October 20, 2014

https://todaysmeet.com/Stocktonlibcon2014

Librarians' and Media Specialists' Critical Roles in

the Next Gen Science Standards

Backchannel Address

https://todaysmeet.com/Stocktonlibcon2014

a)Overview of NGSS and their implications for science instruction?

b)How you can help support teachers as they transition to the NGSS?

Agenda

Think-Pair-Share

What were your science classes like when you were a student? What picture comes to mind when you think back to those courses?

The Need for New Standards 85% MS & HS students describe school as boring.

Only 5% of U.S. HS graduates go on to major in anything STEM related.

60% of the 5% switch majors or dropout

73% of the state’s biology students would have failed the NJ Biology Competency Test (NJBCT) if cutoff score was 54%.

U.S. MS and HS students consistently score near the bottom on international tests in science.

Despite all this some teachers are still thinking…

Will “same old” cut it in today’s world?

I have been teaching for 25 years and

I am just going to keep doing it my

way.

Reports/Publications Leading to NGSS

7/2010 – April 2013

1/2010 - 7/2011

1990s

1990s-2009

Phase IIPhase I

Taking Science to SchoolMajor Study done by the National Research Council

From the Executive Summary section: "The charge of the committee was to answer three broad questions:

(1) How is science learned?

(2) How should science be taught?

"Students should have experiences in generating researchable

questions, designing methods of answering them, conducting data analysis, and debating interpretations of data.”

Students should learn science by building theories and models using evidence that is checked for internal consistency and coherence, and testing them empirically.

"Students should carry out investigations and talk and write about their observations and phenomena, their emerging understanding of scientific ideas, and ways to test them."

Revised AP Biology Curriculum Increase depth of understanding of essential concepts Draw upon current research and theory on learning

and instruction Shift from traditional “content coverage” to one that

focuses on conceptual understandings Students spend less time on factual recall Student-directed learning experiences How to interpret and understand new data is much

more important than having students memorize an infinite number of factoids

Engage students in inquiry-based extended laboratory, field and learning experiences.

Focus on 4 big ideas

TIMSS Lesson Analysis StudyTrends in International Mathematics and Science Study

– Ogura and Matsubara, 1999 (2003, 2007)

Emphasize depth of understanding vs. correct answers.

Allow students to focus on their doubts and predictions.

Encourage creative and individual ideas.

Promote exchange of opinions among students.

Utilize methods to support and facilitate student thought.

Principles Underpinning the NGSS

• New learning builds on previous knowledge, skills and instruction.

• Learning should focus on a limited number of core ideas, but each in greater depth over time.

• Long term understandings require that students have regular experiences that integrate core ideas and the practices.

Three Areas of NGSS

1 – Cross Cutting Concepts- Patterns- Cause and effect- Scale, proportion, and quantity - Systems and system models - Energy and matter- Structure and function - Stability and change 2 - Disciplinary Core Ideas (DCI)3 - Performance Expectations/Practices

I’m fine because I already do this.

Conversations should NOT begin with “I have always… or I think.”

Conversations should begin with phrases like, “I read this journal article and it claimed….”

I already do hands-on science. I give my

students a lot of labs!

Transmissionist Constructivist

Lecture Teacher-centered Passive reception Teacher Demo Teacher presentation Textbook-based

Cooperative Inquiry Student-centered Active engagement Student activity Student articulation Lab-based

• Class time is devoted to argumentation and reaching consensus about ideas, rather than simply having textbooks and teachers present ideas to students.

• The school and classroom culture supports these practices. The students are motivated to figure out rather than learning what they are told, they expect some responsibility for this work of figuring out rather than waiting for answers, and they expect to work with and learn with their peers.

What the Shifts Look Like

Explain and Predict

Jell-O model or representation of a cell?

Is the Jell-O Model Sufficient?

“How can one explain the ways cells contribute to the function of living organisms?”

Discuss the Following

Look over the handout that contains some NGSS. What kinds of things are they asking students to perform? Are these different than what students are currently doing in their science classes? Discuss with a neighbor.

2009

2004 NGSS - MS

NGSS - HS

NJCCCS and NGSS

5.2.E: Force and Motion

Predict an object’s relative speed, path, or how far it will travel using various forces and surfaces. (5.2.2.E.2)

PS2 Motion and Stability: Forces and Interactions

Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. (3-PS2-1)

Common CoreBy MasteryConnect

Next Generation Science Standards By MasteryConnect

Two “Must Have” Apps

NGSS Implementation Deadlines

Adopted by State Board of Education on July 9, 2014

Grades 6-12 to implement by the start of the 2016-2017 school year. 

Grades K-5 to implement by the start of the  2017-2018 school year.

What to do this school year to prepare for NGSS.

See handout with breakdown by position (State, administrators, teachers)

My teachers like it when media specialists… visit classrooms to explain things to

students. offer professional development to

teachers. provide relevant materials and access

to new resources.

In light of what you’ve learned about the NGSS answer the following questions to explain how will you assist your science teachers as they implement

NGSS in the next 2-3 years?

visit classrooms to explain things to students. – What kinds of things?

offer professional development to teachers. – On which topics?

provide relevant materials and access to new resources. – For example…

Discuss with a neighbor and share ideas on Today’s Meet

Any other questions?

Ron Antinori856-223-2747antinoriro@clearviewregional.edu