Next Generation Science Standards
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In this session, science teachers used the DRAFT of the Next Generation Science Standards (NGSS) to build awareness and gain familiarity with the NGSS through recognizing the structure of the Next Generation Science Standards (NGSS) and identifying the shifts represented in the NGSS.
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Next Generation Science Standards
- 1. …to the CORE! Next Generation Science Standards Grades 6-12 Dr. Marci Shepard Teacher University May 25, 2012 Dr. Marci Shepard Orting School District Teaching, Learning & Assessment May 2012
- 2. A Picture of Our Day of Learning Dr. Marci Shepard Orting School District Teaching, Learning & Assessment May 2012
- 3. Learning Target We are building awareness and gaining familiarity with the Next Generation Science Standards. • Recognize the structure of the Next Generation Science Standards (NGSS) • Identify the shifts represented in the NGSS Dr. Marci Shepard Orting School District Teaching, Learning & Assessment May 2012
- 4. Dr. Marci Shepard Orting School District Teaching, Learning & Assessment May 2012
- 5. Next Generation Science Standards • Identify content and science and engineering practices that all students should learn from kindergarten to high school graduation • Completed fall or winter 2012 Dr. Marci Shepard Orting School District Teaching, Learning & Assessment May 2012
- 6. Video: “The Case for the Next Generation Science Standards” http://www.nextgenscience.org/case-next-generation-science-standards Dr. Marci Shepard Orting School District Teaching, Learning & Assessment May 2012
- 7. The Framework has a new vision of science learning that leads to a new vision of teaching On OSD’s website Dr. Marci Shepard Orting School District Teaching, Learning & Assessment May 2012
- 8. Dr. Marci Shepard Orting School District Teaching, Learning & Assessment May 2012
- 9. Conceptual Shifts in the Next Generation Science Standards 1. K–12 Science Education Should Reflect the Real World Interconnections in Science. 2. Science and Engineering Practices and Crosscutting Concepts should not be taught in a vacuum; they should always be integrated with multiple core concepts throughout the year. 3. Science Concepts Build Coherently Across K–12. 4. The NGSS Focus on Deeper Understanding and Application of Content. 5. Science and Engineering are Integrated in Science Education from K–12. 6. Science Standards Coordinate with English Language Arts and Mathematics Common Core State Standards. Handout and on website Dr. Marci Shepard Orting School District Teaching, Learning & Assessment May 2012
- 10. Dr. Marci Shepard Orting School District Teaching, Learning & Assessment May 2012
- 11. Dr. Marci Shepard Orting School District Teaching, Learning & Assessment May 2012
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- 14. Development Considerations for Next Generation Science Standards ▫ Organization Grade levels (K-5) and grade bands (middle and high school) High school standards versus courses Middle school content Scientific and Engineering Practice Cross-cutting concepts ▫ Inclusion of examples for content and performance expectations ▫ NGSS-Common Core State Standards in ELA and math connection ▫ Vocabulary and accessibility ▫ Learning progressions ▫ Exemplary features identified in int’l benchmarking study Dr. Marci Shepard Orting School District Teaching, Learning & Assessment May 2012
- 15. Standards 3 pillars hold up the standards Dr. Marci Shepard Orting School District Teaching, Learning & Assessment May 2012
- 16. Pillar 1 Dr. Marci Shepard Orting School District Teaching, Learning & Assessment May 2012
- 17. Pillar 2 Dr. Marci Shepard Orting School District Teaching, Learning & Assessment May 2012
- 18. Pillar 3 Dr. Marci Shepard Orting School District Teaching, Learning & Assessment May 2012
- 19. Standards 3 pillars Standards 3 pillars hold up the hold up the have the 3 standards standards pillars in them Dr. Marci Shepard Orting School District Teaching, Learning & Assessment May 2012
- 20. 2 Views of Standards: By PE… Black and White Practices and Core Ideas Practices and Crosscutting Concepts Dr. Marci Shepard Orting School District Teaching, Learning & Assessment May 2012
- 21. 2 Views of Standards: By Topic… Dr. Marci Shepard Orting School District Teaching, Learning & Assessment May 2012
- 22. Component Assessable Lettered Performance Expectations (PEs) How to read the standards Dr. Marci Shepard Orting School District Teaching, Learning & Assessment May 2012
- 23. Component Assessable Lettered Performance Expectations (PEs) How to read the standards Foundation Boxes Lowercase Lowercase Lowercase letters letters letters designate designate designate which of the which of which of the PEs the PEs PEs use this incorporate use this crosscutting this practice concept disciplinary core idea Dr. Marci Shepard Orting School District Teaching, Learning & Assessment May 2012
- 24. Component Assessable Lettered Performance Expectations (PEs) How to read the standards Foundation Boxes Lowercase Lowercase Lowercase letters letters letters designate designate designate which of the which of which of the PEs the PEs PEs use this incorporate use this crosscutting this practice concept disciplinary Connections core idea Boxes Dr. Marci Shepard Orting School District Teaching, Learning & Assessment May 2012
- 25. PEs by Topic - Overview Dr. Marci Shepard Orting School District Teaching, Learning & Assessment May 2012Handout and on website
- 26. DRAFT! • The NGSS are in draft form! • We are not going to begin activities such as aligning curriculum or identifying Power Standards with them yet. • We are building awareness for the release of the standards in fall/winter 2012/2013 (anticipated). Dr. Marci Shepard Orting School District Teaching, Learning & Assessment May 2012
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- 28. Dr. Marci Shepard Orting School District Teaching, Learning & Assessment May 2012
- 29. Resources on OSD Website Dr. Marci Shepard Orting School District Teaching, Learning & Assessment May 2012
- 30. Dr. Marci Shepard Orting School District Teaching, Learning & Assessment May 2012
- 31. Wrap up: Go-around and share one word… I’m feeling _________________ to the CORE! Dr. Marci Shepard Orting School District Teaching, Learning & Assessment May 2012
Hinweis der Redaktion
- Organization-Grade bands and/or grade levels for K-8? By domains or by courses for high school?Inquiry & Design Practices- NRC draft framework compares and contrasts target proficiencies in Science and Engineering. Canada has developed continua for proficiencies for both inquiry and design. ---Should the NGSS include analogous continua? ---Is there a role for confirmatory investigations? If so, how do we build a progression that moves students over time to independent inquiry and design work?---Does the term “science practices” convey the same meaning as “scientific inquiry?”Examples-NRC draft framework notes: “each standard should be defined as the intersection of scientific knowledge and practices. NGSS will need to specify performance expectationsalong with content. ---Which examples from international, national or state standards are promising models ?---Should we include multiple examples to make content expectations concrete and help real-world connections to the natural and designed worlds?MathConnection-Recent research has underscored the relationship of mathematics to postsecondary success in science courses. How can we effectively address the quantitative nature of science K-8? Are there some guiding principles that we need to formulate and apply?Connection to CCSS in Ela and math-How do we show concrete connections? Contemporary topics How could topics such as bio-medical engineering, forensics and nanotechnology be included? Do we need selection criteria?Ethics & habits of mind Should ethics and habits of mind be addressed? If so, how?Scientific vocabulary AAAS Science for All Americans 1990 notes (…the technical vocabulary is limited to what would be desirable for all students to command, as a minimum, by the time they finish school. This vocabulary should be viewed as a product of a sound education in science, mathematics, and technology, but not its main purpose. Should we adhere to this guiding principle for K-8? Learning progressions - clearly a concern of the NRC but the research base is nascent. NSF is funding CPRE to develop an empirical base and plans to hold a workshop in summer 2011. How can we use the findings of the NSF workshop to refine the draft of the standards that will be in play at that time?Exemplary features-in its international benchmarking study, Achieve identified characteristics of countries’ standards worthy of consideration for inclusion in the NGSS. Which, if any, of the exemplary features should be adapted for the NGSS?