Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Looking for NGSS Instructional materials?

What’s really different about lessons, units, and full-year materials designed for the NGSS? Alignment claims, NGSS colors, and stickers are everywhere. Learn how to evaluate the claims.
by

Matt Krehbiel

on 11 September 2018

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Looking for NGSS Instructional materials?

NGSS Innovations
--Engineering design and nature of science
2. 3-D learning and assessment
1. Making sense of phenomena and designing solutions to problems
3. K-12 Progressions
4. Explicit connections with ELA & math
5. All standards, all students
--All Three Dimensions
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
Implementation Resources
Evaluating Instructional Materials
--better materials development
--better materials selection
--building educator capacity
EQuIP Suite of Tools
--NGSS Screener
--EQuIP Rubric for Science
Peer Review Panel
--K-12, subject area, and EQuIP Rubric for Science expertise
--Use EQuIP Quality Review process
--First quality examples shared
--Partnership with NSTA curators
--Multi-year project
http://www.nextgenscience.org/resources/equip-rubric-lessons-units-science
--Phenomena paper/video
--Classroom Sample Tasks
--Example Bundles
--District Implementation planning
Standards Development
Why Standards Matter
How to Read the Standards
Development of the Standards
The NGSS
DCI and Topics Arrangements
Searchable
Appendices
Evidence Statements
Who is Achieve?
Education Non-profit
Policy technical assistance
Convene states, experts, and partners
Develop advocacy resources
Conduct research
Next Generation Science Standards
Coordinated development
Host the standards
Convene states, districts, experts, and partners
Coordinate/develop implementation resources
nextgenscience.org
Standards Development
Instruction and Assessment
The Standards
Implementation Planning
A--Conceptual Shifts
B--Responses to Public Drafts
C--College and Career Readiness
D--All Standards, All Students
E--Disciplinary Core Ideas
F--Science and Engineering Practices
G--Crosscutting Concepts
H--Nature of Science
I--Engineering Design
J--Science, Technology, Society and the Environment
K--Model Course Mapping
L--Connections to Mathematics
M--Connections to ELA
NGSS Appendices
https://www.nextgenscience.org/search-standards
https://www.nextgenscience.org/get-to-know
/resource-library
--Accelerated Course Pathways
NGSS Parent Guides
NGSS Fact Sheet
NGSS Overview for Principals
videos on: bundling the standards, how to read the standards, why they are important, the accelerated course pathways, making claims from evidence, transitioning to the NGSS, SEPs, DCIs, CCCs, and more...
/equip
/peec
--PEEC
/prp
/hqngss
Assessment
Coming soon...
The standards themselves
Evidence statements
Classroom tasks
Assessment alignment criteria
Task rubric
--Communication/Messaging/videos
http://www.achieve.org/history-achieve
https://www.nextgenscience.org
Communication/Messaging/videos
Lesson Screener Criteria
NGSS Shifts
Explaining Phenomena or Designing Solutions
Features of Quality Design
Building on Students’ Prior Knowledge
Student Ideas
Relevance and Authenticity
Integrating the Three Dimensions
for Instruction and Assessment
Three Dimensions
A. Explaining Phenomena or Designing Solutions
B. Three Dimensions
C. Integrating the Three Dimensions
D. Relevance and Authenticity
E. Student Ideas
F. Building on Student Knowledge
http://bit.ly/claimsprezi
http://bit.ly/NGSSInnov
NGSS Claims
Buzzwords
Authority
By Association
Alignment/Correlation
Designed for the NGSS
Buzzwords
“These instructional materials are research-based.”
“The lessons are based on three-dimensional teaching and learning.”
“Students engage in phenomenon-based inquiry.”
“The units provide NGSS instruction.”
Example buzzword claims:
Verifying buzzword claims
Does their definition match yours?
Buzzwords
Authority
By Association
Alignment/Correlation
Designed for the NGSS
Where's the evidence?
Looking for NGSS-focused Instructional Materials?
Authority
“NGSS authors are our content experts.”

“The advisory committee for [this product] included [well known scholar], who was on the NGSS writing team.”

Example authority claims:
Verifying authority claims
What is the specific, relevant expertise of the person that is referenced?
What role did they have in the development of the materials?
By Association
[This product uses the three NGSS colors prominently on promotional materials]
“[This product] measures student learning with next gen assessments.”
“[This product] helps teachers transition to the NGSS.”


Example "by association" claims:
Verifying "by association" claims
Identify and record implicit claims
Look for/ask for an explanation of explicit claims
Buzzwords
Authority
By Association
Alignment/Correlation
Designed for the NGSS
Look for/ask for evidence of explicit claims
/NGSSclaims
Buzzwords
Authority
By Association
Alignment/Correlation
Designed for the NGSS
Buzzwords
Authority
By Association
Alignment/Correlation
Designed for the NGSS
Alignment/Correlation
“[Our product] is aligned to the NGSS.”

“[Our product] covers all three-dimensions.”
Example alignment/correlation claims:
Verifying alignment/correlation claims
Does the student learning claimed match what is in the materials?
Is there information at the grade-appropriate element level for each of the dimensions?
Designed for the NGSS
“[This product] was designed for the NGSS.”
“[This product] meets the NGSS innovations.”
“[This product was] written from scratch for the NGSS.”
“When evaluated on the EQuIP rubric, [this product] gets a high score.”


Example designed for the NGSS claims:
Verifying designed for the NGSS claims
Look for/ask for a description of how the materials were designed for the NGSS.
Compare the description to the NGSS Innovations to make sure they line up with the intent of the standards
Verify that the materials match up with the claim.
Does the claim include a description of correlation with all three dimensions of the standards?
Verifying EQuIP claims
Verify the reviewer is an independent third party with documented expertise in using the rubric;
Look for the NGSS Design digital badge
Confirm that the evidence provided in the rubric is quality
Make sure that the completed rubric is included
/badge
--Highest rating in EQuIP Rubric for Science from Achieve
--Unit level (or smaller) only
--Built in verification
--Available for all types of materials
--PRP
--www.achieve.org/reviews
Matt Krehbiel
mkrehbiel@achieve.org
Director, Science
@ksscienceguy
@OfficialNGSS
Full transcript