Differentiating the Next Generation Science
Standards for High Ability Learners
Alicia Cotabish, Ed.D.
University of Central Arkansas
acotabish@uca.edu
NGSS Background
—  Based on the Framework for K–12 Science Education
(National Research Council, 2012) and developed by
experts across the disciplines of science, engineering,
cognitive science, teaching and learning, curriculum,
assessment, and education policy.
—  26 states provided leadership.
—  Coordinated by Achieve, Inc.
—  The state-led process of development included state policy
leaders, higher education, K–12 teachers, and the science
and business communities.
—  Informed by research and reports from TIMSS, PISA,
NAEP, etc.
—  Emphasize thinking, problem-solving, collaboration, and
communication.
Why does the gifted community need to
be involved?
—  NGSS will guide to a great extent teacher education
and accreditation.
—  NGSS will be the point of departure for all gifted
curriculum.
We need to be involved in the work of the NGSS as it
evolves!
BECAUSE………..
If you aren’t at the table,
you’re on the menu!
“Standards and performance expectations that are
aligned to the framework must take into account that
students cannot fully understand scientific and
engineering ideas without engaging in the practices
of inquiry and the discourses by which such ideas are
developed and refined. At the same time, they cannot
learn or show competence in practices except in the
context of specific content.”
(NRC Framework , 2012, p. 218)
Uncovering the NGSS
—  Three Dimensions
—  Dimension 1: Science and Engineering Practices
—  Behaviors of scientists
—  What is meant by inquiry in science
—  Knowledge beyond skills
—  Dimension 2: Crosscutting Concepts
—  Links different domains of science that apply across domains
—  Organizational schema; integrated view of science
—  Application-based; “do”
—  Dimension 3: Disciplinary Core Ideas(DCI)
—  4 domains: physical sciences, earth and space sciences, life sciences, and
engineering teaching and application of science
—  Most important aspects of science teaching and learning
Dimension 1
For ALL Students K-College & Careers
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
Dimension 2
For ALL Students K-College & Careers
Crosscutting Concepts:
An Integrated Approach
—  Patterns
—  Cause & effect: mechanism & explanation
—  Scale, proportion, and quantity
—  Systems & system models
—  Energy & matter: flow, cycle, & conservation
—  Structure & function
—  Stability & change
Dimension 3
For ALL Students K-College & Careers
What is “Core” in the NGSS?
—  Must meet 2 of the following criteria:
—  Have broad importance across multiple sciences
or engineering disciplines or be a key organizing
concept of a single discipline
—  Provide a key tool for understanding or
investigating more complex ideas and solving
problems
What is “Core” in the NGSS? (cont)
—  Must meet 2 of the following criteria:
—  Relate to the interests and life experiences of
students or be connected to societal or personal
concerns that require scientific or technical
knowledge
—  Be teachable and learnable over multiple grades
at increasing levels of depth and sophistication
DCI is organized into grade bands
which may overlap at times. This is
conducive to an integrated approach
to science learning and creates an
accelerated trajectory for gifted
learners.
Example from Earth and Earth Systems
Important Note!!!
The NGSS are arranged in two formats:
Disciplinary Core Ideas & Topical
Alignment of NGSS
with other Standards
Practices
Science & Engineering Practices
Student Portraits
Student Outcomes Related to NAGC
Curriculum Planning Standards
Gifted students will be able to:
•  Demonstrate growth commensurate with
aptitude during the school year.
•  Develop abilities in domain of talent and/or
area of interest.
•  Use critical and creative thinking in solving
problems within/across talent domains.
Student Outcomes cont.
•  Transfer advanced knowledge and skills across
environments that lead to creative, productive
careers in society.
•  Become more self aware from engagement in
curriculum and evidence-based instructional
practices.
•  Develop self efficacy skills.
Relationship & Convergences: NGSS, CCSS Math, CCSS ELA, and
NAGC PreK-12 Gifted Programming Standards
How do we read the NGSS?
Considerations in Gifted Education
Four Major Strategies in Gifted Ed
—  Appropriate pacing
—  Compacting & telescoping
—  Differentiated task demands
—  Greater complexity, creativity, more advanced curriculum
—  Interdisciplinary task demands
—  Revise projects to include CCSS & NGSS
—  Use of gifted and talented curriculum
—  STEM Blueprints, U-Stars+, Wm & Mary Units
What are appropriate research-based
instructional models?
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Inquiry (shared, project-based)
Critical thinking (Bloom, Paul)
Creative thinking (CPS)
Problem-solving (scientific method, PBL)
Research (experimental design, social
science models)
Herron’s Level of Inquiry
Level of Inquiry Ques1on Procedure Solu1on Confirma(on Provided Provided Provided Structured Provided Provided Student Generated Guided Provided Student Generated Student Generated Open Student Generated Student Generated Student Generated Cookbook vs Inquiry Labs
Wenning (2005)
Characteristics of Inquiry Labs by Type
Wenning (2005)
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From: http://undsci.
berkeley.edu
Cross Disciplinary Connections to
Remodel Content for GT
Using Cross-disciplinary Content
NGSS HS-PS1-i: Construct an explanation to support
predictions about the outcome of simple chemical
reactions, using the structure of atoms, trends in the
periodic table, and knowledge of the patterns of
chemical properties. The idea in this standard is to
identify patterns of chemical properties to construct an
explanation to support predictions about the result of
simple chemical reactions. Extend this idea beyond
science to motivate learners. Ask students to identify
and explain patterns in mathematics, in architecture, or
in music, as well. Use science to describe and
generalize the patterns observed.
Using Cross-disciplinary Content
NGSS 1-ESS1-a. Use observations to describe patterns of
objects in the sky that are cyclic and can be predicted. In
this standard, students are going to look for patterns that are
cycles. Students might begin studying cycles in other
subjects such as economics, music, history, and
mathematics. They can then transfer their understanding to
science and the sky. Upper grades could look at information
about satellites and global positioning systems.
Integrate Standards from Science
—
Using NGSS 2-PS1-d: Identify arguments that are
supported by evidence that some changes caused by
heating or cooling can be reversed and some cannot;
Mathematics Standard: Construct viable arguments and
critique the reasoning of others; and English Language
Arts Standard W.2.8: Describe how reasons support
specific points the author makes in a text.
Integrate Standards from Science (cont.)
Ask students to select one of the following situations: a
change caused by heating can be reversed; a change caused
by heating cannot be reversed; a change caused by cooling
can be reversed; a change caused by cooling cannot be
reversed. Students will then develop their argument, using
reasons and examples to support their specific points.
Students can share their reasoning in small groups and offer
critiques of each other’s reasoning. Another option would
be to have students use a highlighter to identify the reasons
they gave to support their arguments.
Integrate Standards from Science
Using NGSS MS-LS1-h: Analyze and interpret provided
data to generate evidence supporting the explanation that
plants may continue to grow throughout their life through
the production of new plant matter via photosynthesis;
Mathematics Standard: Analyze patterns and relationships
and Mathematics Standard: Represent and analyze
quantitative relationships between dependent and
independent variables; and English Language Arts
Standard WHST.6-8.9: Write arguments to support claims
with clear reasons and relevant evidence.
Integrate Standards from Science Contd.
In responding to the task presented in the science standard,
students will need to analyze patterns and relationships.
Complexity can be added by using data with dependent and
independent variables. Students will need to include clear
reasoning and relevant evidence as they construct their
arguments to support their explanations.
Some Differentiated Activities
Aligned with the NGSS
Assessment within the NGSS
Assessment Boundaries
—  Grade level performance
—  Level of expected knowledge & understanding
—  Use as a gauge for GT
—  Go further in-depth for GT
Example Assessment Boundary
3-LS3 Heredity: Inheritance and Variation of Traits
Students who demonstrate understanding can:
3-LS3-a. Use evidence to support explanations that traits are
inherited from parents, as well as
influenced by the environment, and that organisms have
variation in their inherited traits.
[Assessment Boundary: Environmental influences are limited
to amount and quality of nutrition, injuries, learning, and
location. The genetic mechanisms of inheritance are not
included.]
Assessment Adaptations
•  Use of a pre-post growth model
•  Use of advanced performance-based and product
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assessments
Use of portfolios
Incorporate items into traditional tests that require
complex thinking
Use items that address above-level content
Use of computer-assisted prompts
Assessment
Product assessment for previous
example:
Assess Dimensions on Rating Scale (1 – 5)
Quality of research design
Data collection techniques
Appropriate use of statistical analysis
Representation of data
Articulation of trends
Logical consistency of predictions
What research-based materials for the gifted are
available to differentiate the NGSS?
•  Wm & Mary Science Units (Kendall-Hunt)
•  Carnegie Mellon Institute for Talented Elementary and Secondary
Students (C-Mites) http://www.cmu/cmites
•  NGSS Website: http://nextgenscience.org/implementation
•  U-STARS Plus
•  STEM Starters http://ualr.edu/gifted/index.php/home/stem/
•  Cogito.org https://www.cogito.org
•  Differentiation that ReallyWorks series by Adams & Pierce: K-2, 3-5, LA
6-12, Math-6-12, Science 6-12 from www. Prufrock.com
NAGC Resources to Assist with the
Implementation Process
Questions?
Acknowledgements
—  Cheryll Adams, Ball State University, Emerita
—  Debbie Dailey, University of Central Arkansas
—  Joyce Van Tassel-Baska, Wm & Mary, Emerita
—  Susan Johnsen, Baylor University
www.nagc.org/2015convention
Most Important Tip of the Day!
Contact Information
acotabish@uca.edu