NGSS Goals: • Be able to apply the three Dimensions of A Framework for K-12 Science Education in your classroom. • Understand the structure and content of the Next Generation Science Standards. • Be able to implement NGSS and develop NGSS curriculum. NGSS Topics 1. 2. 3. 4. 5. 6. 7. 8. 9. Framework – Three Dimensions Science & Engineering Practices Crosscutting Concepts (CCCs) Multiple Modalities with Practices Disciplinary Core Ideas Next Generation Science Standards Nature of Science (NOS) Appendices & Resources ELA Literacy Connections/Strategies Levels of Experience How familiar are you with the Framework and NGSS? Current State of Science Standards Science documents are about 15 years old! – National Research Council’s National Science Education Standards were published in 1996 – American Association for the Advancement of Science’s Benchmarks for Science Literacy were published in 1993 Call for new, internationally-benchmarked standards – Students in the U.S. have been outperformed on international assessments such as TIMSS and PISA – Too few students are entering STEM majors and careers – Need for solid expectations and goals to prepare students for these fields The case for scientific literacy? so pretty i never knew mars had a sun The case for scientific literacy? “To be scientifically literate is to empower yourself to know when someone else is full of bullsh#%.” - Neil deGrasse Tyson Building on the Past; Preparing for the Future Phase I: Getting the Science Right Phase II: States Write the NGSS Based on Phase I 1990s 1990s-2009 7/2010 – 3/2013 1/2010 - 7/2011 Process for Development of Next Generation Science Standards States and other key stakeholders engaged in the development and review of the new college and career ready science standards – State Led Process – Writing Teams – Critical Stakeholder Team – Achieve managed the development process NRC Study Committee members to checked the fidelity of standards based on framework and verified that it does indeed accomplish framework goals. Lead State Partners Principles of the Framework There are two key points that are important to understand: • First: focus and coherence must be a priority, K-12 • Second: the progressions in the NGSS automatically assume that previous material has been learned by the student. Principles of the Framework The vision represented in the Framework is new in that students must be engaged at the nexus of the three dimensions: 1. Science and Engineering Practices 2. Crosscutting Concepts 3. Disciplinary Core Ideas Principles of the Framework Science and Engineering Practices and Crosscutting Concepts should not be taught in a vacuum; they should always be integrated with multiple core concepts throughout the year. Use common language across disciplines to help students recognize concepts in different content areas. Principles of the Framework The NGSS Focus on Deeper Understanding and Application of Content. The Framework identified a smaller set of Disciplinary Core Ideas that students should know by the time they graduate from high school and the NGSS are written to focus on the same. Principles of the Framework Science Concepts Build Coherently Across K–12 The focus on a few Disciplinary Core Ideas is a key aspect to a coherent science education. The Framework identified a basic set of core ideas that are meant to be understood by the time a student completes high school. Principles of the Framework Principles of the Framework Let’s Take a Closer Look at the Framework: Download the PDF for free at: http://www.nap.edu/openbook.php?record_id=13165 A Framework for K-12 Science Education Table of Contents p. vii A Framework for K-12 Science Education Overview of the Framework p. 3 What is the Framework for K-12 Science Education? p. 8 By framework we mean a broad description of the content and sequence of learning expected of all students by the completion of high school—but not at the level of detail of grade-bygrade standards or, at the high school level, course descriptions and standards. Instead, as this document lays out, the framework is intended as a guide to standards developers as well as for curriculum designers, assessment developers, state and district science administrators, professionals responsible for science teacher education, and science educators working in informal settings. A Framework for K-12 Science Education Vision p. 8-9 K–12 Science Education Should Reflect the Real World Interconnections in Science. “The framework is designed to help realize a vision for education in the sciences and engineering in which students, over multiple years of school, actively engage in scientific and engineering practices and apply crosscutting concepts to deepen their understanding of the core ideas in these fields.” A Framework for K-12 Science Education Two Goals p. 10 A Framework for K-12 Science Education K-12 Alignment p. 19-20 Curriculum Instruction Professional Development Assessment The framework and any standards that will be based on it make explicit the goals around which a science education system should be organized. The committee recognizes, however, that the framework and subsequent standards will not lead to improvements in K-12 science education unless the other components of the system—curriculum, instruction, professional development, and assessment— change so that they are aligned with the framework’s vision. Thus the framework and standards are necessary but not sufficient to support the desired improvements. In Chapter 10, we address some of the challenges inherent in achieving such alignment. A Framework for K-12 Science Education Research Base p. 23-28 Children are born investigators Understanding builds over time Science and Engineering require both knowledge and practice Connecting to students’ interests and experiences is essential Focusing on core ideas and practices Promoting equity A Framework for K-12 Science Education Development of Core Ideas p. 31 A Framework for K-12 Science Education Dimension 1 Scientific and Engineering Practices p. 41-82 Sections: Why Practices? Understanding How Scientists Work How the Practices are Integrated into Inquiry and Design How Engineering and Science Differ The Eight Practices A Framework for K-12 Science Education Dimension 2 Crosscutting Concepts pp. 83-102 Crosscutting Concepts: 1. Patterns 2. Cause & Effect 3. Scale, Proportion, & Quantity 4. Systems & System Models 5. Energy & Matter 6. Structure & Function 7. Stability & Change A Framework for K-12 Science Education Dimension 3 Core Ideas & Components pp. 103-214 1. Physical Sciences – p. 103 2. Life Sciences – p. 139 3. Earth & Space Sciences - p. 169 4. Engineering, Technology, & Applications of Science – p. 201 A Framework for K-12 Science Education Realizing the Vision pp. 217- 295 Integrating the Dimensions – p. 217 Sample Performance Expectations – p.220 Implementation (Curriculum, Instruction, P.D. and Assessment) – p. 241 Equity & Diversity – p. 277 There’s an app for that! Free at iOS App Store and Android Marketplace Google Play Dimension 1: Scientific & Engineering Practices – p. 41 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 Scientific & Engineering Practices Activity: Read Practice & discuss with your “team” On chart : 1. Fill in the boxes as you discuss. 2. Use extra space to list questions, concerns, or needs. 3. List new shifts in instruction. 4. What are some classroom strategies? Understanding How Scientists Work Sooooooooo, what does this mean for the ol’……… Dimension 2: Crosscutting Concepts - p. 83 1. 2. 3. 4. 5. 6. 7. Patterns Cause & Effect Scale, Proportion, & Quantity Systems & System Models Energy & Matter Structure & Function Stability & Change Dimension 2: Crosscutting Concepts Let’s explore the CCCs… Read cross cutting concept & discuss with your “team” On chart : 1. Fill in the boxes as you discuss. 2. Use extra space to list questions, concerns, or needs. 3. List new shifts in instruction. 4. What are some classroom strategies? Dimension 3: Core Ideas The 4 Disciplinary Core Ideas (DCIs) 1. Physical Sciences (PS) 1. Life Sciences (LS) 1. Earth and Space Science (ESS) 1. Engineering, Technology, and Applications of Science (ETAS) 37 Physical Sciences (PS) Life Sciences (LS) Earth & Space Sciences (ESS) Engineering, Technology, and Applications of Science (ETS) What are the NGSS? NGSS Are: Performance Expectations focused on the nexus of the three dimensions of science learning Performance Expectations that require students demonstrate proficiency Designed to lead to a coherent understanding of the Practices, CCC, and DCIs NGSS Are NOT: Separate sets of isolated inquiry and content standards Curriculum or instructional tasks, experiences or materials. Meant to limit the use of Practices or Crosscutting Concepts in instruction Designed to be separate or isolated experiences Public Release Process Goal: To distribute and receive feedback from interested stakeholders; to create a transparent process The standards were open for 2nd final public review in January 2013. Writers reviewed all feedback - 10,000 comments from Illinois The standards can be accessed at www.nextgenscience.org The final draft released April 2013 Illinois Timeline (Tentative…as of October 2013) Phase I: 2013-14 – Planning for Implementation; professional development and curriculum planning Phase II: 2014-15 – MS/HS implementation; Elementary professional development Phase III: 2015-16 – Full implementation; large-scale assessment nextgenscience.org Next Generation Science Standards 49 Nature of Science Matrix “Students think that science is unproblematic” Web Delivery of the NGSS All Standards are sortable by Topic Discipline Disciplinary Core Idea Science and Engineering Practice Crosscutting Concept Grade Level/Band Standards can be printed in pdf Additional components available in pdf A Closer Look at a Performance Expectation A Closer Look at a Performance Expectation A Closer Look at a Performance Expectation A Closer Look at a Performance Expectation Appendices & Resources Background info and resources in the appendices at nextgenscience.org ELA Common Core Literacy Standards for Science & Technical Subjects Common Core Connections Next Generation Science Standards Danielson & Teacher Evaluation Common Core Connections Standards for Mathematical Practice 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. Common Core Connections College & Career Readiness Skills Some of the top 13 Job Skills noted by Fortune 500s • Interpersonal/teamwork skills • Oral communication & listening skills • Problem solving skills • Critical thinking • Reading and writing • Computation & application skills Implementation Considerations Applying today’s learning Think of a topic you will be teaching in the next few weeks…. 1. 2. 3. What are some changes/additions to instruction to have students engage deeply in the Practices? What connections can be made to other topics? (Crosscutting Concepts) Using the Dissection Templates from OneHub, work with your team to begin developing objectives, activities and assessments for your PE’s. 61 Performance Expectation Dissection: Moving from Standards to Curriculum and Instruction PE Dissection Template Transitioning from Standards to Curriculum There are Different Routes You Can Take… To get to the same endpoint… Bundling PEs to Form Units Examples Examples Resources • • • • • • • • www.nextgenscience.org www.ngss.info http://ngss.nsta.org/ http://learningcenter.nsta.org/products/symposia_s eminars/NGSS/webseminar.aspx http://www.isbe.net/ngss/default.htm http://www.achieve.org/next-generation-sciencestandards http://www.nap.edu/catalog.php?record_id=13165 http://www.csss-science.org/bcsse/ Credits • Thank you to the following individuals and organizations that helped provide resources for this presentation: – Dr. Carol Baker – www.ngss.info – Amy Sandgren - Rock Island County ROE – Norman T. Dahm Jr. – NBCT AYA Science – Illinois State Board of Education – www.nextgenscience.org