Dr. Helen Pashley
Vice President STANYS
drpashley@optonline.net
Fist to Five
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What do you already know about NYS/NGSS?
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What is a question you have about NYS/NGSS?
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Share
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Latest updates NYS/NGSS
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Understanding NGSS unit development
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1996 MST standards
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2011 NGSS - New initiative
26 lead states and NSF, NSTA, NAS
etc.
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2012 NGSS framework
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4/13 Final NGSS Standards
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7/13 NYSED survey NGSS vs MST
2,554 valid respondents (78% teachers, 12%
principals, post secondary, curriculum directors)
• 7/14 Science Consortium + Ken Wagner
Strategic plan for p-12 Science
www.stanys.org
Strategic plan to Regents
Oct 2014
Public comments
Regents
adopted
plan
Jan 2015
NYS
NGSS
being
developed
Public
Survey
October
2015
•Standards
•Curriculum
•Professional Development
•Assessment
•Materials and Resource Support
•Administrative and Community Support
Regents
adopt NYS
NGSS
and
timeline
March
2016
Current work NYS/NGSS
3/15
o Determine core science content, conceptual understandings,
and practices required of all students
o Benchmark student expectations
o Determine architecture of standards document
8/15
o Write draft standards.
10/15
o Post draft standards for stakeholder review and comment.
o Revise standards, based on review and comment.
03/16
o Propose science learning standards for Board of Regents’
adoption.
Architecture of NGSS
http://ngss.nsta.org/
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Science and engineering practices
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Cross cutting concepts
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Disciplinary Core Ideas
Pair in subject area/grade review one topic
 What’s different in what students have to know
and do?
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Resources, handouts, model units
Standards and appendices http://ngss.nsta.org/
including for special needs, ENL etc.
Best understanding
www.bozemanscience.com
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Asking questions/defining problems
Developing and using models
Planning and carrying out investigations
Analyzing and interpreting data
Using mathematics and computational
thinking
Constructing explanations and designing
solutions
Engaging in argument from evidence
Obtaining, evaluating and communicating
information
The goal of practice is to play the game
There is an implication of student progression
What progressions are expected K-12?
Condensed practices handout - turn and talk/share
MST
NGSS
Mostly teacher led activities with
known outcomes
Students plan and carry out
investigations – “real science”
Emphasis on content (Standard 4)
Emphasis on practices inc.
engineering, critical thinking
Any units 5-8
Specific units Gr.5, banded 6-8,
build K-12
Familiar
Some unit content new to most
teachers K-8
Assessments - recall
Performance tasks –
application/evaluation/models/CER
College/career ready
Figure 2. NGSS Innovations and Design of Instructional Materials
From the PEEC document http://nextgenscience.org/ngss-peec-alignment
FROM
TO
CHANGE IN SCHOOL PROGRAMS
Sole focus on discrete content
Integration of three dimensions (SEP, DCI,
CCC)
Curriculum, instruction, and assessment
Learning content as the goal of lessons
Explaining phenomena through
application of content as the goal of
lessons
Curriculum and instruction
Engineering design and/or nature of
science as supplemental
Engineering design and nature of science
incorporated throughout science
programs
Curriculum, instruction, and assessment
Concepts disconnected from prior
learning
K–12 learning progressions
Curriculum, instruction, and assessment
Few connections to other subjects
Explicit connections to and alignment
with ELA and mathematics
Curriculum and instruction
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What does “translate” mean?
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“But I do this already….”
Follow with integrity the INTENT of NGSS
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Use and understand EQuIP rubric (article and lesson review
sheet)
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Worthy and authentic performance tasks - Science
notebooks, lab reports, science papers are
authentic science
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Get them published www.fljss.com
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Engage
Explore
Explain
Elaborate
Evaluate
Do-able on a unit scale
Model Assessments – authentic, CER not just M/C
http://www.nextgenscience.org/classroom-sample-assessment-tasks
http://www.nextgenscience.org/middle-school-evidence-statements
http://www.nextgenscience.org/ngss-high-school-evidence-statements
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Investigate – observation, measurement,
prediction, data collection and display, conclusions
Language –vocabulary, discourse
Reading – texts, graphs, diagrams
Writing- procedural, explanation, description,
reports, note-taking, question/answer, argue from
evidence
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Listen carefully to your students
Model how to do it
Rephrase and reinforce
Specific praise
Probe thinking
Demand clarification/evidence
Support until master, but expect mastery
Mini lessons on topics e.g. graphing
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Few model lessons http://ngss.nsta.org/ClassroomResources.aspx (Also NSTA Science Teacher and Science Scope,
STANYS conference)
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Not easy! Don’t “Just do it”
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Valid assessment, best activities/demos, deliberate
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NGSS planning tool
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Sample assessments, evidence statements, lessons
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On-going peer review - EQuIP rubric and students’
work
Fist to Five
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What do now know about NYS/NGSS?
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How will you apply this information to this year’s work?
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What questions/concerns do you still have about
NYS/NGSS?