1. NGSS Information and Updates ______________________________ Beechwood Independent PD 5-20-14

2. Rate Your Familiarity with NGSS Choose one of the following that best describes your familiarity with the NGSS and explain your choice: 1)I know there are new science standards 2)Know a little about them/I know they have different colored sections on the paper 3)Read some of the framework/standards 4)I have a real deep understanding of standards their meaning and the content taught 5)I could lead a PD or group planning on the standards. P-12 MSOU of PIMSER

3. A New Vision of Science Learning that Leads to a New Vision of Teaching The framework is designed to help realize a vision for education in the sciences and engineering in which students, over multiple years of school, actively engage in science and engineering practices and apply crosscutting concepts to deepen their understanding of the core ideas in these fields. A Framework for K-12 Science Education p. 1-2 P-12 MSOU of PIMSER

4. Three Dimensions Intertwined  The NGSS are written as Performance Expectations  NGSS will require contextual application of the three dimensions by students.  Focus is on how and why as well as what

5. Instructional Shifts in the NGSS 1.Performance Expectations 2.Evidence of learning 3.Learning Progressions 4.Science and Engineering 5.Coherence of Science Instruction 6.Connections within Science and between Common Core State Standards

6. “…students cannot fully understand scientific and engineering ideas without engaging in the practices of inquiry and the discourses by which such ideas are developed and refined. At the same time, they cannot learn or show competence in practices except in the context of specific content.” – A Framework for K-12 Science Education, pg. 218 P-12 MSOU of PIMSER

7. Standards: Nexus of 3 Dimensions Not separate treatment of “content” and “inquiry” (No “Chapter 1”) Curriculum and instruction needs to do more than present and assess scientific ideas – they need to involve learners in using scientific practices to develop and apply the scientific ideas. P-12 MSOU of PIMSER Core Ideas Practices Crosscutting Concepts

8. Guiding Principles Students in K-12 should engage in all of the eight practices over each grade band. Practices grow in complexity and sophistication across the grades. Each practice may reflect science or engineering. Practices represent what students are expected to do, and are not teaching methods or curriculum. The eight practices are not separate; they intentionally overlap and interconnect. Performance expectations focus on some but not all capabilities associated with a practice. Science and Engineering Practices P-12 MSOU of PIMSER

9. Science and Engineering Practices P-12 MSOU of PIMSER 1. Asking questions (science) and defining problems (engineering) 2. Developing and using models 3.Planning and carrying out investigations 4.Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Constructing explanations (science) and designing solutions (engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information

10. Crosscutting Concepts 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 Framework 4-1

11. Physical Sciences PS 1: Matter and Its Interactions PS 2: Motion and Stability PS 3: Energy PS 4: Waves and Their Applications

12. Life Sciences LS 1: From Molecules to Organisms: Structures and Processes LS 2: Ecosystems: Interactions, Energy, and Dynamics LS 3: Heredity: Inheritance and Variation of Traits LS 4: Biological Evolution: Unity and Diversity

13. Earth and Space Sciences ESS 1: Earth’s Place in the Universe ESS 2: Earth Systems ESS 3: Earth and Human Activity

14. Engineering, Technology and Applications of Sciences ETS 1: Engineering Design ETS 2: Links Among Engineering, Technology, Science and Society

15. Unit Development and Flow Take the PE strips and categorize them in a logical categories Title those categories as you would a Unit See if there are any “outliers” in the group Look for the “transition concepts from one unit to the other and create a “flow narrative” from one concept to the other. List in order you will teach for the upcoming year.

16. If the learning is unclear to you then – You will not be able to make it clear to students. – It will be unclear what to teach and how to assess. – It could be interpreted different ways that could lead to significantly different learning experiences. Create learning targets that are inherent to the intent of the standard. Sometimes the benchmark or standard is stated in a manner that is clear and may only need to be categorized to determine which method should be used to assess the intended learning. Clear Learning Target

17. KnowledgeReasoningPerformance SkillsProduct What knowledge or understanding is required to become competent on this standard? What reasoning (if any) is required to be competent on this standard? What performance skills (if any) are required to demonstrate competence on this standard? What product competencies (if any) are required by this standard? Remember, not all standards have all of these as underpinnings and some standards may only need to be ‘classified’ to assist with assessing students’ learning. Types of Learning Targets

18. Intent of Performance Expectation

19. I am clear about … Initial Thoughts… Overall Goal: Knowledge Reasoning Performance/Skills Products Things I’m not clear on… Progression, Practices, Core Ideas, and Crosscutting Concepts CASL Chapter 3, page 64 and content resources Interdisciplinary Connections and other resources Performance Expectation: Final Thoughts… Overall Goal: Knowledge Targets: Reasoning Targets: Performance/Skill Targets: Product Targets: References

20. Deconstruction/Assessment Creation Focus: Structure and matter Timeline: Flow of development: what needs to be assessed deconstruct to meet the assessed needs create the assessment (multiple choice, extended response, performance based instruction)

21. Moving NGSS to Instruction What are the key words and/or key concepts for learning? What will students need to know or do to show mastery? What is the intent of the performance expectation/learning? PE: *Does not refer to Performance Expectations KnowledgeReasoning AND Skill/Performance*Products

22. Three Dimensional Science Learning (How do you assess?)

23. Assessment Grounded in NGSS Expectations Tasks should ask students to apply practices in the context of disciplinary core ideas and crosscutting concepts. Need well-designed, multi-component tasks that use a variety of response formats: – Selected-response questions – short and extended constructed response questions – performance tasks – Classroom discourse Students will need multiple, varied assessment opportunities to demonstrate NGSS proficiency.

24. Not an Assessment: Systems of Assessment No, single on-demand assessment is sufficient To support NGSS learning, need to think systemically –Assessment to support classroom teaching and learning –Assessment for monitoring student learning –Indicators of Opportunity-to- learn (OTL) Monitoring (large-scale) assessments will need both –on-demand component –classroom embedded component OTL indicators should document that students have the opportunity to learn NGSS and that schools have appropriate resources.

25. Classroom Assessment is Priority Classroom instruction is the key leverage point for developing and assessing students’ NGSS learning. Formative and summative assessment should be an integral part of classroom instruction and should reinforce and support NGSS learning. Compelling examples exist Obvious implications for resource development and professional development

26. Types of Assessments Selected Response – Multiple choice Extended Written Response Performance Personal Communication – Anecdotal notes from verbal discussion with student

27. Assessment – Learning Target Match Take the assessments given to you and match each question or activity to the correct Learning Target assessed (could possibly be more than one assessed) What patterns and/or concerns do you see. What changes would needed to be made with these activities/questions.

28. Assessment Creation Once you have examined the LT’s and determined what type of assessment method you should use look for/create the assessment questions. Once you have selected the questions/activities/extended response use Activity 4.4 Audit an Assessment for Clear Learning Targets to assess what targets are assessed for each question.

29. Next Steps Determine next PD and meeting Determine the needed content to be covered in the meeting Summer Science Institute Questions??? Concerns????