Next Generation Science
Standards for English
Language Learners
Washington Association of Bilingual Education
May 11, 2012
Okhee Lee
New York University
Topics
1. Diversity
• Changing demographics
• Persistent science achievement gaps
2. National Initiatives
• Next Generation Science Standards
• Understanding Language
3. What (Science) Teachers Need to Know
and Do with ELLs
Diversity:
Changing Demographics
Race
Poverty
Language
Race
According to the 2010 U.S. Census:
• 36% of the U.S. population are minorities
• 45% of the U.S. population under 19 years old are
minorities
U.S. Census Bureau. (2012). Statistical abstract of the United
States, 2012. Washington, DC: Government Printing Office.
Accessed online at
http://www.census.gov/compendia/statab/cats/education.html
US Population Projections, 2000-2050
80%
70%
69%
64%
60%
60%
55%
51%
54%
50%
49%
46%
45%
40%
% Majority
40%
% Minority
36%
30%
31%
2042
20%
10%
0%
2000
2010
2020
2030
2040
2050
US Population Projections, 2000-2050 (under 19 years old)
80%
70%
61%
60%
56%
62%
51%
53%
58%
49%
47%
42%
50%
38%
45%
40%
% Minority
39%
30%
20%
2022
10%
0%
2000
% Majority
2010
2020
2030
2040
2050
Poverty
• Poverty gaps by race narrowed from 1970 to
2000
• Poverty gaps by race have persisted since
2000
U.S. Census Bureau, Income, Poverty, and Health Insurance
Coverage in the United States: 2009, Current Population Reports,
series P60-238, and Historical Tables -- Tables 2 and 6,
September 2010.
Accessed online at
http://www.census.gov/hhes/www/poverty/poverty.html
Poverty by Race, 1960-2009
40%
34%
Percent of population in poverty
35%
33%
32%
30%
26%
28%
25%
23%
26%
20%
25%
Black
Hispanic
22%
Asian and Pacific Islander
15%
13%
12%
18%
10%
12%
10%
10%
10%
11%
1970
1980
1990
10%
5%
0%
1960
2000
2009
White
Language
• Today, over 1 in 5 students (21%) speak a
language other than English at home
• Limited English Proficient (LEP) students
(the federal term) have more than doubled
from 5% in 1993 to 11% in 2007
National Center for Education Statistics. (2011). The condition of
education 2011 (NCES 2011-033). Washington, DC: U.S.
Department of Education.
Spoke Language Other than English at Home, 1980-2009
100%
90%
Percentage of student population
80%
70%
60%
50%
Spoke only English at home
40%
Spoke a language other than English
at home
30%
21%
20%
10%
0%
1980
1990
2000
2006
Year
2007
2008
2009
Percentage of Public School Students Identified as LEP
25%
20%
15%
11%
11%
10%
7%
5%
5%
0%
1993-1994
1999-2000
2003-2004
2007-2008
LEP students
Diversity:
Persistent Achievement Gaps
National Assessment of
Educational Progress (NAEP) in
Science
• 4th grade
• 8th grade
• 12th grade
National Center for Education Statistics. (2011).
The nation’s report card: Science 2009.
Washington, DC: U.S. Department of Education.
4th-12th Grade National Scores
165
160
155
150
145
140
135
130
125
120
115
110
4th Grade
8th Grade
12th Grade
1996
2000
2005
2009
8th Grade - Gender
165
160
155
150
145
140
135
130
125
120
115
110
150
148
153
146
150
152
147
148
Male
Female
1996
2000
2005
2009
8th Grade - FRL
165
160
155
150
145
140
135
130
125
120
115
110
156
129
1996
159
127
2000
159
130
2005
161
133
Not Eligible
Eligible
2009
8th Grade - Race
165
160
155
150
145
140
135
130
125
120
115
110
159
161
160
162
160
151
128
153
127
121
121
1996
2000
156
129
124
2005
132
White
Asian or Pacific
Islander
Hispanic
126
2009
Black
8th Grade - ELL
160
150
151
151
153
150
140
130
Not ELL
120
ELL
107
110
100
102
103
91
90
1996
2000
2005
2009
Your Thoughts
What does the information about
changing demographics and persistent
achievement gaps urge you to think
about your own practices?
Review
• School-aged students from racial or ethnic
minority backgrounds will soon become the
majority in terms of number, although they
are likely to remain minorities in terms of
status.
• The ELL student population is increasing.
• Achievement gaps persist.
• We have kept pace, but how can get ahead
of the curve (i.e., close the gaps)?
National Initiatives:
1. Next Generation Science Standards
2. Understanding Language
Next Generation Science
Standards (NGSS)
A Mile Wide, An Inch Deep
Lots of Work Completed, Underway,
and Left To Do
Completed
Underway
Left To Do
Assessment
s
Curricula
Instruction
Teacher
Development
Next Generation Science Standards (NGSS)
• “A Framework for K-12 Science Education: Practices,
Crosscutting Concepts, and Core Ideas” (National
Research Council, 2011) is guiding development of NGSS
• Achieve, Inc. is overseeing the development
• The design team consists of classroom teachers, state and
district supervisors, faculty from higher education
institutions, and representatives from the private sector
• Currently, 26 states have signed with state teams to provide
feedback to the NGSS design team
• There will be public release of drafts for feedback
• The first draft of NGSS is expected in early 2013
Shifts in the NGSS
1. Standards as performance expectations
2. Science and engineering practices and crosscutting
concepts are continuums
3. Greater focus on understanding and application of
content as opposed to memorization of scientific facts
4. Science concepts build over K-12
5. Integration of science and engineering
6. Coordination with Common Core State Standards in
English language arts (ELA) and math
Dimension 1:
Science and Engineering Practices
1. Ask questions (for science) and define problems (for
engineering)
2. Develop and use models
3. Plan and carry out investigations
4. Analyze and interpret data
5. Use mathematics and computational thinking
6. Construct explanations (for science) and design
solutions (for engineering)
7. Engage in argument from evidence
8. Obtain, evaluate, and communicate information
Dimension 2:
Crosscutting Concepts
1. Patterns
2. Cause and effect
3. Scale, proportion, and quantity
4. Systems and system models
5. Energy and matter
6. Structure and function
7. Stability and change
Dimension 3:
Disciplinary Core Ideas
• Physical sciences
• Life sciences
• Earth and space sciences
• Engineering, technology and applications of science
Diversity and Equity:
All Standards, All Students (Tentative Title)
• Standards Statements
- To reflect diversity and equity issues
- To avoid bias
• Stand-alone Chapter
- Context (demographics, achievement, policy)
- Implementation (classroom/school, home/community)
- Teacher professional development
• Vignettes of Specific Student Groups
- Story
- Context
- Implementation: Effective strategies
Implications for Diversity and Equity:
For Example, Practices
•
From hands-on science, to science inquiry, to science
and engineering practices
•
Inter-related to one another in the sense-making process
•
Relatively unfamiliar to most science teachers today and
require shifts for teaching
•
Language intensive
•
Common across English language arts (ELA), math,
science, and other subjects
Your Thoughts
As we strive to close achievement gaps
among demographic subgroups, how do
you think the Next Generation Science
Standards will impact science education
of all students, especially ELLs?
Understanding Language Initiative:
Three Goals
•
Engage in a healthy public dialogue around what the
CCSS and NGSS imply for English language
learners (ELLs)
•
Develop exemplars of what CCSS and NGSSaligned instruction looks like
•
Develop a vibrant, inquisitive, engaging online
community
http://ell.stanford.edu
Dimensions of ELA Standards
Student Portraits
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. Understand other perspectives
and cultures
Key Features
Reading: Text complexity and the growth of
comprehension
Writing: Text types, responding to reading,
and research
Speaking & Listening: Flexible
communication & collaboration
Language: Conventions, effective use, and
vocabulary
Dimensions of Math Standards
Mathematical Practices
Core Ideas
1. Make sense of problems and
K-5
Counting & Cardinality (K)
Operations & Algebraic Thinking
Number & Operations
Fractions (3)
Measurement & Data
Geometry
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
6-8
Ratios & Proportional Relationships
Number System
Expressions & Equations
Functions (8)
Geometry
Statistics & Probability
9-12
Number & Quantity
Algebra
Functions
Modeling
Geometry
Statistics & Probability
Three Dimensions of Science Framework
Scientific & Engineering Practices Crosscutting Concepts
1. Ask questions (for science) and
define problems (for engineering)
2. Develop and use models
3. Plan and carry out investigations
4. Analyze and interpret data
5. Use mathematics and
computational thinking
6. Construct explanations (for
science) and design solutions
(for engineering)
7. Engage in argument from
evidence
8. Obtain, evaluate, and
communicate information
1. Patterns
2. Cause and effect
3. Scale, proportion and quantity
4. Systems and system models
5. Energy and matter
6. Structure and function
7. Stability and change
Core Ideas
Physical Sciences
Life Sciences
Earth and Space Sciences
Engineering, Technology and Applications
of Science
SCIENCE
MATH
M1. Make sense of
S2. Develop S1. Ask questions &
problems & persevere
define problems
and use models
in solving them
S5. Use mathematics & S3. Plan & carry out
investigations
computational
thinking
M6. Attend to precision
M4. Model with mathematics
S4. Analyze & interpret
M7. Look for & make
data
use of structure
M8. Look for & express E2. Build strong content knowledge
E4. Comprehend as well as critique
regularity in repeated
E5. Value evidence
reasoning
M2. Reason abstractly & quantitatively
M3. Construct viable argument & critique reasoning of
others
S7. Engage in argument from evidence
S6. Construct explanations & design solutions
S8. Obtain, evaluate & communicate information
E6. Use technology & digital media
M5. Use appropriate tools strategically
ELA
E1.Demonstrate independence
E3. Respond to the varying demands of
audience, talk, purpose, & discipline
E7. Come to understand other
Source: Working Draft, 12-6-11 by Tina
perspectives & cultures
Cheuk, ell.stanford.edu
Your Thoughts
How can teachers promote science
learning according to the NGSS while
supporting language development for
ELLs?
Promoting Both Science and
Language Learning for ELLs
• ELLs can participate in classroom
discourse focused on rich and exciting
academic content
• ELLs learn language best when they
engage with academic content
• Focusing on both text and discourse
gives ELLs opportunities for extended
engagement with complex ideas
What Science Teachers Need
to Know and Do with ELLs
• Literacy strategies for all students
• ESOL strategies for ELLs
• Discourse strategies for ELLs
• Home language support
• Home culture connections
Literacy Strategies for All Students
Incorporate reading and writing strategies
• Activate prior knowledge
• Promote comprehension of expository science
texts
• Promote scientific genres of writing
• Connect science process skills (e.g., describe,
explain predict, conclude, report) to language
functions (e.g., explain, compare, contrast)
• Use graphic organizers (e.g., concept map,
word wall, Venn diagram, KWL)
ESOL Strategies for ELLs
Use language support strategies
• Promote hands-on inquiry
• Use realia (real objects or events)
• Encourage multiple modes of
representations (gestural, oral, pictorial,
graphic, textual)
• Use graphic devices (graphs, charts, tables,
drawings, pictures)
• Use a small number of key terms in multiple
contexts
Discourse Strategies for ELLs
Reduce language load while maintaining
the rigor of science content and process
• Recognize ELLs’ varying levels of developing
language proficiency and adjust norms of
interaction with a student accordingly
• Build students’ understanding and discourse
skills (e.g., from “it is foggy” to “water vapor
condenses into little water drops”)
• Encourage students to share ideas, even as
the process reveals flaws in a model or
explanation, or flawed use of language
(“flawed English”)
Home Language Support
Use home language support
• Present science terms in multiple languages in
the beginning of each lesson
• Use cognates (and highlight false cognates) in
home language
• Allow code-switching
• Allow ELLs to discuss the lesson in class using
their home language
• Encourage bilingual students to assist less
English proficient students in their home
language
• Allow ELLs to write about activities in home
language
Home Culture Connections
Incorporate the ways students’ cultural
experiences influence science instruction
• Build on students’ lived experiences at home
and in the community (i.e., funds of knowledge)
• Explore culturally-based ways students
communicate and interact in their home and
community (i.e., cultural congruence)
• Use students’ cultural artifacts, culturally
relevant examples, and community resources
• Use texts with content that is familiar to ELLs
Take Home Message
• Changing demographics
• Persistent achievement gaps
• High academic rigor through the NGSS
• Both language demands and learning
opportunities through the NGSS
• A new set of teachers’ knowledge and
practices to enable all students, particularly
ELLs, learn science according to the NGSS
Thank you!