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NGSS Implementation Planning

Supporting Implementation of the NGSS. Prezi template by Balázs Turai.
by

Matt Krehbiel

on 16 November 2016

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Transcript of NGSS Implementation Planning

NGSS
Template by Balázs Turai
Implementation
--Kansas NGSS Committee Feedback
unanimous recommendation for adoption
Kansas standards
--Public Draft Feedback
Committee Composition
Feedback Process and Influences
Kansas Science Standards
Implementation
NGSS Development
Fearless Vision
Fierce Honesty
It's not about the assessment...
The NGSS are
The NGSS are
Research-Based
--Kansas NGSS Review Committee
--AP and others blend content and practice
--PISA (Program for International Student Assessment) 2015

--NAEP (National Assessment of Educational Progress)

--Vision and Change in Undergraduate Biology

--A New Biology for the 21st Century

--Scientific Foundations for Future Physicians
The NGSS are
--mesh well with KS math and ELA and Hist/Gov Social Studies standards
College and Career Ready Standards
--Kansas NGSS Committee Feedback
--Other lead state teams and critical stakeholders
--200 professors of first year college science
Connections with Math and ELA
What's in the Framework?
Science and Engineering Practices
Disciplinary
Core
Ideas
Crosscutting Concepts
Vision
Building on the past... preparing for the future

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
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
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
...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
Curriculum
Instruction
Professional
Learning

Assessment
Standards Implementation
TEAMING

K-12
Partnerships:
The Standards
K-12 Framework
for
Science Education
Other Districts
Informal Science educators
Parents
Business and Industry
Implementation Planning
Critical Stakeholders?
Key Messages?
Vision?
Baseline?
Measurement?
Course Mapping?
Reading the standards
Standards to curriculum
Curriculum to Lesson plans
What is holding you back from getting there?
How can we use the implementation of the new Kansas Science standards to help us achieve our vision?
Vision for Science Education
Why do you teach science to your students? What do you hope they learn?
How will you know if you've achieved your vision?
How Does your unit connect to your vision?
Choose 2-4 PEs that you see as linked.
Bundling Performance Expectations
2. Identify where students are DOING the practices
1. Where are students DOING the practices?
2. Where are the student performances?


Science and engineering Practices
student performances
Grade Level
Content focus
Performance
Expectation
Content
Sub-idea
NGSS--APPENDIX k
Conceptual Progressions Model
Science Domains Model
Modified Science Domains Model
Split your cards into three "courses"
After you are satisfied with your sorting ,
make 3 columns on your paper
list the codes for the core ideas in each course.
Designate one person to stay at your table and explain your chart while the others quickly check out other ideas
be able to explain why they are arranged this way
Course Mapping
Tenacious Patience
What is holding us back from getting there?
How do the NGSS fit into our overall STEM/science education system?
How do they connect with the economic development and growth agenda for your community?
Why and how are NGSS essential to our success?
Vision for Science Education
What are we trying to do for our students and why?
How will we know when we've achieved our vision?
pg 22-27

http://community.ksde.org/science
http://www.nextgenscience.org
Why is it important to achieve this vision for your students?

On one of the posters, write your name, what you teach, and one question you have about KCCRSS/NGSS
http://community.ksde.org/Default.aspx?tabid=5918
Matt Krehbiel
mkrehbiel@achieve.org
@ksscienceguy
1. All Standards for All Students
2. All Science and Engineering Practices
3. All crosscutting concepts
4. Engineering for All
STUDENT LEARNING
Fundamental assumptions:
Course Mapping Resources
Appendix K:
NSTA video of my course map presentation:
Google doc folder with cards documents in Word and pdf formats:
Course Map Collaboration Project:
http://bit.ly/coursemapvid
http://bit.ly/2013ApK
http://bit.ly/coursemapdocs
http://bit.ly/coursemapsurvey
Include all stakeholders
K-12 Leadership team
--expertise
--authority
--stakeholder involvement
Where are we at?
Prioritize key issues
Set targets and roles/responsibilities
Collaborate to develop strategies to navigate roadblocks
When are you next going to revise the plan?
What do you do well?
Me
My district
What support is needed to do better?
Me
My district
http://bit.ly/309vision
What do we know about what works?
What needs attention for implementation success?
Coherence
Vision
Leadership
Partnerships
Equity
Communication
If so, what are some possible solutions?
What other questions?
Explain this phenomenon
--draw and label all of the components of the system
--no sciency words
what causes a plunger to stick to the surface?
--write a brief explanation of the phenomenon
--support your explanation with evidence
http://splasho.com/upgoer5/
Kansas Vision for Science Education
How will you know if
you're making progress?
http://bit.ly/coursemapresults
We want students to:
behave like scientists and engineers...
...discover and apply scientific knowledge...
...and consciously use strategies that build connections
--between their science knowledge and the world around them
--between different areas of science knowledge

...as they...
We want students to:
behave like scientists and engineers
...discover and apply scientific knowledge...
...and consciously use strategies that build bridges
--between their science knowledge and the world around them
--between different areas of science knowledge

as they
(engage in the
science and engineering practices
with
increasing sophistication)
(deepen understanding of the
disciplinary core ideas
)
(use the
crosscutting concepts
to connect their learning and apply it to the world)
We want students to:
behave like scientists and engineers
...discover and apply scientific knowledge...
...and consciously use strategies that build connections
--between their science knowledge and the world around them
--between different areas of science knowledge

as they
Close reading of
Framework
summary
1. Underline important ideas

2. ? by what you have ?s about

3. Add questions/comments in the margins

For each dimension
2. Provide specific evidence that supports your claim.
EQuIP Screening Tool
--building student proficiency in all 3 dimensions
--phenomenon/design problem
--3 dimensions work together
--before and after
1. Which element was developed the lesson.
NGSS Aligned --> NGSS Designed
Associate Director, Science, Achieve
NGSS Innovations
3b--Engineering design and nature of science
2. 3-D learning and assessment
1. Explaining phenomena and designing solutions
3. K-12 Progressions
4. Explicit connections/alignment with ELA & math
5. All standards, all students
3a--All Three Dimensions
NGSS Innovations
3b--Engineering design and nature of science
2. 3-D learning and assessment
1. Explaining phenomena and designing solutions
3. K-12 Progressions
4. Explicit connections/alignment with ELA & math
5. All standards, all students
3a--All Three Dimensions
Explaining Phenomena/Designing Solutions
NGSS Innovations
--Central to learning
--Not just engagement
--Not just enrichment
--Science and engineering together
Questions:
Why does a student turn to page 2?
What holds everything together from the student's perspective?
What role to phenomena play in your materials?
How do students learn science through eng?

Three Dimensions
--All three dimensions equal
--All three dimensions integrated in instruction and assessment
--In service of explaining phenomena/designing solutions
--no intro unit on science process

Questions:
How did you align your textbook to the NGSS?
Those 3 dimensions are confusing, what is the support for building all three?
Where are the CCCs?
Where are the SEPs?
Where are the student performances that integrate the three dimensions?
How does your assessment system monitor student learning across the three dimensions?
K-12 Progressions
--All three dimensions built over time
--support at the element level
--Nature of science blended throughout
--Engineering built over time
--Engineering and science together
Questions:
How is [SEP, CCC, NOS, engineering] different at the beginning of the year and the end of the year?

What teacher support is there for these progressions?

How do the DCIs build on each other across the year?
ELA & Math
--Grade-appropriate connections to math and ELA
Questions:
How did you make connections to math and ELA?
What teacher support is there for connecting science to math and ELA?
All Standards, All Students
--focus on learning for ALL students
Questions:
How has the breadth of content covered changed with the NGSS (especially high school)?

What teacher supports are there for building on the understanding for students of different backgrounds?

Teacher support for students who are struggling?

Teacher support for students who are excelling?
Full transcript