Grades K-5 Wisconsin CESAs Roll-Out Spring 2013 1
Introductions Facility Materials and Resources Technology Ground Rules 2
Information- Group Work & Giving Recording Open mindset Attentive listening Professional conversations Open mindset to receive new ideas Careful note-taking (for taking back) and information Note-taking Deep thinking Record questions – to be addressed later 3
Morning 8:30-11:30 Afternoon 12:30-3:00 8:30-8:45 Grounding 8:45 to 11:30 8. Science & Engineering Intro to the NGSS 1. Practices 2. Compare & Contrast 3. Four Major Shifts 9. Disciplinary Core Ideas 4. Shifting Teaching & 10. Crosscutting Concepts Learning 5. Standards-Based 11. A Closer Look at the NGSS Education 12. Extended Activity: NGSS 6. Grade Level/Topic Narratives Review of a Science Lesson 7. Performance Expectations 13. NGSS Action Plan Lunch 11:45-12:30 4
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Watch this video to learn more about the Next Generation Science Standards and why now is the right time for them. VIDEO-http://vimeo.com/41706647 7
The world has changed dramatically in the 15 years since state science education standards’ guiding documents were developed. Since that time, many advances have occurred in the fields of science and science education, as well as in the innovation-driven economy. The U.S. has a leaky K – 12 science, technology, engineering and mathematics (STEM) talent pipeline , with too few students entering STEM majors and careers at every level —from those with relevant postsecondary certificates to PhD’s. We need new science standards that stimulate and build interest in STEM . The current education system can’t successfully prepare students for college, careers and citizenship unless we set the right expectations and goals. While standards alone are no silver bullet, they do provide the necessary foundation for local decisions about curriculum, assessments, and instruction. Implementing the NGSS will better prepare high school graduates for the rigors of college and careers . In turn, employers will be able to hire workers with strong science-based skills — not only in specific content areas, but also with skills such as critical thinking and inquiry-based problem solving. (NGSS Introduction page 1) 8
Current Standards are out of date ◦ Advances in science & technology ◦ Advances in understanding of learning College & Career Readiness ◦ Lagging achievement of The NGSS reflects a U.S. students national need. What do ◦ Demands of the Job you think the need is for Market new science standards ◦ Global Competitiveness for the students in your 9 school and community?
The federal government is not involved in this effort. The NGSS work undertaken by both the NRC (National Research Council) and Achieve has been supported by the Carnegie Corporation of New York. No federal funds have been used to develop the standards. The NGSS effort is state-led, and states will decide whether or not to adopt the standards. The Wisconsin DPI is in the process of analyzing the NGSS and moving through the procedures of adoption. 10
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NGSS NGSS Phase I Phase II 1990s 2011-2013 2010-2011 1990s-2009 12
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Scan the 4 th Grade Wisconsin Model Academic Standards for Physical Science. Now study the 4 th Grade NGSS for “Energy”. Use the Venn diagram to list similarities and differences between the two sets of standards 14
Appendix A – Conceptual Shifts Shift 1 - NGSS R eflects “Real Science” Shift 2 - NGSS Emphasizes Student Performance Expectations Shift 3 - NGSS Builds Coherently K-12 Shift 4 - NGSS Focuses on Deeper Understanding & Application Shift 5 - Nature of Science & Engineering are Integrated K-12 Shift 6 – NGSS Aligns with Common Core Standards 15
Let’s look at Shifts 1, 5, 3 and 4 more closely 16
Shift 1. K-12 Science Education Should Reflect the Interconnected Nature of Science as it is Practiced and Experienced in the Real World. [NGSS Appendix A] Three important dimensions : ◦ Science and Engineering Practices, NGSS is Founded on ◦ Crosscutting Concepts, and Interconnectedness ◦ Disciplinary Core Ideas. Currently in traditional practice, these dimensions are separated in instruction and assessment. For students’ futures – there is a need for interconnections and contextual understanding. 17
5. Science and Engineering are Integrated in the NGSS, from K – 12. [NGSS Appendix A] Science and engineering are needed to address major world challenges. Engineering and technology provide opportunities for students to deepen their understanding of science by applying their developing scientific knowledge to the solution of practical problems . 18
3. The Science Concepts in the NGSS Build Coherently K – 12. [NGSS Appendix A] A progression of knowledge occurs from grade band to grade band that gives students the opportunity to learn more complex material, leading to an overall understanding of science by the end of high school. The progressions in the NGSS require that previous material has been learned by the student . 19
4. The NGSS Focus on Deeper Understanding of Content as well as Application of Content. [NGSS Appendix A] Understanding the core ideas and engaging in the scientific and engineering practices helps to prepare students for broader understanding, and deeper levels of scientific and engineering investigation, later on — in high school, college, and beyond. 20
Find Appendix A. Read Shifts 1, 5, 3 and 4. Use the charts to note what you think we might need “more of” and what we’ll need “less of” in our science classrooms to make these shifts. Collaborate and discuss these shifts with your table partners. 21
Appendix A – Conceptual Shifts: A look at shifts 2 and 7. Shift 2 - NGSS is not a curriculum. Even though within each performance expectation Science and Engineering Practices (SEP) are partnered with a particular Disciplinary Core Idea (DCI) and Crosscutting Concept (CC) in the NGSS, these intersections do not predetermine how the three are linked in curriculum, units, or lessons. Additional work will be needed to create coherent instructional programs that help students achieve these standards. 22
Appendix A – Conceptual Shifts: A look at shifts 2 and 7. Shift 7 - NGSS & Common Core are aligned The NGSS are aligned with the CCSS to ensure a symbiotic pace of learning in all content areas. 23
TASK: Take a few minutes to reflect on the conceptual shifts in Appendix A. Think-Pair-Share – Use the chart to capture your thoughts about how these shifts will impact both teaching and learning. Discuss your thoughts with a table partner. Be prepared to share with the whole group. 24
NGSS 25
Teachers are Standards-Based assessing Assessments attainment of the standards Standards-Based Leadership Administrators are insuring Next Standards-Based that goals, meetings, PLCs Generation Reporting & and supervision/evaluation Science systems are based on Recording Standards standards Standards-Based Teachers are grading and Instruction Standards-Based data collected Professional on the Teachers are planning, standards Development teaching and Teachers are intervening with the content experts standards with a NGSS- in the 26 specific curriculum standards
Discuss the status of standards-based education in your school’s science program. Use the six aspects of education to frame your discussion. Use the chart to mark the degree of standards-basis currently in your school’s science program, and discuss the transitions needed. 27
Official NGSS website NSTA website Print out your own hard copy for your own notes. Note – the color format is important to understanding the NGSS. 28
Official NGSS Website - http://www.nextgenscience.org 29
NSTA Provides Helpful Organization of the NGSS Website - http://www.nsta.org http://www.nsta.org/about/standardsupdate/standards.aspx 30
For hard copies, you may want to “tab” sections of the standards. With the online posting of the standards, you may want to save the files in your own science folder. 31
Executive Summary Introduction ◦ Background ◦ Why? ◦ Framework for the K-12 Dimensions ◦ Translating the Framework into Standards ◦ What is Not Covered in the NGSS ◦ Organization of the NGSS ◦ The Affective Domain ◦ Supplemental Materials 32
The standards are organized NGSS Overall Structure by grade levels in Elementary Level (K-5) – by Kindergarten through fifth grade level grade. The middle and high school standards are grade- Middle School – by “topic” banded. A set of model High School – by “topic” courses for middle school and high school is under development to initiate discussion of how the NGSS could impact middle and high school after implementation. 33
The NGSS for each grade level is preceded by a narrative description of the essence of science and engineering focus. 34
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