NGSS EQuIP RUBRICSMD EPO PD
Part 1: Alignment to NGSS
March 18, 1:00-2:00 pm ET
Hilarie B Davis, Ed.D.
Bradford Davey, Ed.D.
TLC Inc.
The Goal
If implemented properly,• the NGSS will lead to coherent, rigorous instruction that
will result in• students being able to acquire and apply scientific
knowledge• to unique situations and • to think and reason scientifically
The purpose of these webinars is to investigate...
The EQuIP Rubric
Recognize
Transform
Create
NGSS Lesson and Units
NGSS Three Dimensional Learning
EQuIP
Educators Evaluating the Quality of Instructional Products• Provide constructive feedback to developers• Provides a tool for thinking about existing lessons and how to
improve them• Can be used as a guide to plan new lessons and units• Not really even a rubric in the sense of articulating criteria
and describing levels of quality. They say rubric “scoring guides” will be developed eventually
• One of a several EQuIP tools created by Achieve http://www.achieve.org/
• Be explicit about disciplinary core ideas, practices, and cross-cutting concepts (3D learning)
• Organize lessons into a coherent whole so students want to know more
Alignment to NGSS
• Keep the end in mind (performance expectations)
• Know the order in which most people develop ideas (learning progressions)
• Build on students’ prior knowledge
• Develop investigations, questions or challenges that engage students with 3D learning
Instructional Supports
Collect data all along the way on how students are learning so they know and you know• Self-assessment• Formative assessment• Summative assessment
Monitoring Student Progress
Evaluating for Alignment with Three Dimensional Learning
What is three dimensional learning?
Shifts the focus of the classroom to having students explore, examine, and use scientific ideas• Disciplinary Core Ideas• Crosscutting Concepts• Scientific and Engineering Practices
Lessons must provide opportunities for students to construct and use specific elements of each dimension to:• Make sense of phenomena and/or design solutions• Explicitly state the elements of each dimension• Clearly point out how students use those elements
Practice – Water Cycle, grades 6-8
WaterCycleUnitFinal p. 8-16
Practice – Earth Systems Evolution
EarthSystemsEvolution_Gr9-12
Evaluating for Coherence
Is the unit coherent?
a. How do the lessons fit together to coherently develop student proficiency in a set of performance expectations?
b. How does each lesson link to the others creating a need to know or interest in each lesson?
c. How do the lessons develop connections between different science disciplines? (if appropriate)
d. How do the lessons provide grade-appropriate connection(s) to the Common Core State Standards in Mathematics and/or ELA, and/or State Science or Math Standards?
Practice – Water Cycle
WaterCycleUnitFinal pp.3-4, 5-7 Inquiry-Application Instructional Model, p.49
Watershed Unit Reasoning Tools Pathways Tool (p.42, 43) Drivers and Constraints (p.44, 47)
Conclusions• Three-dimensional learning is powerful, achievable but
not yet common in curriculum materials• EQuIP can help identify true three-dimensional learning
where the three dimensions work together rather than treated as separate learning goals
• EQuIP can help identify the curriculum coherence needed to make science practice meaningful rather than rote skills, and build connections across science strands
Please complete evaluation
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Contact Info
Hilarie Davis
Brad Davey
For further reading
http://www.achieve.org/EQuIP
Schwarz, C. V., Reiser, B. J., Davis, E. A., Kenyon, L., Achér, A., Fortus, D., et al. (2009). Developing a learning progression for scientific modeling: Making scientific modeling accessible and meaningful for learners. Journal of Research in Science Teaching, 46, 632-654.
http://www.umt.edu/watertools/teaching_materials/default.aspx
http://www.umt.edu/watertools/learning_progression.aspx
EQuIP Rubric Webinar Series Wednesdays 1:00-2:00 pm ET
March 4 Part 1 – Alignment to the NGSS
March 18 Part 2 – Instructional Support
April 1 Part 3 – Monitoring Student Progress
April 15 Part 4 – Evaluating More Lesson(s)