NGSS

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ESEA Odyssey WorkshopAugust 2013

• NGSS
• Connections and Implications for Teaching and
  Learning
• Cheryl Kleckner
• Education Specialist
• Oregon Department of Education

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Session Goals

• Increase awareness and understanding of the Next
  Generation Science Standards, the timeline for
  adoption and implementation, and the connections
  to CCSS and STEM and
• Engage in discussion about the implications for
  teaching and learning.

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Topics

• Next Generation Science Standards
• STEM
• Common Core State Standards
• Connections

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NGSS Background

• Achieve NGSS Website
• Development Process and Timeline
• Standards in multiple formats for download and
  online searching
• Support Documents
• www.nextgenscience.org/next-generation-science-sta
  ndards
• ODE NGSS Website
• Timeline of Oregon Lead State Work
• Oregon Lead State Review Team
• Resources
• www.ode.state.or.us/search/page/?id3508

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K-12 Science Education Goal for All Students

• appreciation of the beauty and wonder of science
  
• possess sufficient knowledge of science and
  engineering to engage in public discussions on
  related issues
• careful consumers of scientific and technological
  information related to their everyday lives
• able to continue to learn about science outside
  school
• have the skills to enter careers of their choice
• A Framework for K-12 Science Education p. ES 2

Released in July 2011 free PDF
online www7.nationalacademies.org/bose/Standards_F
ramework_Homepage.html
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NGSS Vision

• Learning as a developmental progression
• Engaging students in scientific investigations
  and argumentation to achieve deeper understanding
  of core science ideas
• Integrating the knowledge of scientific
  explanations and the practices needed to engage
  in scientific inquiry and engineering design
• KNOWLEDGE AND PRACTICE MUST BE INTERTWINED IN
  LEARNING EXPERIENCES

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Interconnected Dimensions

• Scientific and Engineering Practices
• Crosscutting Concepts
• Core Ideas in Science

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Scientific and Engineering Practices

• Asking questions and defining problems
• Developing and using models
• Planning and carrying out investigations
• Analyzing and interpreting data
• Using mathematics and computational thinking
• Developing explanations and designing solutions
• Engaging in argument
• Obtaining, evaluating, and communicating
  information

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Crosscutting Concepts

• Patterns
• Cause and effect
• Scale, proportion, and quantity
• Systems and system models
• Energy and matter
• Structure and function
• Stability and change

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Oregon Science Standards Framework
Science Content Knowledge
Science Process Skills
Structure and Function Interaction and Change Scientific Inquiry Engineering Design
Properties of Matter Forms of Energy Changes in Matter Energy Transfer and Conservation Forces and Motion
Organization of Living Systems Matter and Energy Transformations in Living Systems Interdependence Evolution and Diversity
Properties of Earth Materials Objects in the Universe Matter and Energy Transformations in Earth Systems History of Earth
Abilities to do Scientific Inquiry Nature,
History, and Interaction of Science and Technology
Abilities to do Engineering Design Nature,
History, and Interaction of Technology and Science
Physical
Life
Earth and Space
The Science Process Skills align with the
Oregon Essential Skills
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NGSS Architecture

• Integration of 3 Dimensions
• Practices
• Crosscutting Concepts
• Core Ideas

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NGSS Architecture
Performance Expectations
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NGSS Architecture
Performance Expectations
Foundation Boxes
Based on NRC Framework and expanded into
Matrices
Based on NRC Framework and expanded into
Matrices
NRC Framework language from Grade Band Endpoints
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NGSS Architecture
Performance Expectations
Foundation Boxes
Connection Boxes
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NGSS Support Documents

• Conceptual Shifts
• All Standards, All Students/Case Studies
• Disciplinary Core Idea Progressions
• Science and Engineering Practices
• Crosscutting Concepts
• Nature of Science
• Engineering Design in the NGSS
• Model Course Mapping in Middle and High School
• Connections to CCSS-Mathematics
• Connections to CCSS-Literacy in Science and
  Technical Subjects

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NGSS Conceptual Shifts

1. Interconnected Nature of Science as it is
   Practiced and Experienced in the Real World
2. Student Performance Expectations NOT
   Curriculum.
3. Science Concepts Build Coherently from K12
4. Focus on Deeper Understanding of Content as well
   as Application of Content
5. Science and Engineering are Integrated in the
   NGSS
6. Prepare students for College, Career, and
   Citizenship
7. The NGSS and CCSS are Aligned

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Work Underway and Ahead

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Ongoing and Future Work

• Review the Final NGSS
• Engage Stakeholders
• Identify Issues and Challenges
• Create Timeline and Plan
• Develop Recommendations
• Continue Collaborative Work
• Adoption, Transition, Implementation

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Questions, Issues, Concerns
What questions, issues, and/or concerns do you
have regarding the NGSS? What information do
you need?
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STEM Education

• An approach to teaching and lifelong learning
  that emphasizes the natural interconnectedness of
  the four separate STEM disciplines.  The
  connections are made explicit through
  collaboration between educators resulting in real
  and appropriate context built into instruction,
  curriculum, and assessment.  The common element
  of problem solving is emphasized across all STEM
  disciplines allowing students to discover,
  explore, and apply critical thinking skills as
  they learn. 

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Teaching and Learning

• Defines STEM as Interconnected
• Incorporates Standards
• Common Core State Standards
• Next Generation Science Standards
• Ed Tech Standards
• Common Career Technical Core
• Prepares Students for College, Career and
  Citizenship
• Focuses on Instructional Core

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Based on Current Research

• STEM education should
• Integrate STEM disciplines
• Include authentic experiences
• Apply technologies
• Offer multiple pathways for learning
• Provide deeper learning through critical
  thinking, problem solving, creativity and
  innovation

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Interconnected STEM
S
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E
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Links to Instructional Core
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How to Get There

• Effective Instruction
• Effective Learning Environments
• Coherent Standards, Content and Policies.
• Effective Leadership
• Research and Evaluation
• Community Engagement
• ODE STEM Webpage
• www.ode.state.or.us/search/results/?id382

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What is the Common Core?

• State-led effort for a common set of standards in
  English language arts literacy and math that
• Align with college and workplace expectations
• Are rigorous and evidence-based
• Are internationally benchmarked
• Adopted by 46 states
• Implementation Now
• New State Assessments in 2014-15

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Whats Different about CCSS?

• These Standards are NOT intended to be NEW NAMES
  FOR OLD WAYS OF DOING BUSINESS. They are a call
  to take the next step. It is time for states to
  build on lessons learned from two decades of
  standards based reforms. It is time to recognize
  that standards are not just promises to our
  children, but promises we intend to keep.
• CCSS (2010, p.5)

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CCSS Mathematics Six Shifts

• Focus
• Coherence
• Procedural Fluency
• Deep Conceptual Understanding
• Applications (Modeling)
• Balanced Emphasis
• www.ode.state.or.us/wma/teachlearn/commoncore/
• common-core-shifts-math.pdf

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Math Shift 5 Applications
What Students Do What Teachers Do
Apply math in other content areas and situations, as relevant Choose the right math concept to solve a problem when not necessarily prompted to do so Apply math including areas where its not directly required (i.e. in science) Provide students with real world experiences and opportunities to apply what they have learned
What Principals Do
Ensure that math has a place in science instruction Create a culture of math application across the school
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Math Shift 6 Balanced Emphasis
What Students Do What Teachers Do
Practice math skills with an intensity that results in fluency Practice math concepts with an intensity that forces application in novel situations Find the dual intensity between understanding and practice within different periods or different units Be ambitious in demands for fluency and practice, as well as the range of application
What Principals Do
Reduce the number of concepts taught and manipulate the schedule so that there is enough math class time for teachers to focus and spend time on both fluency and application of concepts/ideas
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SMARTER Mathematics Claims for Summative
Assessment
Claim 1 Concepts Procedures Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.
Claim 2 Problem Solving Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.
Claim 3 Communicating Reasoning Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.
Claim 4 Modeling and Data Analysis Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.
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ELA Literacy Six Shifts

• Increase Reading of Informational Text
• Text Complexity
• Academic Vocabulary
• Text-based Answers
• Increase Writing from Sources
• Literacy Instruction in all Content Areas
• www.ode.state.or.us/wma/teachlearn/commoncore/
• common-core-shifts-ela.pdf

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ELA/Literacy Shift 1 Increase Reading of
Informational Text
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ELA/Literacy Shift 4 Text-based Answers
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SMARTER ELA Literacy Claims for Summative
Assessment
Place text here
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(No Transcript)
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Connections
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Implications for Teaching and Learning
What are the implications of the focus on STEM
and these changes in math, ELA literacy, and
science standards and assessments? How will you
use this information in your teaching and/or in
your work with educators?
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Questions?Thank you!