1. Taking the Lead with the NGSS
NSTA National Convention
Nashville, TN
Jody Bintz
BSCS Senior Science Educator
Director of Professional Learning

2. Goal for Today
Deepen understanding of what it takes to support teachers in implementing the vision of classroom practice advocated by the Framework and NGSS.

3. What do teachers need to know and be able to do?
Create a T-chart with your table describing
What do teachers need to know to successfully enact NGSS
What do teachers need to be able to do to successfully enact NGSS

4. Focus Questions
What does it take to create a safe environment for teachers to negotiate their understandings about science teaching and learning in light of NGSS?

5. BSCS
10/23/2012
Video Viewing Basics
Viewing Basic #1: Look past the trivial, the little things that “bug” you.
Viewing Basic #2: Avoid the “this doesn’t look like my classroom” trap.
Viewing Basic #3: Avoid making snap judgments about the teaching or learning in the classroom you are viewing.
Riverdale Country School

6. Connecting to real classrooms
Context: 5th students engaging in lessons related to the water cycle.
Content: This is the 4th lesson in a 6 lesson series where students are discussing their observations of water changes (see page 5 of your packet). They attempt to explain their observations in light of new knowledge about the movement of molecules during phase changes.
Watch the video and take notes:
Based on this short clip, what does this teacher know or what does he do that is in line with NGSS?
Where would you say he is on a continuum of translating NGSS to his classroom learning experiences?
Mark specific places in the transcript to point to as evidence for your claims.

7. What did you see? Turn to a partner and share:
What did you see in this clip that reflects your vision of teaching and learning aligned with NGSS? (site specific timestamps in the transcript to support your thinking)
What specific teacher moves supported students in making sense and explaining of what happened in the demonstration? (cite specific timestamps in the transcript to support your thinking)

8. Connecting to a PD experience
Context: An after-school meeting of teachers preparing to collaboratively develop a series of lessons on the water cycle.
Content: The teachers are developing their own explanations of their observations of a beaker of water.
Watch the video and take notes:
What is the evidence that teachers were learning (or not)?
What did the PD Leader do (or not do) to help teachers negotiate their understanding of science subject matter?
Based on this short clip, what can you say about this community of learners?
Mark specific places in the transcript to point to as evidence for your claims.

9. Reflect Teacher and Student Learning
What would you expect to see in NGSS- centered classroom environments?
What would you expect to see in NGSS- centered PD environments?
Think about your response to these two questions and be prepared to share your ideas.
After the walk and talk, create a chart to capture what science teaching and learning is like – what is different – what is emphasized – in the NGSS. A NGSS VISION OF SCIENCE TEACHING AND LEARNING

10. BSCS 2012
3/29/2012
BSCS Mission
To transform science teaching and learning through research and development that strengthens learning environments and inspires a global community of scientifically literate citizens.
Three main areas of BSCS work: Research, Curriculum Development, Professional Development
NSTA: Understanding the Practices of Science for Classroom Implementation