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Teaching Biology in the age of NGSS in high-need urban school


Candice Aguirre

on 22 October 2014

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Transcript of Teaching Biology in the age of NGSS in high-need urban school

Early Semester
Listen to student concerns.
Address issues that arise.
Modify and/or scaffold the process.
Utilize sociocultural information.
Use authentic assessment to identify problems.
Did it work?
Use assessments, qualitative and quantitative evaluations.
Reflect on processes and methods that worked for students and those that did not work.
Identify challenges & refine approaches:

1. KQHL for the experimentation process

2. Reading guide for the Test-study
A Constructivist Sociocultural Perspective to Teaching
Urban Students
Make learning meaningful and relevant:

Use social and cultural tools
Empower students to learn independently of the teacher
Bridge the content to students' lives
Curriculum Perspective: The Nature of Science
Students should have the opportunity to (four steps outlined):

Investigate a particular learning process (
focused inquiry
Get guidance about science and engineering practices, core ideas in the content area and cross-cutting concepts (
directed observation
Engage in authentic activities under supervision (guided practice)
Teaching Sequence
Refining the
Epistemic Practice:
How to Overcome
the Hurdles

Essential Knowledge Used in Teaching
the NGSS
Teaching Biology in the Age of NGSS in High Needs Urban Schools
1. Students use rubrics as a guide for quality.

2. Students learn importance of this process and begin to own how the processes function and why.
1. Students own the processes needed to for inquiry-based learning.

2. Students can self-assess work and conduct peer-reviews for quality.
Rubric for Assessment and Argumentation
The point of the assessment and argumentation is to get students to:

make meaningful connections
use cross-cutting concepts to get the big idea across disciplines
practice science and engineering process and evaluate evidence
communicate and present via argumentation
Candice Aguirre, Elizabeth Davis, Jessica Malinchak, & Jeffrey Mihut
Using an epistemic practice to teach the NGSS to urban students with the goal of improving science academic achievement.
"The processes and procedures explicitly taught to students, used over time to develop science knowledge that relates to real life experiences and the cultural values of urban students."
First Part
Epistemic practices that support learning the NGSS in an urban science classroom.

1. Focus Inquiry,
2. Directed Observation
3. Guided practice
Second Part

The organizing ideas and principles for teaching the epistemic practice referred to as
Knowledge Used for Implementing NGSS

Organizing ideas:
1. Knowledge of learning
2. Curriculum
3. Argumentation.
Focused inquiry has a text-study (6 step process) and the experimentation processes part (5 step process).
1. Create research questions.

2. Infer the scientific methods presented.

3. Determine data sources.

4. Analyze the text organizational features.

5. Answer the research questions.

6. Create a summary of the section assigned.
Experimentation Process
1. Collect background knowledge.

2. Make research questions.

3. Formulate a hypothesis.

4. Collect, organize and analyze data.

5. Use data to support or reject a hypothesis.

6. Construct an argument.
Give an example of an authentic assessment that could be used for the text-study and experimentation process.
"In summary, the findings from this study suggest that the use of epistemic practices to teach learning processes has a positive effect on high school biology student academic performance."
created the NGSS?

is the NGSS?

should we use the NGSS?
Key Unit Question:
In what ways does your MT
facilitate the reading, listening,
speaking, and writing of science
in their classroom?
Full transcript