1. What Does It Mean to Engage in Three – Dimensional Learning? Kentucky Science Teachers Association Think Different to Teach Different Joe Krajcik Michigan State University

2. What will we do today? Build similar understanding of the 3- dimensional learning Discuss some new ideas to move forward Allow time for questions, discussion and interaction Learning goal for today’s workshop: you can explain 3-dimensional learning to a colleague

3. Science, engineering and technology… are not a luxury serve as cultural achievements and a shared good of humankind permeate modern life and as such are essential at the individual level What population of students does the Framework and NGSS target? Science for All Students critical to participation in public policy and good decision-making essential for ensuring that future generations will live in a society that is economically viable, sustainable and free

4. What is really different about Kentucky’s Core Academic Standards for Science? 1.Focus on explaining phenomena or designing solutions to problems 2.3-Dimensional Learning 1.Organized around disciplinary core explanatory ideas 2.Central role of scientific and engineering practices 3.Use of crosscutting concepts 3.Instruction builds towards performance expectations 4.Coherence: building and applying ideas across time 1.Focus on explaining phenomena or designing solutions to problems 2.3-Dimensional Learning 1.Organized around disciplinary core explanatory ideas 2.Central role of scientific and engineering practices 3.Use of crosscutting concepts 3.Instruction builds towards performance expectations 4.Coherence: building and applying ideas across time

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6. What is 3-Dimensional Learning? Three-dimensional learning shifts the focus of the science classroom to where students use disciplinary core ideas, crosscutting concepts with scientific practices to explore, examine, and explain how and why phenomena occur and to design solutions to problems

7. What’s so special about disciplinary core ideas? Fewer, clearer, greater depth Allow learners to develop understanding that can be used to solve problems and explain phenomena Provide anchors to connect related phenomena and related ideas Serve as thinking tools – Not what is but provide reasons for phenomena Allow individuals to explain a variety of phenomena

8. At what temperature does water boil? Why does water boil at 100°C? Why does water,H2O, a relatively light molecule boil at 100°C when carbon dioxide, CO2, a much heaver molecule compared to water, boils at a much lower temperature, -57°C? Let’s look at a phenomena!

9. How are all of these phenomena, events we experience in everyday life, related? A range of electrical forces with varying strengths tend to dominate the interactions between objects and/or matter. http://www3.ocn.ne.jp/~herpsgh/yamorikabe.jpg

10. 1. Patterns 2. Cause and effect 3. Scale, proportion and quantity 4. Systems and system models 5. Energy and matter 6. Structure and function 7. Stability and change Why Use Crosscutting Concepts? Ideas that cut across and are important to all the science disciplines Provide different lenses to examine phenomena

11. Science and Engineering Practices The multiple ways of knowing and doing that scientists and engineers use to study the natural world and design world. 11 1. Asking questions and defining problems 2. Developing and using models 3. Planning and carrying out investigations and designing solutions 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Constructing explanations and designing solutions 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information The practices work together – they are not separated!

12. Scientific ideas are important, but not enough! Research on how students learn shows that students can’t learn disciplinary ideas without engaging in disciplinary practices, and they can’t learn these practices without learning the science ideas Knowing and doing cannot be separated, but rather must be learned together.

13. Content and Practice Work Together to Build Understanding: 3-Dimensional Learning Scientific ideas are best learned when students engage in practices Practices are learned best when students use them to engage with learning specific scientific ideas Content and practices co- develop – 3-dimensional learning Core Ideas Practices Crosscutting Concepts

14. Make sense of Phenomena Science & Engineering Practices Core Ideas Crosscutting Concepts

15. Do decaying maple leaves add to the ecology of lakes? Science & Engineering Practices Core Ideas Crosscutting Concepts

16. Do decaying maple leaves add to the ecology of lakes? Modeling, Arguing from Evidence Analyzing and interpreting data Core Ideas Crosscutting Concepts

17. Do decaying maple leaves add to the ecology of lakes? Modeling, Arguing from Evidence Analyzing and interpreting data Core Ideas Systems, Flow of Energy and Matter, stability and Change, Patterns

18. Do decaying maple leaves add to the ecology of lakes? Modeling, Arguing from Evidence Analyzing and interpreting data Energy flow in organisms (LS1.C), growth and development of organisms (LS1.B), energy in chemical processes and everyday life (PS3.D) Systems, Flow of Energy and Matter, stability and Change, Patterns

19. What should you look for in designing or deciding on materials? The lesson/unit aligns with the conceptual shifts of the NGSS: 1.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 to problems. From EQUIP

20. Focus on making sense of phenomena or designing solutions to problems Students don’t explore the science idea; rather, they use the science ideas, science and engineering practices and CCs to make sense of the phenomena or solve problems What is different about 3- dimensional learning 20

21. Don’t count Engage students in making sense of phenomena If I asked a student in your classroom what she/ he is doing – She/he should say: “Figuring out such and such…” – She/he probably would not say: oxidation, structure of the atom, etc then you might want to change. How often should I use each dimension? 21

22. How NGSS is Different Standards expressed as performance expectations: Combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed Requires students to demonstrate knowledge-in-use PEs are not instructional strategies or objectives for a lesson – they describe achievement, not instruction Intended to describe the end-goals of instruction – the student performance at the conclusion of instruction

23. Performance Expectation How do we move further? How do I support students in reaching a PE?

24. PE’s combine particular elements of the dimensions

25. Performance Expectation MS-PS1-2. Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. Disciplinary Core Idea PS1.A: Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. PS1.B: substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. Disciplinary Core Idea PS1.A: Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. PS1.B: substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. Crosscutting Concept Patterns Crosscutting Concept Patterns Practice Analyzing and Interpreting data Practice Analyzing and Interpreting data

26. MS-PS1 Matter and Its Interactions Students who demonstrate understanding can: MS-PS1-1.Develop a model to describe that matter is made of particles too small to be seen. [Clarification Statement: Examples of evidence could include adding air to expand a basketball, compressing air in a syringe, dissolving sugar in water, and evaporating salt water.] [Assessment Boundary: Assessment does not include the atomic-scale mechanism of evaporation and condensation or defining the unseen particles.] Disciplinary Core Ideas PS1.A: Structure and Properties of Matter Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. PS1.B: Chemical Reactions Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. Science and Engineering Practices Asking Questions and Defining Problems Asking questions and defining problems in 3–5 builds on K–2 experiences and progresses to specifying qualitative relationships. Ask questions that can be investigated and predict reasonable outcomes based on patterns such as cause and effect relationships. Science and Engineering Practices Developing and Using Models Modeling in 3–5 builds on K–2 experiences and progresses to building and revising simple models and using models to represent events and design solutions. Use models to describe phenomena. Science and Engineering Practices Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in 3–5 builds on K–2 experiences and progresses to include investigations that control variables and provide evidence to support explanations or design solutions. Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution. Science and Engineering Practices Analyzing and Interpreting Data Analyzing data in 3–5 builds on K–2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used. Analyze and interpret data to make sense of phenomena, using logical reasoning, mathematics, and/or computation. Science and Engineering Practices Using Mathematics and Computational Thinking Mathematical and computational thinking in 3–5 builds on K–2 experiences and progresses to extending quantitative measurements to a variety of physical properties and using computation and mathematics to analyze data and compare alternative design solutions. Organize simple data sets to reveal patterns that suggest relationships. Science and Engineering Practices Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 3–5 builds on K–2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems. Identify the evidence that supports particular points in an explanation. Science and Engineering Practices Engaging in Argument from Evidence Engaging in argument from evidence in 3–5 builds on K–2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s). Compare and refine arguments based on an evaluation of the evidence presented. Science and Engineering Practices Obtaining, Evaluating, and Communicating Information Obtaining, evaluating, and communicating information in 3–5 builds on K–2 experiences and progresses to evaluating the merit and accuracy of ideas and methods. Communicate scientific and/or technical information orally and/or in written formats, including various forms of media and may include tables, diagrams, and charts. Crosscutting Concepts Patterns Patterns of change can be used to make predictions. Crosscutting Concepts Cause and Effect: Mechanism and Prediction Cause and effect relationships are routinely identified, tested, and used to explain change. Crosscutting Concepts Scale, Proportion, and Quantity Natural objects and/or observable phenomena exist from the very small to the immensely large or from very short to very long time periods. Crosscutting Concepts Systems and System Models A system can be described in terms of its components and their interactions. Crosscutting Concepts Energy and Matter: Flows, Cycles, and Conservation Matter is made of particles. Crosscutting Concepts Structure and Function Different materials have different substructures, which can sometimes be observed. Crosscutting Concepts Stability and Change Change is measured in terms of differences over time and may occur at different rates. Instruction can use those same elements to build toward an understanding of the PE

27. Why build towards a performance expectation(s)? Establish Coherence a.Lessons fit together coherently a.Science ideas build upon each other so that they become more sophisticated over time b.Lessons link together Where appropriate, disciplinary core ideas from different disciplines are used together to explain phenomena. Where appropriate, crosscutting concepts are used in the explanation of phenomena from a variety of disciplines.

28. Learning Grows Over Time Learning difficult ideas Takes time Develops as students work on a task that forces them to synthesize ideas Occurs when new and existing knowledge is linked to previous ideas Depends on instruction

29. 29 Design Approach Intentional and Explicit Phase 1: Unpack the Dimensions of the PE

30. Why Unpack?? The unpacking process enables you to: Understand what the dimension really means Identify the essential components of the dimension Pinpoint the knowledge and capabilities students need to use in order to use the dimension Describe levels of performance for the dimensions at the grade level you are interested in. Always – unpack with the student in mind. This process is of high value because it: Promotes consistency in your use of dimensions Sustain the essential aspects of the dimension 30

31. Unpacking Science Practice 31 Describe the practice and its components Identify the requisite knowledge and skills Specify features of a high level of performance

32. Unpacking Core Ideas 32 Elaborate Major Ideas Define Boundary Conditions Describe Prior Knowledge Identify Student Challenges Brainstorm Phenomena

33. What phenomena would provide an example of this core idea? Brainstorm Phenomena 33

34. Feasible Can students design and perform investigations to make sense of the phenomenon? Worthwhile Will students build understanding toward various PEs? Contextualized Is phenomenon anchored in real-world issues or in the local environment of the learner? Meaningful Will learners find making sense of the phenomena interesting and important? Ethical Will learners do not harm to living organisms or the environment? Sustainable Can learners pursue exploration of the phenomenon over time? What makes a for a good phenomenon or question?

35. Students’ local environment – Students can serve a citizen scientists Current challenges facing our environment Hobbies The internet, journals, and magazines Other science teachers and scientists Sources of finding phenomena, problems and questions 35

36. Unpacking Crosscutting Concepts 36 Describe essential features Identify substantive intersections with science practices and disciplinary core ideas

37. 37 Design Approach Intentional and Explicit Phase 1: Unpack the Dimensions of the PE Phase 2: Develop Learning Performances Construct Learning Performances (LPs)

38. Learning Performances What is a Learning Performance? Knowledge-in-use statement that integrates aspects of a disciplinary core idea, practice, and crosscutting concept encompassed in a performance expectation Smaller in scope and partially represents a performance expectation A related set of learning performances function together to describe the performances needed or “what it takes” to achieve a performance expectation(s) Why use Learning Performances? Ideal for classroom-based assessment – answers the question: How will I know if students are making progress toward this large performance expectation? Specifies “knowledge-in-use” – using “know” or “understand” is too vague Emphasizes understanding as embedded in practice and not as memorizing static facts

39. Constructing a set of Learning Performances Identify key component(s) of disciplinary knowledge from the disciplinary core unpacking Identify key component(s) from the practices unpacking Identify key component(s) from the CCC unpacking Construct statements or “claims” of what a student should be able to do Construct Learning Performances (LPs) Unpack Disciplinary Practices Unpack Disciplinary Core Ideas Unpack Crosscutting Concepts Disciplinary Core Ideas Practices Crosscutting Concepts

40. Constructing a Learning Performance DCI Components: Structure and properties of matter: Each pure substance has characteristic physical and chemical properties…that can be used to identify it. Chemical Reactions: …In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. Learning Performance C-01: Students analyze and interpret data to determine whether substances are the same or different based upon characteristic properties. Practice: Analyze and Interpret data Crosscutting Concept: Patterns ( similarities & differences) MS-PS1-2 : Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.

41. Qualities of a “good” Learning Performance Integrates disciplinary core ideas, scientific practices and crosscutting concepts Functions in relation to other learning performances to identify “what it takes” to make progress toward meeting a standard (e.g., NGSS performance expectations) Helps to identify an important opportunity that teachers should attend to and assess before the end of a unit Usable in that it provides guidance for creating tasks

42. Example: From a Performance Expectation to Learning Performances MS-PS1-2 Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. LP C-01: Students analyze and interpret data to determine whether substances are the same or different based upon characteristic properties. LP C-02: Students construct a scientific explanation to support a claim that substances are the same based upon characteristic properties. LP C-06: Students construct a scientific explanation about whether a chemical reaction has occurred based on properties of substances before and after substances interact.

43. Intentional and Explicit Design Approach Phase 2: Develop LPs Phase 4: Develop lessons Construct Learning Performances (LPs) Develop Storyline Develop tasks/focus on phenomena Develop Lessons Phase 1: Unpack the Dimensions of the PE Phase 3: Develop Storyline & tasks

44. Storyline: Question and phenomena motivate each step in building 3- dimensional learning Phenomena + Question Add to/revise Explain, argue, model [PE 2 ] Phenomena + Question Explain argue, model [PE 3 ] Phenom-driven Questions Investigate and build knowledge through practices Incrementally Build Explanations, Models, or Designs Initial explanation, model or design Phenomena + Question Analyze data, explain [PE 1 ] Goal: Making sense of phenomena or designing solutions Anchoring phenomena... Add to/revise Revisit Driving question Culminating PE Final consensus explanation, model or design

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46. Questions?????? Questions about three dimensional learning Questions about learning performances? 46 Contact Information Joseph Krajcikkrajcik@msu.edu Twitter: @krajcikjoe