-
structured talk, produces robust
learning in Mathematics, ELA, and
science.
Long term benefits for thinking and
achievement
In other words, “Engaging in Argument
from Evidence” is a high leverage
practice!
The Buried Treasure
• Chapter 5 – Making Thinking Visible: Talk and Argument
Ready, Set, Science!
http://www.nap.edu/catalog/11882/ready-set-
science-putting-research-to-work-in-k-8
Leveraging the ELA Common Core
Speaking and Listening – 2 domains comprehension and collaboration (SL.1-SL.3)
presentation of knowledge and ideas (SL.4-SL.6)
• conversation leads to building skills in reading
and writing – speaking and listening serve as the
foundation for reading and writing to happen as
habits of mind
Leveraging the ELA Common Core active learning involves the students being engaged in conversation
How can we leverage speaking
and listening skills in the
science classroom?
Productive Talk
Fourth Graders Discussing
What makes the water level rise: weight or volume?
The Inquiry Project - http://inquiryproject.terc.edu/
• Read while asking questions and thinking about
evidence for what they are reading.
• Critical questions – critical readers ask questions such
as “Why?” and “How?”
• Thinking like a scientist means reading like a scientist.
• Reading science is a different skill than reading other
text.
• Paraphrasing is a useful strategy for reading science.
• For science vocabulary, it is helpful for students to know
the meaning of roots of words.
Reading in Science
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
Science and Engineering Practices
• Using evidence to construct and critique arguments is a 21st century skill that can be used across disciplines and outside of the school setting
• Promotes literacy development
• Allows students to critically examine claims made in the media
Joe Krajcik, NSTA Webinar: Preparing for the Next Generation Science Standards – Engaging in Argument from
Evidence http://learningcenter.nsta.org/products/symposia_seminars/NGSS/webseminar11.aspx
argumentation – the action or process of reasoning systematically in support of an idea, action, or theory
Why Argumentation?
Claim - a conclusion about a problem (answers a question)
Evidence - scientific data that is appropriate and sufficient to support the claim
Reasoning - a justification that shows why the data counts as evidence to support the claim and includes appropriate scientific principles
Adapted from Toulmin (1958)
CER Framework
• Make a Claim
• Give Evidence
• Ask for Evidence
• Offer a Counterclaim
• Ask More Questions
• Reach Consensus Ross, Fisher, & Frey Science and Children (2009)
Language Frames
Sentence Stems
John Roberts, Franklin Township, NJSC
Sentence Stems
Stacey Van der Veen, NJSC
• Chapter 6 – Making Thinking Visible: Modeling and
Representation
Ready, Set, Science!
http://www.nap.edu/catalog/11882/ready-set-
science-putting-research-to-work-in-k-8
• graphs, tables, mathematical expressions,
diagrams
• mathematics provides scientists with
another system for sharing,
communicating, and understanding
science concepts.
• discovery of patterns and relationships
• mathematics is the science of patterns (Zemelman, Daniels, & Hyde, 2005, p. 112)
Developing and Using Models
Scale
Models
Data
Maps
Talk Moves
Mathematical Discussion
The Teaching Channel: Improving Participation with Talk Moves
Reflection
• East-West: E – excites you; W – worries you
www.polleverywhere.com
Next Generation Science Standards -
http://www.nextgenscience.org/next-generation-science-standards
NSTA resources for NGSS - http://ngss.nsta.org/nsta-products-and-
services/
Math CCSS - http://www.corestandards.org/Math/
ELA CCSS - http://www.corestandards.org/ELA-Literacy/
The Inquiry Project - http://inquiryproject.terc.edu/
The Teaching Channel - https://www.teachingchannel.org/videos
Zemelman, S. Daniels, H. & Hyde, A. (2005). 3rd ed. Best practice: Today’s
standards for tacheing and learning in America’s schools. Portsmoutn,
NH: Heinemann.
Resources
Kim Feltre
K-12 Science Supervisor
Hillsborough Township Public Schools
908-431-6600 x 2013
@kfeltre
Thank you!
folder of resources
http://goo.gl/wmVN7e