3. ON TARGET
Objectives
I will create a clear and understandable
NGSS learning target for my students.
(Strategy 1)
I will be able to design a lesson to focus
on one learning target or aspect of
quality related to NGSS. (Strategy 5)
Seven Strategies of Assessment for Learning,
Pearson Assessment Training Institute
4. ON TARGET
Think – Pair – Share
1. What do you know about NGSS?
2. What have you tried in your classroom
to implement strategies 1 & 5?
3. How has the implementation of
formative assessment enhanced student
learning in your classroom?
Please write your
responses on page
one of the yellow
participant packet.
5. ON TARGET
PLC QUESTIONS
Q4:What do we do when
students are proficient?
Q1: What do we want students to
know and be able to do?
Essential
Outcomes
Instruction
(Best
Practice)
Data Collection &
Analysis
PLC
PRINCIPLE:
Summative
Assessment
Differentiated Inst.
Intervention &
Enrichment
Q3: What do we
when students
are not learning?
Incorporate
the four
pieces for
continuous
improvement
SMART Goals
Formative
Assessment
Data Collection &
Analysis
Q2: How do we know
when a student has
learned something?
6. ON TARGET
What is NGSS?
1. K-12 Science Education should reflect the interconnected nature of
science as it is practiced and experienced in the real world.
2. The Next Generation Science Standards are student performance
expectations – NOT curriculum.
3. The science concepts build coherently from K-12.
4. The NGSS focus on deeper understanding of content as well as
application of content.
5. Science and Engineering are integrated in the NGSS from K–12.
6. The NGSS are designed to prepare students for college, career, and
citizenship.
7. The NGSS and Common Core State Standards (English Language
Arts and Mathematics) are aligned.
www.nextgenscience.org
Page 2 -- yellow packet
8. ON TARGET
Crosscutting Concepts
• Patterns
• Cause and Effect: Mechanism and Explanation
• Scale, Proportion and Quantity
• Systems and System Models
• Energy and Matter: Flows, Cycles and Conservation
• Structure and Function
• Stability and Change
9. ON TARGET
Science and Engineering Practices
• Asking Questions and Defining Problems
• Developing and Using Models
• Planning and Carrying Out Investigations
• Analyzing and Interpreting Data
• Using Mathematical and Computational Thinking
• Constructing Explanations and Designing Solutions
• Engaging in Argument from Evidence
• Obtaining, Evaluating and Communicating Information
Page 1 – white packet
10. ON TARGET
Illinois Implementation Timeline
2013-2014 School Year:
• Development of transition plan
• Assessment planning
2014-2015:
• Begin implementation of NGSS-aligned curriculum
2015-2016:
• Continue implementation with increased professional development
2016-2017:
• Full school / district alignment to NGSS-aligned curriculum
11. ON TARGET
Applying Strategy 1 to NGSS
I will create a clear and understandable
NGSS learning target for my students.
(Strategy 1)
Choose one of the 8 science & engineering practices
that can be applied to your next unit.
Write a student friendly learning target that reflects
this practice.
Seven Strategies of Assessment for Learning,
Pearson Assessment Training Institute
12. ON TARGET
Example
NGSS Practice: Analyzing
and Interpreting Data
NGSS wording: Consider
limitations of data
analysis (e.g.
measurement error,
sample selection) when
analyzing and interpreting
data.
Student friendly target:
Chemistry
I can determine the effect
of a given error on my
calculated ratio of
chlorine to calcium.
13. ON TARGET
Apply Strategy 1
Choose one of the 8 science & engineering practices
that can be applied to your next unit.
Write a student friendly learning target that reflects
this practice.
Please write your
target on the “Apply
Strategy 1” side of
the blue handout.
14. ON TARGET
Applying Strategy 5 to NGSS
I will be able to design a lesson to
focus on one learning target or
aspect of quality related to NGSS.
(Strategy 5)
Seven Strategies of Assessment for Learning,
Pearson Assessment Training Institute
15. ON TARGET
Implementing Strategy 5
• Identify typical misconceptions, reasoning errors,
and learning gaps for focused instruction
• Create short practice assignments to scaffold the
learning and make it more manageable
• Give students opportunities to practice and act on
feedback before the summative event
16. ON TARGET
Astronomy Example:
Plan an Investigation Involving the Sun’s Changing Position in
Our Sky
• Pose a question related to the Sun’s changing position in our
sky.
• Plan how data might be collected.
• Carry out the investigation in such a way as the data might
later be analyzed and interpreted.
• Explain why you organized your data the way you did.
The complete lesson is on
pages 3-4 of the yellow
participant packet.
17. ON TARGET
Apply Strategy 5 in a small curricular group
Think about an upcoming unit.
Identify a typical misconception, reasoning error or learning
gap that relates to one of the 8 NGSS practices.
Design a short practice assignment or lesson which addresses
the identified typical misconception, reasoning error or
learning gap.
Please complete the
“Apply Strategy 2”
side of the blue
handout.
18. ON TARGET
Example:
Biology: NGSS Practice 2 Developing and Using Models
Learning target: I can determine the pattern of
inheritance in a pedigree.
Predicted misconception: All shaded shapes show
recessive characteristics.
Lesson: Practice problems requiring students to
identify inheritance patterns. The pedigree examples
will include the four main types of inheritance.
(autosomal dominant, autosomal recessive, sex-linked
dominant, sex-linked recessive)
19. ON TARGET
Apply Strategy 5 in a small curricular group
Think about an upcoming unit.
Identify a typical misconception, reasoning error or learning
gap that relates to one of the 8 NGSS practices.
Design a short practice assignment or lesson which addresses
the identified typical misconception, reasoning error or
learning gap.
Please complete the
“Apply Strategy 2”
side of the blue
handout.
20. ON TARGET
Strategy 5 Group Sharing
• Please state your learning
target. (Strategy 1)
• Identify your predicted
misconceptions. (Strategy 5)
• Briefly explain the lesson you
designed to scaffold
understanding. (Strategy 5)
Editor's Notes
Point out what NGSS stands for
These are also found on the yellow participant packet
Explain how a Think-Pair-Share works
These are also found on page 2 of the yellow participant packet
Much of the Core Ideas (content) will remain the same. This is simply an introduction today. We will focus on the practices but the full set of standards is on the website.
Apply to all content areas
Each of these is defined / explained on page 1 of the white packet
ACCORDING TO THE STATE:By 2016-2017, NGSS completely replaces 1997 Illinois Science Standards
They will need to reference the white packet.
They should reference the white packet and write on the blue handout.
Credit Kevin Murphy and Mark Kienzinski
Explain that they can form small course groups to do this and that they will report back to the large group afterwards.
Explain that they can form small course groups to do this and that they will report back to the large group afterwards.
