Part 4--Preparing for the NGSS Public Draft--How to Read the NGSS

Curriculum Instruction Assessment Teacher Development Why now? What's in the Framework? Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Vision NGSS Development Process Building on the past... preparing for the future Who is involved? How are these standards new? How can I get involved? Connections with Math and ELA Science, engineering and technology permeate modern life The workforce of the 21st century requires proficiency in science concepts and skills Understanding of science and engineering is critical to participation in public policy and good decision-making Helen R. Quinn (Chair), Stanford Linear Accelerator Center, Stanford University, Menlo Park, CA Wyatt W. Anderson, Department of Genetics, University of Georgia, Athens, GA Tanya Atwater, Department of Earth Science, University of California, Santa Barbara, CA Philip Bell, College of Education, Learning Sciences, University of Washington, Seattle, WA Thomas B. Corcoran, Teachers College, Columbia University, New York, NY Rodolfo Dirzo, Department of Biology, Stanford University, Stanford, CA Phillip A. Griffiths, Institute for Advanced Study, Princeton, NJ Dudley R. Herschbach, Department of Chemistry & Chemical Biology, Harvard University, Cambridge, MA Linda P.B. Katehi, University of California, Davis, CA John C. Mather, NASA Goddard Space Flight Center, Greenbelt, MD Brett D. Moulding, Utah Partnership for Effective Science Teaching and Learning, Ogden, UT Jonathan Osborne, School of Education, Stanford University, Stanford, CA James W. Pellegrino, School of Education & Social Policy, University of Illinois, Chicago, IL Brian Reiser, School of Education & Social Policy, Northwestern University, Evanston, IL Rebecca R. Richards-Kortum, Department of Bioengineering, Rice University, Houston, TX Walter G. Secada, School of Education, University of Miami, Coral Gables, FL Deborah C. Smith, Department of Curriculum & Instruction, Pennsylvania State University, University Park, PA Conceptual Framework for New Science Education Standards Committee Members Final Draft Released in 2011 Public draft in 2010 Science Children are born investigators Depth over breadth --focus on core ideas and practices Connecting to students' interests is essential Promoting equity is essential for science and society Understanding builds over time 1. Asking questions and defining problems 1.Patterns What is a "Disciplinary Core Idea?" Has broad importance across multiple science or engineering disciplines or is a key organizing concept of a single discipline Provides a key tool for understanding or investigating more complex ideas and solving problems Relates to the interests and life experiences of students or can be connected to societal or personal concerns that require scientific or technical knowledge Is teachable and learnable over multiple grades at increasing levels of depth and sophistication Physical Science PS4--Waves and their applications in technologies for information transfer Life Science PS1--Matter and its interactions PS2--Motion and stability: Forces and interactions PS3--Energy LS1--From molecules to organisms: Structures and processes LS2--Ecosystems: Interactions, energy, and dynamics LS3--Heredity: Inheritance and variation of traits LS4--Biological evolution: Unity and diversity Earth and Space Sciences ESS3--Earth and human activity ESS2--Earth’s systems ESS1--Earth’s place in the universe Engineering, Technology and Applications of Science ETS1 Engineering design ETS2 Links among engineering, technology, science and society --Coordination with Common Core State Standards Kansas Beyond Kansas Review the public draft When will these be done? $? Kansas Review Team http://www.ksde.org/Portals/48/Documents/Building%20Capacity%20for%20Science%20Education%20in%20Kansas%20NGSS%20review%20group.pdf 2010 1/2010-7/2011 2012 Next Steps? --Science and Engineering Practices and Crosscutting Concepts are integrated in K-12 progressions rather than described in a separate part of the document --Science concepts build over K-12 learning progressions --Greater focus on understanding and application of content as opposed to memorization of scientific facts --Integration of science and engineering and encourage others to do the same Read the Framework Here: www.nextgenscience.org Register and post regularly to www.ksde.org/science --Electronically dynamic 2013 2011 Adoption? Implementation? Engaging in Argument from Evidence Identify flaws in their own arguments and modify and improve them in response to criticism. Construct a scientific argument showing how data support a claim. http://inquiryproject.terc.edu/prof_dev/pathway/pathway4.cfm?pathway_step=step7&pathway_substep=substep2&case=4_cc4&case_step=step4 Advancing Instruction to maximize student learning. http://www.ksde.org/science National Research Council-- committee to take on the task of building on past efforts to renew our vision for science education ...reinforcing the criticism that our schools’ science curricula tend to be.. ...these are goals for all of the nation’s students... Too often, standards are... throughout their lives. "Students should recognize that our current scientific understanding of the world is the result of hundreds of years of creative human endeavor." ...not just those who pursue higher education or careers in science, engineering, or technology. loooong lists of facts facts facts facts facts facts a m-i-l-e w-i-d-e Not only does this approach alienate young people and an inch deep. ...and little sense of the inherent logic and consistency of science ...it neglects the need for students to engage in doing science and engineering... kn o w l e d ge ...it leaves our students with By the end of the 12th grade, students should have sufficient knowledge of science and engineering to engage in public discussions on science-related issues, to be critical consumers of scientific information related to their everyday lives, and to be able to continue to learn about science Science and Engineering Practices 8. Obtaining, evaluating, and communicating information 7. Engaging in argument from evidence 6. Constructing explanations and designing solutions 5. Using mathematics and computational thinking 4. Analyzing and interpreting data 3. Planning and carrying out investigations 2. Developing and using models 7. Stability and change 6. Structure and function 5. Energy and matter 4. Systems and system models 3. Scale, proportion, and quantity 2. Cause and effect Crosscutting Concepts http://learningcenter.nsta.org/products/symposia_seminars/Ngss/webseminar.aspx?utm_source=enewsletter&utm_medium=email&utm_campaign=BookBeatNov2012 Critical Stakeholders A Adelphi University Afterschool Alliance American Association of Physics Teachers (AAPT) American Chemical Society (ACS) American Federation of Teachers (AFT) American Geological Institute (AGI) American Geophysical Union (AGU) American Institute of Physics (AIP) American Psychological Association (APA) American Society of Agronomy (ASA) American Society for Engineering Education (ASEE) The American Society of Human Genetics (ASHG) American Society of Mechanical Engineers (ASME) Anchorage (AK) School District Arizona State University Armstrong Atlantic State University, College of Education Association for Career and Technical Education (ACTE) Association for Computing Machinery (ACM) Association of Presidential Awardees in Science Teaching (APAST) Association of Public and Land Grant Universities (APLU) Astronomical Society of the Pacific (ASP) B BayBio Institute Big Hollow (IL) School District # 38, Big Hollow Middle School Big Horn (WY) County School District #3, Greybull High School Biological Sciences Curriculum Study (BSCS) Boise State University Boston College Boston University Brigham Young University, Department of Teacher Education Broad Institute C California Polytechnic State University California Science Project California State University Fullerton California State University San Bernardino California State University San Marcos Calvin College Center for Applied Special Technology (CAST) Centers for Ocean Sciences Education Excellence (COSEE) Central Kitsap (WA) School District Central Michigan University Champaign (IL) Unit 4 School District, Curriculum Center Chicago State University The City College of New York The City University of New York (CUNY) Clark County School District Clemson University Cleveland (OH) Metropolitan Schools Columbia University, Center for Environmenal Research and Conservation Columbia University, Lamont-Doherty Earth Observatory Columbia University Teachers College Computer Science Teachers Association (CSTA) The Concord Consortium Cornell University, Paleontological Research Institution Cornell University, Cornell Lab of Ornithology Crop Science Society of America (CSSA) Cumberland (RI) School Department, Joseph L. McCourt Middle School D Delran Township School District DGR Strategies District of Columbia Public Schools, Cardozo High School Drexel University, School of Education Duke University, Department of Electrical and Computer Engineering DuPont E Eastern Oregon University, College of Education Education Development Center, Inc. (EDC) E.L. Haynes Public Charter School, Washington, D.C. F Federation of Associations in Brain and Behavioral Sciences (FABBS) Findlay City (OH) Schools Florida Atlantic University Frenship (TX) Independent School District, Frenship Middle School Fresno (CA) Unified School District, Yokomi Science and Technology School G George Mason University George Washington University Georgia Southern University Governor's STEM Advisory Council (IA) Grand Valley State University Greene County (TN) Schools Green Education Foundation Greenhills School (MI) Guilford County (NC) Schools, Gibson Elementary H Hallsville R-IV (MO) School District Harvard University Hawaii Technology Academy Helios Education Foundation Heber Springs (AR) School District, Heber Springs High School Hofstra University Houston Independent School District I Illinois Mathematics and Science Academy Indiana University International Technology and Engineering Education Association (ITEEA) Iowa Area Education Agency 267 Iowa Mathematics and Science Education Partnership J James Madison University K Kappa Delta Pi Knowledge Without Borders Kuna (ID) School District, Kuna High School L Ladue (IL) School Distric, Ladue Middle School Lawrence Hall of Science Lesley University Lexington (IL) Community Unit School District #7 Louisiana State University Lowndes County (GA) Schools, Lowndes High School M Marshall University, June Harless Center for Rural Educational Research and Development McDaniel College Mercer County (WV) Schools, Bluefield High School Mesa (AZ) Public Schools Metropolitan Nashville (TN) Public Schools, John Early Museum Magnet Middle School Michigan State University, Department of Teacher Education Michigan Technological University, Center for Water and Society Michigan Technological University, Department of Cognitive and Learning Sciences Middle Atlantic Planetarium Society Mid-continent Research for Education and Learning (McREL) Middle Tennessee State University Mississippi Bend (IA) Area Education Agency Mississippi State University, Department of Leadership and Foundations Missouri Botanical Garden Monroe #2 Orleans BOCES Elementary Science Program Moraine Valley Community College Morehead State University Mount Holyoke College, Department of Physics Museum of Science, Boston N National Association for Gifted Children (NAGC) National Association of Biology Teachers (NABT) National Association of Geoscience Teachers (NAGT) National Association of Research in Science Teaching (NARST) National Association of Science and Math Coalitions (NASSMC) National Center for Science Education National Council of Teachers of Mathematics (NCTM) National Earth Science Teachers Association (NESTA) National Education Association (NEA) National Geographic Society National Marine Educators Association (NMEA) National Middle Level Science Teachers Association (NMLSTA) National School Boards Association National Science Education Leadership Association (NSELA) National Science Resources Center (NSRC) National Society of Hispanic Physicists (NSHP) The Nature Conservancy Nebraska Religious Coalition for Science Education New Canaan (CT) Public Schools New Haven (CT) Public Schools New Rochelle (NY) School District, Columbus Elementary School North Carolina Agricultural and Technical State University North Carolina State University North Clackamas (OR) Schools, Clackamas High School Northern Arizona University Northwestern University Northwest R1 (MO) School District, Northwest High School O Oakland University Oglala Lakota College The Ohio Academy of Science Ohio Association for Teachers of Family and Consumer Science The Ohio State University Ohio University P Pacific University Pacific Science Center Palm Beach State University Palmyra Cove Nature Park and Environmental Discovery Center PASCO Penn State Polytechnic Institute of New York University Portland State University Pottsville (AR) School District Project Lead the Way Purdue University Putnam/Northern Westchester BOCES – SCIENCE 21 Q R Rogers (AR) Public Schools, Rogers High School Rutgers University, Graduate School of Education Rutgers University, Department of Earth and Environmental Science S Sally Ride Science San Diego State University Santa Fe Institute Saratoga Springs Senior High School (NY) School District of the Chathams (GA), Chatham High School Science Magazine Science Teachers Association of New York State Sea Grant Educators Network Seattle Pacific University, Department of Physics Shippensburg University Society for Neuroscience Soil Science Society of America (SSSA) Somersworth (NH) School District, Idlehurst Elementary School Southern Illinois University Edwardsville Spartina Consulting Group, LLC Spokane (WA) Public Schools SRI International, Center for Technology in Learning St. Edward's University St. John Fisher College Storey County (NV) School District St. Paul (MN) Public Schools State Higher Education Executive Officers (SHEEO) The State University of New York Brockport, Department of Computational Science The State University of New York Fredonia, College of Education The State University of New York Geneseo, Department of Physics and Astronomy Sulphur Springs (CA) School District T Teachers of English to Speakers of Other Languages (TESOL) Teaching Institute for Excellence in STEM (TIES) Temple University TERC Texas A&M University Texas Tech University Triangle Coalition for Science and Technological Education Tucson (AZ) Unified School District, Pueblo Magnet High School U University of Alabama at Birmingham University of Alaska Fairbanks, Institute of Arctic Biology University of Arizona, College of Education University of Arizona, Department of Mathematics University of Arizona, Physics Department University of California Irvine University of California Riverside University of California San Diego University of California Santa Barbara University of California Santa Cruz University of Central Oklahoma University of Chicago, The Center for Elementary Mathematics and Science Education University of Cincinnati University of Colorado Boulder, Cooperative Institute for Research in Environmental Sciences University of Colorado Boulder, Department of Physics University of Colorado Boulder, Department of Computer Science University of Colorado Boulder, Molecular, Cellular and Developmental Biology University of Colorado Boulder, School of Education University of Colorado Denver, Department of Mathematics & Statistical Sciences University of Delaware, Department of Geological Sciences University of Georgia, School of Education University of Idaho, Department of Biological and Agricultural Engineering University of Kansas, School of Engineering University of Kentucky University of Kentucky, Marin School of Public Policy and Administration University of Massachusetts Boston University of Michigan, School of Education University of Minnesota University of Missouri, Physics Department University of Montana, College of Arts and Sciences University of Nebraska- Lincoln University of New England University of North Carolina at Chapel Hill, Department of Geological Sciences University of North Dakota, School of Engineering and Mines University of Northern Colorado, College of Natural and Health Sciences University of Northern Colorado, School of Biological Sciences University of Oklahoma University of Oregon, Department of Physics University of Pennsylvania, Graduate School of Education University of Puerto Rico, Department of Physics University of Rochester, The Warner Center University of Southern Maine University of Southern Mississippi, Department of Physics and Astronomy University of Southern Mississippi Gulf Coast, College of Science and Technology University of Tennessee- Knoxville University of Texas at Arlington University of Texas at Austin University of Texas at Dallas, Science/Mathematics Education Department University of Texas Health Science Center at San Antonio, Department of Pharmacology University of Texas at Tyler University of Washington University of Wisconsin- Madison U.S. Coast Guard Academy Utah State University V Vanderbilt University, College of Education Vanderbilt University, Department of Psychology and Human Development Vermont Science Teachers Association (VSTA) Virginia Institute of Marine Science Virginia Polytechnic Institute and State University (Virginia Tech), Department of Mechanical Engineering W Washington Science Teachers Association Washoe County (NV) School District, North Valley High School Wesleyan University, Project to Increase Mastery of Mathematics and Science (PIMMS) WestEd Western Washington University Wetzel County (WV) School District, New Martinsville School Weymouth (MA) Public Schools, Weymouth High School Wichita State University Wisconsin Center for Education Research, World-Class Instructional Design and Assessment (WIDA) X Y Z What is a critical stakeholder? The Critical Stakeholders are distinguished individuals and organizations that represent education, science, business and industry and who have interest in the Next Generation Science Standards. The members are drawn from all 50 states and have expertise in: •Elementary, middle and high school science from both urban and rural communities •Special education and English language acquisition •Postsecondary education •State standards and assessments •Cognitive science, life science, physical science, earth/space science, and engineering/technology •Mathematics and Literacy •Business and industry •Workforce development •Education policy The Critical Stakeholders will critique successive, confidential drafts of the standards and provide feedback to the writers and states, giving special attention to their areas of expertise. http://www.nextgenscience.org/critical-stakeholders Lead States and writers Critical Stakeholders ? http://www.ksde.org/Default.aspx?tabid=5406 Reading the Standards Student outcomes that fuse... Science and Engineering Practices Disciplinary Core Ideas (DCIs) Crosscutting Concepts ...into relevant performance expectations for students