Developing Optimal Learning
Environments that Align with NGSS
Joe Krajcik
Michigan State University
STEM Smart
February 1, 2016
STEM Smart workshops are funded by the National Science Foundation grant
#1449550. Any opinions, findings, and conclusions or recommendations at this
event or in these materials are those of the author(s) and do not necessarily
reflect the views of the National Science Foundation
Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM
What is really different about the
Framework and NGSS?
1. Focus on explaining phenomena or
designing solutions to problems
2. 3-Dimensional Learning
1. Organized around disciplinary core
explanatory ideas
2. Central role of scientific and engineering
practices
3. Use of crosscutting concepts
3. Instruction builds towards performance
expectations
4. Coherence: building and applying ideas
across time
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Core ideas, Practices and Crosscutting Concepts
Work together to Build Understanding
• Scientific ideas are best learned
when students engage in
Practices
practices
• Practices are learned best when
students use them to engage with
learning specific scientific ideas
• Core ideas, crosscutting concepts
and practices co-develop – 3dimensional learning
Crosscutting
Concepts
Core
Ideas
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3-Dimensional Learning
•
Three-dimensional learning shifts the
focus of the science classroom to
environments where students use core
ideas, crosscutting concepts with
scientific practices to explore,
examine, and use science ideas to
explain how and why phenomena
occur.
•
Integrating the three dimensions (core
ideas, crosscutting concepts and
scientific and engineering practices) to
focus instruction and assessment
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How NGSS is Different
Standards expressed as
performance expectations:
• Combine practices, core ideas, and
crosscutting concepts into a single
statement of what is to be assessed
• Requires students to demonstrate knowledge-in-use
• PEs are not instructional strategies or objectives for a
lesson – they describe achievement, not instruction
• Intended to describe the end-goals of instruction – the
student performance at the conclusion of
instruction
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How do I support students in reaching a PE?
Always building towards a PE or set of PEs?
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MS-PS1 Matter and Its Interactions
HS-PS1-3.
MS-PS1-1.
Develop
a model to
that matter isto
made
of particles
too small to
to be
seen. [Clarification
Plan and
conduct
andescribe
investigation
gather
evidence
compare
theStatement:
Examples of evidence could include adding air to expand a basketball, compressing air in a syringe, dissolving sugar in water, and evaporating salt
structure
of substances
at does
thenotbulk
scale
tomechanism
inferofthe
strength
of orelectrical
water.] [Assessment
Boundary: Assessment
include the
atomic-scale
evaporation
and condensation
defining the unseen
particles.]
forces between particles.
Students who demonstrate understanding can:
Science and Engineering
Practices
Developing and Using Models
Modeling in 9–12 builds on K–8
and progresses to using,
synthesizing, and developing
models to predict and show
relationships among variables
between systems and their
components in the natural and
designed worlds.
.
Disciplinary Core Ideas
Crosscutting Concepts
Scale, Proportion, and
PS1.A: Structure and Properties of Matter
Quantity
The structure and interactions of matter at
• Natural objects exist from
the bulk scale are determined by electrical
the very small to the
forces within and between atoms.
immensely large.
Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM
MS-PS1 Matter and Its Interactions
Instruction can use those same
Develop a model to describe that matter is made of particles too small to be seen.
elements
Students who demonstrate understanding can:
MS-PS1-1.
[Clarification
Statement: Examples of evidence could include adding air to expand a basketball, compressing air in a syringe, dissolving sugar in water, and evaporating
salt water.] [Assessment Boundary: Assessment does not include the atomic-scale mechanism of evaporation and condensation or defining the unseen
particles.]
Science
Science
and Engineering
Engineering
Science and
and
Engineering
Practices
Practices
Obtaining,
Analyzing
Evaluating,
Interpreting
and
Data
Planning
and
Carrying
Out
Using Mathematics
and
Asking
Questions
and
Defining
Developing
Constructing
and
Explanations
Using
Models
Engaging
inand
Argument
fromand
Analyzing
data
in builds
on
Communicating
Information
Investigations
Computational
Thinking
Problems
Modeling
Designing
builds
Solutions
on
experiences
Evidence
experiences
and
progresses
to
Obtaining,
and
Planning
and
carrying
out
Mathematical
and
computational
Constructing
explanations
and
Asking
questions
and
defining
and
progresses
to
building
and
Engaging
inevaluating,
argument
from
introducing
quantitative
communicating
investigations
toinformation
answer
questions
thinking in
builds
on
experiences
designing
solutions
builds
onbuilds
evidence
builds
on
experiences
and
problems
builds
on
experiences
revising
simple
models
and
using
approaches
to
collecting
data
and
on
experiences
and
progresses
to
or
test
solutions
to
problems
builds
and progresses
toto
extending
experiences
progresses
the
progresses
toand
critiquing
the toand
and
progresses
specifying
models
to represent
events
conducting
multiple
trials
of
evaluating
the
merit
and
accuracy
on
experiences
and
progresses
quantitative
measurements
to
ato
use
of evidence
in constructing
scientific
explanations
or solutions
qualitative
relationships.
design
solutions.
qualitative
observations.
When
of
ideasof
and
methods.
include
investigations
control
physical
properties
explanations
that
variables
proposed
by
peers
by that
citing
Askmodels
questions
that
can
beand
•variety
Use
to specify
describe
possible
and
digital
tools
•that
Communicate
scientific
variables
and feasible,
provide
evidence
to
using
computation
and
describe
and
predict
relevant
evidence
about
theand/or
natural
investigated
and
predict
phenomena.
should
be
used.
information
orally
support
explanations
or design
mathematics
to
analyze
data
and
phenomena
and
in designing
andtechnical
designed
world(s).
reasonable
outcomes
based
•• and/or
Analyze
data to
inand
written
formats,
solutions.
compare
alternative
multiple
solutions
to design
Compare
andinterpret
refine
arguments
on
patterns
such
as
cause
and
make observations
sense
phenomena,
including
forms
of media
•solutions.
Make
and/or
problems.
based
on various
an of
evaluation
the
relationships.
using
logical
reasoning,
and
may
include
tables,
measurements
todata
produce
data
Organize
simple
sets to
• effect
Identify
the
evidence
that
evidence
presented.
mathematics,
diagrams,
and
charts.
to
servepatterns
as
theand/or
basis
for in an
reveal
thatpoints
suggest
supports
particular
computation.
evidence
for an explanation of a
relationships.
explanation.
phenomenon or test a design
solution.
Disciplinary Core
Core Ideas
Ideas
Disciplinary
Crosscutting Concepts
Concepts
Crosscutting
Crosscutting
Concepts
PS3.A: Definitions
ofand
Energy
Definitions
of Energy
PS1.A:
Structure
Properties of
Energy
is
a
quantitative
property
of a
Matter
system
that depends
on the motion
and
The
structure
and interactions
of matter
interactions
of matter
radiationby
within
at
the bulk scale
are and
determined
that system.
That within
there isand
a single
quantity
electrical
forces
between
called energy is due to the fact that a
atoms.
system’s total energy is conserved, even
as, within the system, energy is continually
transferred from one object to another
and between its various possible forms.
forms.(HS-PS3-2)
At
the macroscopic scale, energy manifests
At theinmacroscopic
scale,
energy
manifests
itself
multiple ways,
such
as in motion,
itself inlight,
multiple
such
as in motion,
sound,
and ways,
thermal
energy.
sound, light, and thermal energy. (HS-PS32) (HS-PS3-3)
Structure
and
Function
Scale,
and
Cause Proportion,
and
Effect:
Systems
and
System
Models
Energy
and
Matter:
Flows,
Patterns
•Different
materials
havebe
Quantity
Mechanism
and
•A
system
can
be Prediction
described
Cycles,
and
Conservation
•Patterns
of
change
can
different
substructures,
•Natural
objects
and/or
•Cause
effect
in
terms
of
its
components
•Matter
is
made
of particles.
used
toand
make
predictions.
which
caninteractions.
sometimes
beexist
observable
phenomena
relationships
are routinely
and
their
observed.
from
the very
smalland
to the
identified,
tested,
used
immensely
large or from
to explain change.
very short to very long time
periods.
But should also mix and match elements
What is different about 3-dimensional
learning
• Focus on making sense of
phenomena or designing
solutions to problems
• Students don’t explore the
science idea; rather, they use
the science ideas, science
and engineering practices
and CCs to make sense of
the phenomena or solve
problems
9
Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM
Why build towards a
performance expectation(s)?
Establish Coherence
• Lessons fit together coherently
• Science ideas build upon each other so that they
become more sophisticated over time
• Lessons link together
•
•
Where appropriate, disciplinary core ideas from
different disciplines are used together to explain
phenomena.
Where appropriate, crosscutting concepts are used
in the explanation of phenomena from a variety of
disciplines.
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Learning Grows Over Time
Learning difficult ideas
• Takes time
• Develops as students work on a task that
forces them to synthesize ideas
• Occurs when new and existing knowledge is
linked to previous ideas
• Depends on instruction
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Storyline: Question and phenomena
motivate each step in building 3dimensional learning
Goal: Making sense of phenomena or
designing solutions
Phenom-driven
Questions
Investigate and build
knowledge through
practices
Anchoring
phenomena
Incrementally Build Explanations,
Models, or Designs
Phenomena +
Question
Analyze data,
explain [PE1]
Initial explanation, model or
design
Phenomena + Question
Explain, argue,
model [PE2]
Add to/revise
Phenomena + Question
Explain argue,
model [PE3]
Add to/revise
Culminating PE
Final consensus explanation,
model or design
...
Revisit Driving question
Thanks to Brian Reiser
Bringing a 3-Dimensional Perspective to
Classroom Instruction
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Questions??????
Contact Information
Joseph
Krajcik
krajcik@msu.edu
Twitter: @krajcikjoe
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