Finding & Evaluating Resources
for NGSS: The EQuIP Rubric &
the NGSS@NSTA Hub
NSTA National Conference
Boston, Massachusetts
April 5, 2014
Basics of the rubric
The EQuIP Rubrics
• math
• ELA
• science
Purpose
• review existing instructional materials to
determine what revisions are needed;
• provide constructive criterion-based feedback
to developers; and
• identify exemplars/models for teachers’ use
within and across states
Power of the Rubrics
• the review process
• the constructive, criterion-based feedback on
how to revise a lesson
Future of the Rubric
•
•
•
•
this is version 1.0 of the rubric
rating scales will be added
as it is used, it may change
as instructional materials become more
aligned and of higher quality, it may change
Development
•
•
•
•
•
Achieve and NSTA
many iterations
standards writers
focus groups of teachers
states
Supporting Materials
• criterion discussion guide
• professional development materials
• publishers’ criteria
Rubric Layout
Response Form
A closer look at the rubric
A Focus on 3-Dimensioal Learning
• The EQuIP Rubric focus on 3-Dimensional
Learning
Alignment to NGSS
The lesson/unit aligns with the conceptual shifts
of the NGSS:
• Elements of the science and engineering
practice(s), disciplinary core idea(s), and
crosscutting concept(s), blend and work
together to support students in threedimensional learning to make sense of
phenomena or design solutions.
3-Dimensional Learning
•
What is it? Blending the three
dimensions (core ideas, crosscutting
concepts and scientific and engineering
practices) to focus instruction and
assessment
•
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.
Content and Practices Work together to Build
Understanding: 3 – Dimensional Learning
Crosscutting
• To form useable understanding,
Concepts
knowing and doing cannot be
Practices
separated
• Scientific ideas are best learned
when students engage in
practices
• Allows for problem-solving,
decisions making, explaining realworld phenomena, and integrating
new ideas
Core
Ideas
An Analogy between 3-Dimensional
Learning and Cooking
Basic Ingredients
(Core Ideas)
Kitchen Tools &
Techniques
(Practices)
Preparing a Meal
(Three dimensional Learning)
Vegetables, Herbs,
Spices, &
Seasonings
(Crosscutting
Concepts)
I. Alignment to the NGSS
The lesson/unit aligns with the conceptual shifts of
the NGSS:
• Elements of the science and engineering
practice(s), disciplinary core idea(s), and
crosscutting concept(s), blend and work together
to support students in three-dimensional learning
to make sense of phenomena or design solutions.
– Provides opportunities to use specific elements of the
practice(s) to make sense of phenomena or design
solutions.
I. Alignment to the NGSS
Provides opportunities to construct and use
elements of scientific or engineering practices(s) to
make sense of phenomena or design solutions
• Ask:
– Is the practices explicitly cited?
– Do the materials clearly point out how the practices is
used to make sense of phenomena or design
solutions?
– Can you clearly see how the practice is used?
I. Alignment to the NGSS
The lesson/unit aligns with the conceptual shifts of
the NGSS:
• Elements of the science and engineering
practice(s), disciplinary core idea(s), and
crosscutting concept(s), blend and work together
to support students in three-dimensional learning
to make sense of phenomena or design solutions.
– Provides opportunities to construct and use the
disciplinary core idea(s) to make sense of phenomena
or design solutions
I. Alignment to the NGSS
Provides opportunities to construct and use the
disciplinary core idea(s) to make sense of
phenomena or design solutions
• Ask:
– Is the element of the disciplinary core idea explicitly
cited?
– Do the materials clearly point out how the disciplinary
core idea is used to make sense of phenomena or
design solutions?
– Or can you clearly see how the element of the
disciplinary core idea is used to make sense of
phenomena or design solutions.
I. Alignment to the NGSS
The lesson/unit aligns with the conceptual shifts of
the NGSS:
• Elements of the science and engineering
practice(s), disciplinary core idea(s), and
crosscutting concept(s), blend and work together
to support students in three-dimensional learning
to make sense of phenomena or design solutions.
– Provides opportunities to construct and use the
crosscutting concept(s) to make sense of phenomena
or design solutions.
I. Alignment to the NGSS
Provides opportunities to construct and use the
crosscutting concept(s) to make sense of
phenomena or design solutions.
• Ask:
– Is the element of the crosscutting concept explicitly
cited?
– Do the materials clearly point out how crosscutting
concept is used to make sense of phenomena or
design solutions?
– Or can you see how how the materials clearly point
out how the crosscutting concept is used to make
sense of phenomena or design solutions.
II. Instructional Supports
The lesson/unit supports instruction and learning for all
students:
• Engages students in authentic and meaningful
scenarios that reflect the practice of science and
engineering as experienced in the real world and that
provide students with a purpose (e.g., making sense
of phenomena or designing solutions).
– Provides students with multiple phenomena (either
firsthand experiences or through representations) that
support students in engaging in the practices.
– Engages students in multiple practices that blend and work
together with disciplinary core ideas and crosscutting
concepts to support students in making sense of
phenomena or designing solutions.
III. Monitoring Student Progress
The lesson/unit supports monitoring student
progress:
• Assessments are aligned to the three-dimensional
learning.
• Elicits direct, observable evidence of students’
performance of practices connected with their
understanding of core ideas and crosscutting
concepts.
A Focus on 3-Dimensioal Learning
• The EQuIP Rubric focus on 3-Dimensional
Learning
Alignment to NGSS
The lesson/unit aligns with the conceptual shifts
of the NGSS:
• Elements of the science and engineering
practice(s), disciplinary core idea(s), and
crosscutting concept(s), blend and work
together to support students in threedimensional learning to make sense of
phenomena or design solutions.
A Critical Piece of the
Teacher Learning Solution
• Self-Directed Access
• 11,500+ resources
• Free tools to help teachers
diagnose, organize, personalize,
and document their learning
• Immediate free access to online
advisors and colleagues through
chat and discussion
• Recognition system with badges
tied to personal profiles
http://learningcenter.nsta.org
NGSS Learning Resources:
• Journal Articles
• e-Chapters
• e-Books/Books
• Web Seminar
Archives/Podcasts
NGSS Opportunities:
• Live Web Seminars
• Online Short Courses
• Virtual Conferences
Emily Morgan
NSTA Press Author
My Library
• Store NSTA
resources
• Upload personal
resources
• Review, annotate,
recommend
resources
• Create, share,
make collections
public
My Library
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5,000 public
collections
shared
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uploaded
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Integrated Community
Forums
14 Community Forums
2,300+ Topics
24,000+ Posts by Users
• NGSS
• STEM
• Informal Science
• General Science
• Physical, Life, Earth/space
• Pedagogy
• Evaluation/Assessment
• Research in Science Ed
• Elementary, Early Childhood
The
Hub
The NGSS@NSTA Hub
A Digital Destination for Educators to:
• Browse the Standards
• Find and Share Resources
• Collaborate with Colleagues
• Plan Instruction and Professional Learning
Tour of the Hub
Coming Soon to the Hub…
Tools
• To organize standards and resources
• To conduct advanced searches of the standards
Resources
• Evaluated by NGSS@NSTA Curators
• Crowd sourced by educators across the country
55 Topics for Curation
Life Science
K.Interdependent Relationships in Ecosystems:
Animals, Plants, and Their Environment
1 1.Structure, Function, and Information Processing
2 2.Interdependent Relationships in Ecosystems
1.Space Systems: Patterns and
Cycles
2.Earth’s Systems: Processes
that Shape the Earth
Engineering
K.Forces and Interactions: Pushes and
Pulls
1.Waves: Light and Sound
K-2.Engineering
Design
2.Structure and Properties of Matter
3.Weather and Climate
3.Forces and Interactions
4.Earth’s Systems: Processes
that Shape the Earth
5.Earth’s Systems
5.Space Systems: Stars and the
Solar System
4.Energy
4.Waves: Waves and Information
Middle School
3
3.Interdependent Relationships in Ecosystems
3.Inheritance and Variation of Traits: Life Cycles
and Traits
K.Weather and Climate
Physical Science
MS.Structure, Function, and Information
Processing
MS.Matter and Energy in Organisms and
Ecosystems
MS.Interdependent Relationships in Ecosystems
MS.Natural Selection and Adaptations
MS.Growth, Development, and Reproduction of
Organisms
MS.Space Systems
MS.History of Earth
MS.Earth’s Systems
MS.Weather and Climate
MS.Human Impacts
MS.Structure and Properties of Matter
MS.Chemical Reactions
MS.Engineering
MS.Forces and Interactions
Design
MS.Energy
MS.Waves and Electromagnetic Radiation
High School
Elementary School
K
Earth & Space Science
HS.Structure and Function
HS.Inheritance and Variation of Traits
HS.Matter and Energy in Organisms and
Ecosystems
HS.Interdependent Relationships in Ecosystems
HS.Natural Selection and Evolution
HS.Space Systems
HS.History of Earth
HS.Earth’s Systems
HS.Weather and Climate
HS.Human Impacts
HS.Structure and Properties of Matter
HS.Chemical Reactions
HS.Engineering
HS.Forces and Interactions
Design
HS.Energy
HS.Waves and Electromagnetic Radiation
4 4.Structure, Function, and Information Processing
5
5.Matter and Energy in Organisms and
Ecosystems
3-5.Engineering
Design
5.Structure and Properties of Matter
The NGSS@NSTA Curators
Special Thanks for Hub Development
NSTA Staff
• Jennifer Horak
• Ryan Foley
• Martin Lopong
• Al Byers
New City Media
Questions?