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NGSS Goals:

NGSS Goals: Be able to apply the three Dimensions of A Framework for K-12 Science Education in your classroom. Understand the structure and content of the Next Generation Science Standards. Be able to implement NGSS and develop NGSS curriculum. NGSS Topics . Framework – Three Dimensions

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NGSS Goals:

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  1. NGSS Goals: • Be able to apply the three Dimensions of A Framework for K-12 Science Education in your classroom. • Understand the structure and content of the Next Generation Science Standards. • Be able to implement NGSS and develop NGSS curriculum.

  2. NGSS Topics Framework – Three Dimensions Science & Engineering Practices Crosscutting Concepts (CCCs) Multiple Modalities with Practices Disciplinary Core Ideas Next Generation Science Standards Nature of Science (NOS) Appendices & Resources ELA Literacy Connections/Strategies

  3. Levels of Experience How familiar are you with the Framework and NGSS?

  4. Current State of Science Standards Science documents are about 15 years old! • National Research Council’s National Science Education Standards were published in 1996 • American Association for the Advancement of Science’s Benchmarks for Science Literacy were published in 1993 Call for new, internationally-benchmarked standards • Students in the U.S. have been outperformed on international assessments such as TIMSS and PISA • Too few students are entering STEM majors and careers • Need for solid expectations and goals to prepare students for these fields

  5. The case for scientific literacy? so pretty i never knew mars had a sun

  6. The case for scientific literacy? “To be scientifically literate is to empower yourself to know when someone else is full of bullsh#%.” - Neil deGrasse Tyson

  7. Building on the Past; Preparing for the Future 1990s-2009 Phase II: States Write the NGSS Based on Phase I Phase I: Getting the Science Right 1990s 7/2010 – 3/2013 1/2010 - 7/2011

  8. Process for Development of Next Generation Science Standards States and other key stakeholders engaged in the development and review of the new college and career ready science standards • State Led Process • Writing Teams • Critical Stakeholder Team • Achieve managed the development process NRC Study Committee members to checked the fidelity of standards based on framework and verified that it does indeed accomplish framework goals.

  9. Lead State Partners

  10. Principles of the Framework There are two key points that are important to understand: • First:focus and coherence must be a priority, K-12 • Second:the progressions in the NGSS automatically assume that previous material has been learned by the student.

  11. Principles of the Framework The vision represented in the Framework is new in that students must be engaged at the nexus of the three dimensions: 1. Science and Engineering Practices 2. Crosscutting Concepts 3. Disciplinary Core Ideas

  12. Principles of the Framework 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. Use common language across disciplines to help students recognize concepts in different content areas.

  13. Principles of the Framework The NGSS Focus on Deeper Understanding and Application of Content. The Framework identified a smaller set of Disciplinary Core Ideas that students should know by the time they graduate from high school and the NGSS are written to focus on the same.

  14. Principles of the Framework Science Concepts Build Coherently Across K–12 The focus on a few Disciplinary Core Ideas is a key aspect to a coherent science education. The Framework identified a basic set of core ideas that are meant to be understood by the time a student completes high school.

  15. Principles of the Framework

  16. Principles of the Framework Let’s Take a Closer Look at the Framework: Download the PDF for free at: http://www.nap.edu/openbook.php?record_id=13165

  17. A Framework for K-12 Science Education Table of Contents p. vii

  18. A Framework for K-12 Science Education Overview of the Framework p. 3

  19. What is the Framework for K-12 Science Education? p. 8 By framework we mean a broad description of the content and sequence of learning expected of all students by the completion of high school—but not at the level of detail of grade-by-grade standards or, at the high school level, course descriptions and standards. Instead, as this document lays out, the framework is intended as a guide to standards developers as well as for curriculum designers, assessment developers, state and district science administrators, professionals responsible for science teacher education, and science educators working in informal settings.

  20. A Framework for K-12 Science Education Vision p. 8-9 K–12 Science Education Should Reflect the Real World Interconnections in Science. “The framework is designed to help realize a vision for education in the sciences and engineering in which students, over multiple years of school, actively engage in scientific and engineering practices and apply crosscutting concepts to deepen their understanding of the core ideas in these fields.”

  21. A Framework for K-12 Science Education Two Goals p. 10

  22. A Framework for K-12 Science Education The framework and any standards that will be based on it make explicit the goals around which a science education system should be organized. The committee recognizes, however, that the framework and subsequent standards will not lead to improvements in K-12 science education unless the other components of the system—curriculum, instruction, professional development, and assessment— change so that they are aligned with the framework’s vision. Thus the framework and standards are necessary but not sufficient to support the desired improvements. In Chapter 10, we address some of the challenges inherent in achieving such alignment. • K-12 Alignment • p. 19-20 • Curriculum • Instruction • Professional Development • Assessment

  23. A Framework for K-12 Science Education • Research Base • p. 23-28 • Children are born investigators • Understanding builds over time • Science and Engineering require both knowledge and practice • Connecting to students’ interests and experiences is essential • Focusing on core ideas and practices • Promoting equity

  24. A Framework for K-12 Science Education Development of Core Ideas p. 31

  25. A Framework for K-12 Science Education • Dimension 1 • Scientific and Engineering Practices • p. 41-82 • Sections: • Why Practices? • Understanding How Scientists Work • How the Practices are Integrated into Inquiry and Design • How Engineering and Science Differ • The Eight Practices

  26. A Framework for K-12 Science Education Dimension 2 Crosscutting Concepts pp. 83-102 Crosscutting Concepts: Patterns Cause & Effect Scale, Proportion, &Quantity Systems & System Models Energy & Matter Structure & Function Stability & Change

  27. A Framework for K-12 Science Education Dimension 3 Core Ideas & Components pp. 103-214 Physical Sciences – p. 103 Life Sciences – p. 139 Earth & Space Sciences - p. 169 Engineering, Technology, & Applications of Science – p. 201

  28. A Framework for K-12 Science Education • Realizing the Vision • pp. 217- 295 • Integrating the Dimensions – p. 217 • Sample Performance Expectations – p.220 • Implementation (Curriculum, Instruction, P.D. and Assessment) – p. 241 • Equity & Diversity – p. 277

  29. There’s an app for that! Free at iOS App Store and Android Marketplace Google Play

  30. Dimension 1: Scientific & Engineering Practices – p. 41 Asking questions (for science) and defining problems (for engineering) Developing and using models Planning and carrying out investigations Analyzing and interpreting data Using mathematics and computational thinking Constructing explanations (for science) and designing solutions (for engineering) Engaging in argument from evidence Obtaining, evaluating, and communicating information

  31. Scientific & Engineering Practices • Activity: • Read Practice & discuss with your “team” • On chart : • 1. Fill in the boxes as you discuss. • 2. Use extra space to list questions, concerns, or needs. • 3. List new shifts in instruction. • 4. What are some classroom strategies?

  32. Understanding How Scientists Work Sooooooooo, what does this mean for the ol’………

  33. Dimension 2:Crosscutting Concepts - p. 83 • Patterns • Cause & Effect • Scale, Proportion, & Quantity • Systems & System Models • Energy & Matter • Structure & Function • Stability & Change

  34. Dimension 2:Crosscutting Concepts Let’s explore the CCCs… • Read cross cutting concept & discuss with your “team” • On chart : 1. Fill in the boxes as you discuss. 2. Use extra space to list questions, concerns, or needs. 3. List new shifts in instruction. 4. What are some classroom strategies?

  35. Dimension 3: Core Ideas The 4 Disciplinary Core Ideas (DCIs) Physical Sciences (PS) Life Sciences (LS) Earth and Space Science (ESS) Engineering, Technology, and Applications of Science (ETAS)

  36. Physical Sciences (PS)

  37. Life Sciences (LS)

  38. Earth & Space Sciences (ESS)

  39. Engineering, Technology, and Applications of Science (ETS)

  40. Disciplinary Core Ideas Science and Engineering Practices Crosscutting Concepts

  41. What are the NGSS? NGSS Are: NGSS Are NOT: Separate sets of isolated inquiry and content standards Curriculum or instructional tasks, experiences or materials. Meant to limit the use of Practices or Crosscutting Concepts in instruction Designed to be separate or isolated experiences • Performance Expectations focused on the nexus of the three dimensions of science learning • Performance Expectations that require students demonstrate proficiency • Designed to lead to a coherent understanding of the Practices, CCC, and DCIs

  42. Public Release Process Goal: To distribute and receive feedback from interested stakeholders; to create a transparent process • The standards were open for 2nd final public review in January 2013. Writers reviewed all feedback - 10,000 comments from Illinois • The standards can be accessed at www.nextgenscience.org • The final draft released April 2013

  43. Illinois Timeline (Tentative…as of October 2013) • Phase I: 2013-14 • Planning for Implementation; professional development and curriculum planning • Phase II: 2014-15 • MS/HS implementation; Elementary professional development • Phase III: 2015-16 • Full implementation; large-scale assessment

  44. nextgenscience.org

  45. Next Generation Science Standards

  46. Nature of Science Matrix “Students think that science is unproblematic”

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