A Quick Overview of the. Framework for K 12 Science Education

Transcription

1 A Quick Overview f the NGSS EQuIP MODULE 1 Framewrk fr K 12 Science Educatin

2 Mdule 1: A Quick Overview f the Framewrk fr K 12 Science Educatin This mdule prvides a brief backgrund n the Framewrk fr K-12 Science Educatin and shuld nt be cnsidered a thrugh review f the Framewrk. Participants shuld have an understanding f the Framewrk and the NGSS befre engaging in this prfessinal learning. While this mdule des prvide a brief backgrund n these tpics, ideally participants will nt need t spend much time n it since they shuld already be cmfrtable with the Framewrk and the NGSS. If this mdule is skipped r given t participants pri r t the meeting, the first intrductry slides may need t be pulled and added t a later mdule. Materials Needed 1. Mdule 1 PwerPint slides r slides 1 19 f the full PwerPint 2. Handut 1: Mdule 1, Slide 7, The Framewrk MODULE 1 A Quick Overview f the Framewrk fr K 12 Science Educatin 8

3 General Infrmatin Slide 1 Talking Pints This prfessinal learning is designed t prvide participants with the knwledge and cnceptual understanding necessary t examine teaching and learning materials related t the NGSS. Training is divided int 10 mdules: nine instructinal mdules fllwed by a culminating task in Mdule 10 where participants apply what they ve learned thrugh the first nine mdules. The first three mdules prvide a brief verview f the Framewrk, the NGSS perfrmance expectatins, and a majr shift in the NGSS three-dimensinal learning. Slide 2 Talking Pints The implementatin f the NGSS requires instructinal materials that align with the shifts and increased rigr f these new standards. While we might be inclined t assume that there will be an initial shrtage f materials fr the NGSS, in fact we may find urselves inundated with materials claiming t be NGSS-aligned. MODULE 1 A Quick Overview f the Framewrk fr K 12 Science Educatin 9

4 As nted by Je Krajcik, prfessr f science educatin and directr f the CREATE fr STEM Institute at Michigan State University, Many develpers and publishers f science materials claim that their materials align with the NGSS and feature the NGSS perfrmance expectatins. And while sme publishers will make legitimate attempts at mdifying their materials t d an apprpriate alignment, yu will need t have the apprpriate tl t judge which materials better represent the intent f the NGSS and which materials just really dn t match up ( nstacmmunities.rg/blg/2014/04/25/equip/). Case in pint, Bill Schmidt f Michigan State University reviewed rughly 700 mathematics textbks used by 60% f U.S. public schl children and fund that many claiming Cmmn Cre alignment were page by page, paragraph by paragraph the same as lder versins, resulting in textbks that reflect the standards minimally, if at all. In sme f the texts, less than a quarter f the cntent matched the standards f the grade in questin. As Schmidt ntes, It s hard t imagine hw this culd supprt instructin ( As this research indicates, t ften new labels may be placed n ld materials withut any substantive changes having been made t thse materials. T ensure the quality f the teaching and learning materials used with the NGSS, we need a cmmn basis fr examining and evaluating these materials. The EQuIP Rubric prvides this cmmn basis and allws educatrs t select the best and mst apprpriate instructinal materials published r educatr-generated fr effective teaching and learning. The develpment f the EQuIP Rubric fr NGSS was managed by Achieve in partnership with the NSTA. It was written and reviewed by grups f educatrs in several states, English Language Arts (ELA)/literacy and math EQuIP develpers, standards writers, and ther science and engineering educatin experts. The EQuIP Rubric fr Science als has been tested with teacher fcus grups. We want science educatrs t be critical evaluatrs and/r develpers f quality science materials. Cnsequently, we want t train as many science educatrs as feasible t use the EQuIP Rubric effectively. Slide 3 Talking Pints Fr purpses f the training, all participants shuld wrk tgether with a single cmmn lessn r unit. Hwever, the knwledge, skills, and understandings acquired are transferable t materials in all disciplines f science. Thrughut this training, when we refer t the different disciplines f science, we mean physical sciences; life sciences; earth and space sciences; and engineering, technlgy, and applicatins f science. MODULE 1 A Quick Overview f the Framewrk fr K 12 Science Educatin 10

5 Finally, the training prvides participants with a prcess fr reviewing materials and engaging in meaningful discussins abut materials with their peers. These are rich discussins that require reviewers t use evidence and reasning. Intrductin t Mdule 1 Slide 4 Talking Pints The NGSS are nt just new; they represent majr shifts in hw we expect students t demnstrate their understanding f science. Befre we begin, take a cuple f minutes t list what yu think are the biggest shifts in the NGSS. [Nte t facilitatr: Allw tw r three minutes and then ask a few peple t share.] Put yur list aside fr nw, but revisit it thrughut this training t cnfirm r adjust yur thinking. Nte t facilitatr: Much f Mdules 1 and 2 may cnstitute a review fr many participants and be fairly new infrmatin fr thers. Facilitatrs may speed up r slw dwn the delivery f these tw mdules as determined by the needs f the participants. Slide 5 MODULE 1 A Quick Overview f the Framewrk fr K 12 Science Educatin 11

6 Talking Pints This mdule includes questins abut the Framewrk that participants shuld be able t answer by the end f this mdule: What des three-dimensinal learning lk like? Hw d practices help teachers and students make sense f phenmena r design slutins t prblems? Hw d crsscutting cncepts prvide ways f lking at phenmena acrss different science disciplines? Hw d cre ideas help fcus K 12 science curriculum, instructin and assessments n the mst imprtant aspects f science? Slide 6 Talking Pints The NGSS and the Framewrk are abut science fr all students. In tday s wrld, science, engineering, and technlgy are nt a luxury t be experienced by nly sme students. A strng science educatin equips students with skills necessary fr all careers. Science develps students abilities t think critically and t innvate. All students need strng fundatinal knwledge in science t tackle difficult and/r lng-term issues that face bth ur generatin and future generatins. Science, engineering, and technlgy: Serve as cultural achievements and a cmmn gd acrss scieties; Permeate mdern life and as such are essential at the individual level; Are critical t participatin in public plicy and gd decisinmaking; and Are essential fr ensuring that future generatins will live in a sciety that is ecnmically viable, sustainable, and free. MODULE 1 A Quick Overview f the Framewrk fr K 12 Science Educatin 12

7 Three-Dimensinal Learning Nte t facilitatr: Participants will need Handut 1, Mdule 1, Slide 7, The Framewrk, fr the remaining prtin f Mdule 1. Slide 7 Talking Pints Perhaps the mst imprtant shift in the NGSS is three-dimensinal learning. This shift is defined here in Mdule 1; hwever, it is addressed in mre detail in the third mdule f the prfessinal learning. The three dimensins are practices, crsscutting cncepts, and disciplinary cre ideas. When yu hear the term three-dimensinal learning, what des it mean t yu? Take tw r three minutes t talk abut this at yur tables. Be prepared t share. [Nte t facilitatr: Allw tw t three minutes, and then ask a few tables t share.] Three-dimensinal learning is when these three dimensins wrk tgether t supprt students in making sense f phenmena and/r t design slutins t prblems. Befre lking at hw the dimensins wrk tgether, we ll lk at the three separately t ensure ur cmmn understanding f each. Practices Slide 8 MODULE 1 A Quick Overview f the Framewrk fr K 12 Science Educatin 13

8 Talking Pints Practices are the behavirs that scientists engage in as they investigate and build mdels and theries abut the natural wrld, as well as the key set f engineering practices that engineers use as they design and build mdels and systems. The term practices is used instead f skills t emphasize that engaging in scientific investigatin requires nt nly skill but als knwledge that is specific t each practice. Slide 9 Talking Pints The Framewrk identifies scientific and engineering practices that ccur thrughut the different disciplines f science. Descriptins f these practices and hw they shuld becme mre cmplex ver time can be fund in the Framewrk and the NGSS. These practices are: Asking questins (fr science) and defining prblems (fr engineering); Develping and using mdels; Planning and carrying ut investigatins; Analyzing and interpreting data; Using mathematics and cmputatinal thinking; Cnstructing explanatins (fr science) and designing slutins (fr engineering); Engaging in argument frm evidence; and Obtaining, evaluating, and cmmunicating infrmatin. Let s watch Je Krajcik in this vide explain hw practices wrk tgether. Nw, take five minutes at yur table t discuss hw yu ve bserved these practices in science lessns and units. [Nte t facilitatr: After five minutes, have a few tables share.] MODULE 1 A Quick Overview f the Framewrk fr K 12 Science Educatin 14

9 Crsscutting Cncepts Slide 10 Talking Pints Crsscutting cncepts have applicatins acrss all disciplines f science. As such, they are a way f linking the different disciplines f science by prviding ways f lking at and making sense f phenmena and/r f designing slutins t prblems. The Framewrk emphasizes that these cncepts need t be made explicit fr students because they prvide an rganizatinal schema fr interrelating knwledge frm varius science fields int a cherent and scientifically based view f the wrld. Slide 11 Talking Pints Think, fr example, abut weather, a phenmenn in nature. Culd yu describe this phenmenn thrugh the lens f: Patterns? Hw/why r why nt? [Nte t facilitatr: Allw ne r tw participants t respnd.] Cause and effect? Hw/why r why nt? [Nte t facilitatr: Allw ne r tw participants t respnd.] MODULE 1 A Quick Overview f the Framewrk fr K 12 Science Educatin 15

10 Scale, prprtin, and quantity? Hw/why r why nt? [Nte t facilitatr: Allw ne r tw participants t respnd.] Systems and system mdels? Hw/why r why nt? [Nte t facilitatr: Allw ne r tw participants t respnd.] Energy and matter? Hw/why r why nt? [Nte t facilitatr: Allw ne r tw participants t respnd.] Structure and functin? Hw/why r why nt? [Nte t facilitatr: Allw ne r tw participants t respnd.] Stability and change? Hw/why r why nt? [Nte t facilitatr: Allw ne r tw participants t respnd.] Slide 12 Talking Pints Refer back t Handut 1 where yu ll see that the Framewrk lists the fllwing crsscutting cncepts: Patterns; Cause and effect; Scale, prprtin, and quantity; Systems and system mdels; Energy and matter; Structure and functin; and Stability and change. Nw, take 10 minutes at yur table t: List ne r tw ther phenmena. Discuss each phenmenn yu list as it might be viewed thrugh the lens f multiple crsscutting cncepts. Finally, discuss hw yu have bserved these crsscutting cncepts in science lessns and units acrss different disciplines f science (physical science, life science, etc.). Were they addressed explicitly r implicitly in the lessns and units? [Nte t facilitatr: After 10 minutes, have a few tables share.] MODULE 1 A Quick Overview f the Framewrk fr K 12 Science Educatin 16

11 Disciplinary Cre Ideas Slide 13 Talking Pints Disciplinary cre ideas are the big ideas the mst imprtant aspects f science that prvide scientists, engineers, and students with the cncepts and the fundatins t make sense f phenmena and/r t design slutins t prblems. They can be used t fcus K 12 science curriculum, instructin, and assessments n the mst imprtant aspects f science. Accrding t the Framewrk, t be cnsidered cre the ideas must meet at least tw f the fllwing criteria and ideally all fur: 1. Have brad imprtance acrss multiple sciences r engineering disciplines r be a key rganizing cncept f a single discipline. 2. Prvide a key tl fr understanding r investigating mre cmplex ideas and slving prblems. 3. Relate t the interests and life experiences f students r be cnnected t scietal r persnal cncerns that require scientific r technlgical knwledge. 4. Be teachable and learnable ver multiple grades at increasing levels f depth and sphisticatin. Disciplinary cre ideas are gruped int fur disciplines: The physical sciences; The life sciences; The earth and space sciences; and Engineering, technlgy, and applicatins f science. MODULE 1 A Quick Overview f the Framewrk fr K 12 Science Educatin 17

12 Slide 14 Talking Pints The physical sciences include fur cre ideas: Matter and its interactins; Mtin and stability: frces and interactins ; Energy; and Waves and their applicatins in technlgies fr infrmatin transfer. Slide 15 Talking Pints The life sciences include fur cre ideas as well: Frm mlecules t rganisms: structures and prcesses; Ecsystems: interactins, energy, and dynamics ; Heredity: inheritance and variatin f traits ; and Bilgical evlutin: unity and diversity. MODULE 1 A Quick Overview f the Framewrk fr K 12 Science Educatin 18

13 Slide 16 Talking Pints The earth sciences include three cre ideas: Earth s place in the universe; Earth s systems; and Earth and human activity. Slide 17 Talking Pints Engineering, technlgy, and the applicatins f science include tw cre ideas: Engineering design; and Links amng engineering, technlgy, science, and sciety. MODULE 1 A Quick Overview f the Framewrk fr K 12 Science Educatin 19

14 Nte t facilitatr: Remind participants that the cre ideas fr the different science disciplines are listed n the handut fr this mdule. They may wish t refer t this handut fr this task. Slide 18 Talking Pints Nw take 10 minutes at yur table t discuss hw the cre ideas in ne discipline f science meet tw r mre f the criteria fr a cre idea: Have brad imprtance acrss multiple sciences r engineering disciplines r be a key rganizing cncept f a single discipline. Prvide a key tl fr understanding r investigating mre cmplex ideas and slving prblems. Relate t the interests and life experiences f students r be cnnected t scietal r persnal cncerns that require scientific r technlgical knwledge. Be teachable and learnable ver multiple grades at increasing levels f depth and sphisticatin. [Nte t facilitatr: After 10 minutes, have a few tables share.] Cncluding Slide fr Mdule 1 Slide 19 MODULE 1 A Quick Overview f the Framewrk fr K 12 Science Educatin 20

15 Talking Pints In rder t use the EQuIP Rubric t examine and evaluate NGSS lessns and units, it s imperative that we have a cmmn understanding f the practices, crsscutting cncepts and disciplinary cre ideas as they relate t the Framewrk. Lk back at the questins we began with in this mdule. Where are yu nw in terms f being able t respnd t these questins with cnfidence? Take five minutes t jt dwn yur reflectins and yur takeaways frm this first mdule: Where are yu nw in terms f being able t respnd t these fur questins with cnfidence? Has yur thinking changed as a result f this mdule? What did yu hear that was new? What s still rlling arund in yur head that yu need t knw mre abut? [Nte t facilitatr: After five minutes, ask a few peple t share their reflectins.] As we cnclude this first mdule, keep in mind that practices, crsscutting cncepts, and disciplinary cre ideas d nt functin in islatin. The key shift in the NGSS is three-dimensinal learning. That is, lessns and units where practices, crsscutting cncepts, and disciplinary cre ideas wrk tgether t help students make sense f phenmena and/r t design slutins t prblems. We ll talk mre abut three-dimensinal learning in a subsequent mdule. If yu wuld like mre infrmatin abut the Framewrk, visit the NGSS website: Keep in mind that yu may wish t refer t the handut frm Mdule 1 when yu begin t use the rubric itself. MODULE 1 A Quick Overview f the Framewrk fr K 12 Science Educatin 21