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

2.  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. 2

3. Next Generation Science Standards STEM Common Core State Standards Connections 3

4. Achieve NGSS Website Development Process and Timeline Standards in multiple formats for download and online searching Support Documents www.nextgenscience.org/next-generation-science-standards ODE NGSS Website Timeline of Oregon Lead State Work Oregon Lead State Review Team Resources www.ode.state.or.us/search/page/?id=3508 4

5.  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_Framework_Homepage.html

6.  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 6

7. ◦ Scientific and Engineering Practices ◦ Crosscutting Concepts ◦ Core Ideas in Science 7

8. ◦ 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 8

9. ◦ Patterns ◦ Cause and effect ◦ Scale, proportion, and quantity ◦ Systems and system models ◦ Energy and matter ◦ Structure and function ◦ Stability and change 9

10. Structure and FunctionInteraction 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 10 Life Physical Earth and Space Oregon Science Standards Framework Abilities to do Scientific InquiryNature, History, and Interaction of Science andTechnologyAbilities to do Engineering Design Nature, History, and Interaction of Technology and Science Science Content KnowledgeScience Process Skills* * The Science Process Skills align with the Oregon Essential Skills

11. Integration of 3 Dimensions: Practices Crosscutting Concepts Core Ideas

12. 12 Performance Expectations NGSS Architecture

13. 13 Based on NRC Framework and expanded into Matrices NRC Framework language from Grade Band Endpoints Based on NRC Framework and expanded into Matrices Performance Expectations Foundation Boxes NGSS Architecture

14. 14 Performance Expectations Foundation Boxes Connection Boxes NGSS Architecture

15. ◦ Conceptual Shifts Conceptual Shifts ◦ All Standards, All Students/Case Studies All Standards, All StudentsCase Studies ◦ Disciplinary Core Idea Progressions Disciplinary Core Idea Progressions ◦ Science and Engineering Practices Science and Engineering Practices ◦ Crosscutting Concepts Crosscutting Concepts ◦ Nature of Science Nature of Science ◦ Engineering Design in the NGSS Engineering Design in the NGSS ◦ Model Course Mapping in Middle and High School Model Course Mapping in Middle and High School ◦ Connections to CCSS-Mathematics Connections to CCSS-Mathematics ◦ Connections to CCSS-Literacy in Science and Technical Subjects Connections to CCSS-Literacy in Science and Technical Subjects 15

16. 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 K–12 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 16

17. Instruction Curricula Assessments Professional Learning Resources

18. Review the Final NGSS Engage Stakeholders Identify Issues and Challenges Create Timeline and Plan Develop Recommendations Continue Collaborative Work Adoption, Transition, Implementation 18

19. What questions, issues, and/or concerns do you have regarding the NGSS? What information do you need?

20. “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. ”

21.  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

22. 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

24. Improved Student Learning Students Effective Learning Environments Content Coherent Standards, Content and Policies Teachers Effective Instruction Driver Components Evaluation and Research -- Effective Leadership -- Community Engagement

25.  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/?id=382

26. 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

27. What’s 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)

28. 1. Focus 2. Coherence 3. Procedural Fluency 4. Deep Conceptual Understanding 5. Applications (Modeling) 6. Balanced Emphasis www.ode.state.or.us/wma/teachlearn/commoncore/ common-core-shifts-math.pdf

29. 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

30. 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

31. 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.”

32. 1. Increase Reading of Informational Text 2. Text Complexity 3. Academic Vocabulary 4. Text-based Answers 5. Increase Writing from Sources 6. Literacy Instruction in all Content Areas www.ode.state.or.us/wma/teachlearn/commoncore/ common-core-shifts-ela.pdf

35. Place text here Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts. Claim 1 Reading Students can produce effective and well-grounded writing for a range of purposes and audiences. Claim 2 Writing Students can employ effective speaking and listening skills for a range of purposes and audiences. Claim 3 Speaking & Listening Students can engage in research/inquiry to investigate topics, and to analyze, integrate, and present information. Claim 4 Research

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38. 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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