Joe Krajcik Kristin Mayer CREATE for STEM Michigan State University NSTA Forum Session Developing and Evaluating Three-Dimensional Curriculum Materials Joe Krajcik Kristin Mayer CREATE for STEM Michigan State University

What will we do today? Explore how to design and evaluate materials that align to NGSS Introduce you to the EqUIP Rubric as a vehicle for developing and evaluating materials Experience some phenomena

What are the major shifts in the Framework and NGSS? Focus on explaining phenomena or designing solutions to problems 3-Dimensional Learning Organized around disciplinary core explanatory ideas Central role of scientific and engineering practices Use of crosscutting concepts Coherence: building and applying ideas across time Science is for All Students

What is three 3-Dimensional Learning Learning? What is it? The working together of the three dimensions to focus on explaining phenomena or designing solutions to problems Three-dimensional learning shifts the focus of the science classroom to environments where students use core ideas, crosscutting concepts with scientific practices to explore, examine, and use science ideas to explain how and why phenomena occur or to design solutions.

Overview of EQuIP I. Alignment to the NGSS II. Instructional Supports III. Monitoring student progress 1. Three dimensional: Supports students in three dimensional learning to makes sense of phenomena or design solutions Supports learning for all students through meaningful scenarios, supporting practices, supports phenomena and representations Assessments evaluate three-dimensional learning; include formative; are accessible and unbiased 2. Coherence: Lessons fit together coherently, develops connections Provides guidance for teachers to build coherence across the unit Pre, formative, and summative aligned to three-dimensional learning

I. Alignment to the NGSS The lesson/unit aligns with the conceptual shifts of the NGSS: Elements of the science and engineering practice(s), disciplinary core idea(s), and crosscutting concept(s), work together to support students in three-dimensional learning to make sense of phenomena or design solutions.

Driving Question: How can I smell things from a distance? Work with the person(s) next to you. Create a drawing that explains how the smell in the container gets to your nose?

What is a model??? What is modeling? Take a few minutes a talk with the people next to you. Respond to the following questions: What is a model? What does it mean to develop a model?

A scientific model Developing and using scientific models Serve as tools for thinking, making predictions and making sense of experience. represents the objects and the relationships among them to explain and predict phenomena provides a causal mechanism that accounts for the phenomenon could be depicted as a drawing, diagram, 3-D, or other representation but only representations that explain and predict phenomena are scientific models

Is air matter? How do you know??? Does air have mass? Does air occupy volume? Let’s find out.

Let’s remind ourselves what we figured out Air has mass and occupies volume Matter can be solid, liquid, or gas. “Put” Air in Flask Remove Air Add Air

OK – so what is going on in the syringe? This is actually a course of study designed in a sequence of modules -- and each module is designed for a two-hour block of time (imagined as one session for an after-school study group of teachers, with or without a coach, with or without a principal attending, to participate in. But a module doesn’t have to be covered in a two-hour block. It could last several sessions if the participants wanted to dig in deeply, and spend more time, particularly if they wanted to bring their own classroom experiences (examples of student work, audio- or video-taped segments) to the study group. So let’s just take a peek at how a module would be organized and what it would include. Study group participants would go to the exemplar web-site and click on the study group pathway. They would see 8-10 modules at a glance. Each of the modules would be a live link, and each would contain a study-group guide, and notes for a facilitator, a set of linked resources, and a video case. In addition, there would be tools for reflection, suggestions for how to take the focal learning back into the classroom, and suggestions for ways of bringing back “data” from the classroom to the next study group session.

Your Task Construct modes that provides a causal account of why you can compress and expand the syringe Draw a series of pictures that provide a causal account of how you can both expand and compress the air that is in the syringe You model also needs to account for the other phenomena ( Work in groups of 3 or 4 to construct your model

Core Components Across Models All models provide an explanation of a phenomenon – that is models provide a causal account of why the phenomenon occurs Begin by identifying and specifying the components or variables important for the system being analyzed. The components can be both seen and unseen. Next describe the relationship or interactions among the components The collection of relationships needs to provide an explanation or causal account of the phenomenon – does your model explain and predict the phenomenon

Share your models

Return to your original model: Revise Models Return to your original model: How can you use your model to account for what happened to the marshmallows? How can you REVISE your models based on the new ideas? Discuss with the person(s) near you

Instruction Builds Toward PEs Performance Expectation

What performance expectation was this learning task building toward?

Integrate DCIs and CCCs with a variety of practices to build toward the performance expectation

Unit also builds towards the following PE

Using the EQuIP Rubric Use the EQuIP Rubric to support development and to judge if the materials align with 3-Dimensional learning Look for specific evidence from materials Make suggestions for improvement

Use EQuIP to evaluate and revise materials Elements of the science and engineering practice(s), disciplinary core idea(s), and crosscutting concept(s), blend and work together to support students in three-dimensional learning to make sense of phenomena or design solutions. Provides opportunities to use specific elements of the scientific or engineering practices(s) to make sense of phenomena or design solutions Do the materials clearly engage students in using elements of a practice or practices to make sense of phenomena or design solutions?

Use EQuIP to evaluate and revise materials Elements of the science and engineering practice(s), disciplinary core idea(s), and crosscutting concept(s), blend and work together to support students in three-dimensional learning to make sense of phenomena or design solutions. Provides opportunities to construct and use specific elements of the disciplinary core idea(s) to make sense of phenomena or design solutions Do the materials clearly engage students in using elements of the DCIs to make sense of phenomena or design solutions?

Use EQuIP to evaluate and revise materials Elements of the science and engineering practice(s), disciplinary core idea(s), and crosscutting concept(s), blend and work together to support students in three-dimensional learning to make sense of phenomena or design solutions. Provides opportunities to construct and use specific elements of the crosscutting concept(s) to make sense of phenomena or design solutions Do the materials clearly engage students in using elements of a crosscutting concepts to make sense of phenomena or design solutions?

Evaluating the focus on 3-dimensional learning Elements of the science and engineering practice(s), disciplinary core idea(s), and crosscutting concept(s), integrate and work together to support students in three-dimensional learning to make sense of phenomena or design solutions.

EQuIP: Evaluating Coherence I. Alignment to the NGSS II. Instructional Supports III. Monitoring student progress 1. Three dimensional: Supports students in three dimensional learning to explain phenomena or design solutions Supports learning for all students through meaningful scenarios, supporting practices, supports phenomena and representations Assessments evaluate three-dimensional learning; include formative; are accessible and unbiased 2. Coherence: Lessons fit together coherently, develops connections Provides guidance for teachers to build coherence across the unit Pre, formative, and summative aligned to three-dimensional learning

I. Alignment to the NGSS (Coherence) A unit or longer lesson: Lessons fit together coherently, build on each other, and help students develop proficiency on a targeted set of performance expectations Ask: Do students see how what they are trying to figure out in this lesson fits into a larger storyline for making sense of phenomena or designing solutions? Is there a coherent story, based on evidence, that builds across the unit to reach a bundle of performance expectations?

Question and phenomena motivate each step in building a disciplinary core idea Goal: Making sense of phenomena or designing solutions Anchoring phenomena Investigate and build knowledge through practices Phenom-driven Questions Incrementally Build Explanations, Models, or Designs Phenomena + Question Analyze data, explain [PE1] Initial explanation, model or design Phenomena + Question Explain, argue, model [PE2] Add to/revise Storyline. Building model piece by piece, comparing competing models thru argumentation The reason to do the experiment is to figure out an answer to the question we raised. Phenomena + Question Explain argue, model [PE3] Add to/revise Revisit Driving question Culminating PE Final consensus explanation, model or design . . .

I. Alignment to the NGSS (Coherence) A unit or longer lesson: Develops connections between different science disciplines by the use of crosscutting concepts and/or develops connections between different science disciplines by using disciplinary core ideas where appropriate Ask: Are students supported in using what they have figured out in earlier years and in other strands of science to make sense of the phenomena or design solutions? Is what students have figured out in the past used as tools to make sense of new phenomena or design solutions?

Take away points Starts with a phenomenon that students need to make sense of Use elements of the DCIs, practices and CCCs to figure out the phenomena (or problem). Introduces new phenomena that further require use of the DCIs, practices and CCCs to figure out and that build from previous experiences Builds across time as students grapple with making sense of phenomena Provide opportunities for Ss to build products that use 3-dimensions Provide opportunities for Ss to share and discuss their ideas

Thanks to! Michael Novak for developing the storyline chart!! mnovakccl@gmail.com 7th/8thgrade science teache,r Park View School Brian Reiser for the storyline scheme, at Northwestern University Middle school curriculum materials supporting students using science practices to construct and apply disciplinary core ideas IQWST: Investigating and Questioning our World through Science and Technology

Thanks to Mike Novak for the storyline chart for this unit!! Contact us: Email Joe: krajcik@msu.edu Email Kristin: kristi.mayer@gmail.com Michigan State University CREATE for STEM Institute This is actually a course of study designed in a sequence of modules -- and each module is designed for a two-hour block of time (imagined as one session for an after-school study group of teachers, with or without a coach, with or without a principal attending, to participate in. But a module doesn’t have to be covered in a two-hour block. It could last several sessions if the participants wanted to dig in deeply, and spend more time, particularly if they wanted to bring their own classroom experiences (examples of student work, audio- or video-taped segments) to the study group. So let’s just take a peek at how a module would be organized and what it would include. Study group participants would go to the exemplar web-site and click on the study group pathway. They would see 8-10 modules at a glance. Each of the modules would be a live link, and each would contain a study-group guide, and notes for a facilitator, a set of linked resources, and a video case. In addition, there would be tools for reflection, suggestions for how to take the focal learning back into the classroom, and suggestions for ways of bringing back “data” from the classroom to the next study group session.