Marie Bacher talks about the Next Generation Science Standards and it's rollout in Santa Clara Unified School District.
More details here - https://RaynorStem.eventbrite.com
This document outlines a lesson plan for teaching students about development in the Kuttanad region of Kerala, India. The lesson uses a jurisprudential model to explore both the benefits and drawbacks of development through different phases, including orientation, reviewing facts, identifying issues, taking positions, exploring stances, and refining positions. The goal is for students to understand how development has affected the environment, lives of people, and health issues in Kuttanad while considering the needs of future generations.
1. Classroom Action Research (CAR) is a type of research designed to improve teaching quality and student achievement in the classroom. Teachers evaluate their teaching methods and plan improvements based on the results.
2. CAR begins with identifying problems in the classroom that are prioritized for solving. The product of CAR is an innovative instructional strategy to address the identified problems.
3. CAR involves repeated cycles of planning an instructional strategy, implementing it, observing its effects, and reflecting on the results to revise the strategy if needed. The goal is to develop a strategy that effectively solves classroom issues.
In this session, science teachers used the DRAFT of the Next Generation Science Standards (NGSS) to build awareness and gain familiarity with the NGSS through recognizing the structure of the Next Generation Science Standards (NGSS) and identifying the shifts represented in the NGSS.
This document discusses the role of laboratory activities in science education. It notes that while labs have long been seen as important for engaging students and helping them learn science concepts, research has failed to show a direct relationship between lab experience and student learning. The document examines different types of lab activities and variables that impact their effectiveness. It emphasizes the need for more detailed descriptions of lab contexts in research to better understand how to design labs that promote learning goals.
Principles related to selection of methods for assessment 2S. Raj Kumar
Assessment is directed toward the development and selection of assessment methods
and their use in the classroom by teachers. Based on the conceptual framework provided in the
Standards for Teacher Competence in Educational Assessment of Students (1990), it is
organized around five interrelated themes:
I. Developing and Choosing Methods for Assessment
II. Collecting Assessment Information
III. Judging and Scoring Student Performance
IV. Summarizing and Interpreting Results
V. Reporting Assessment Findings
The Joint Advisory Committee acknowledges that not all of the guidelines are equally
applicable in all circumstances. However, consideration of the full set of principles and
guidelines within Assessment should help to achieve fairness and equity for the students to be
assessed
NGSS Simplified: A Guide to Understanding the new Next Generation Science Sta...clienema
The document outlines how typical elementary school schedules devote little time to science instruction, with most classrooms spending only 18-20 minutes per day, and then provides a 5-step process for teachers to implement the Next Generation Science Standards (NGSS) through an interdisciplinary approach integrating science into reading and math blocks, followed by hands-on engineering projects to solve real-world problems.
Renuka-Frayer Diagram for New Generation Science Standardsrekharajaseran
This document presents information about the Renuka-Frayer diagram, a graphic organizer designed by Dr. Renuka Rajasekaran to address limitations of the traditional Frayer diagram. The Renuka-Frayer diagram allows for multiple characteristics of terms to be displayed in an organized manner. It can be adapted for individual or collaborative use both online and offline. Examples are provided to demonstrate how the diagram can be customized and applied to analyze concepts across disciplines.
This document outlines a lesson plan for teaching students about development in the Kuttanad region of Kerala, India. The lesson uses a jurisprudential model to explore both the benefits and drawbacks of development through different phases, including orientation, reviewing facts, identifying issues, taking positions, exploring stances, and refining positions. The goal is for students to understand how development has affected the environment, lives of people, and health issues in Kuttanad while considering the needs of future generations.
1. Classroom Action Research (CAR) is a type of research designed to improve teaching quality and student achievement in the classroom. Teachers evaluate their teaching methods and plan improvements based on the results.
2. CAR begins with identifying problems in the classroom that are prioritized for solving. The product of CAR is an innovative instructional strategy to address the identified problems.
3. CAR involves repeated cycles of planning an instructional strategy, implementing it, observing its effects, and reflecting on the results to revise the strategy if needed. The goal is to develop a strategy that effectively solves classroom issues.
In this session, science teachers used the DRAFT of the Next Generation Science Standards (NGSS) to build awareness and gain familiarity with the NGSS through recognizing the structure of the Next Generation Science Standards (NGSS) and identifying the shifts represented in the NGSS.
This document discusses the role of laboratory activities in science education. It notes that while labs have long been seen as important for engaging students and helping them learn science concepts, research has failed to show a direct relationship between lab experience and student learning. The document examines different types of lab activities and variables that impact their effectiveness. It emphasizes the need for more detailed descriptions of lab contexts in research to better understand how to design labs that promote learning goals.
Principles related to selection of methods for assessment 2S. Raj Kumar
Assessment is directed toward the development and selection of assessment methods
and their use in the classroom by teachers. Based on the conceptual framework provided in the
Standards for Teacher Competence in Educational Assessment of Students (1990), it is
organized around five interrelated themes:
I. Developing and Choosing Methods for Assessment
II. Collecting Assessment Information
III. Judging and Scoring Student Performance
IV. Summarizing and Interpreting Results
V. Reporting Assessment Findings
The Joint Advisory Committee acknowledges that not all of the guidelines are equally
applicable in all circumstances. However, consideration of the full set of principles and
guidelines within Assessment should help to achieve fairness and equity for the students to be
assessed
NGSS Simplified: A Guide to Understanding the new Next Generation Science Sta...clienema
The document outlines how typical elementary school schedules devote little time to science instruction, with most classrooms spending only 18-20 minutes per day, and then provides a 5-step process for teachers to implement the Next Generation Science Standards (NGSS) through an interdisciplinary approach integrating science into reading and math blocks, followed by hands-on engineering projects to solve real-world problems.
Renuka-Frayer Diagram for New Generation Science Standardsrekharajaseran
This document presents information about the Renuka-Frayer diagram, a graphic organizer designed by Dr. Renuka Rajasekaran to address limitations of the traditional Frayer diagram. The Renuka-Frayer diagram allows for multiple characteristics of terms to be displayed in an organized manner. It can be adapted for individual or collaborative use both online and offline. Examples are provided to demonstrate how the diagram can be customized and applied to analyze concepts across disciplines.
Incorporate Information Literacy into Next Generation Science Standards assignments, lesson plans, and units. Presented at Lakeland Community College on October 1, 2014 by Thomas Hyland and Emily Szymanski
This presentation is to prepare administrators and teachers for the Next Generation of Science Standards. It provides an overview of the organization and the three
3 Ways to Ramp Up Your Science Instruction! [WORKSHOP]Gary Abud Jr
This is a half-day workshop on implementing student-centered practices in the secondary science classroom. The topics include inquiry-based instructional design, visible thinking routines, and talk moves for productive classroom discussion.
Modeling evolution in the classroom: The case of Fukushima’s mutant butterfliesAmyLark
Science education in the United States is evolving. New standards and reform recommendations spanning grades K-16 focus on a limited set of key scientific concepts from each discipline that all students should know but emphasize integrating these with science practices so that students learn not only the “what” of science but also the “how” and “why”. In line with this approach, we present an exercise that models the integration of fundamental evolutionary concepts with science practices. Students use Avida-ED digital evolution software to test claims from a study on mutated butterflies in the vicinity of the compromised Fukushima Daiichi Nuclear Power Plant complex subsequent to the Great East Japan Earthquake of 2011 (Hiyama et al., Scientific Reports 2 Article 570, 2012) to determine the effects of mutation rate on the genomes of individual organisms. This exercise is appropriate for use in both high school and undergraduate biology classrooms.
This document outlines an inquiry-based STEM project implemented at MICDS high school to better align their curriculum with NGSS standards. The project involves students researching and designing an efficient process for producing cellulosic ethanol. Students work in groups to determine the best biomass source and pretreatment method. They then conduct experiments, collect data, and present their findings. The goal is for students to gain real-world problem solving experience applying concepts from multiple disciplines. The project has been successful in engaging students and has potential to incorporate more economic, environmental, and genetic engineering concepts going forward.
This webinar provided information on classroom assessment strategies for NGSS Earth and Space Sciences. It included introductions from organizers and presentations from William Penuel and Kathy Comfort on 3D assessment and a continuum of assessments. The webinar discussed the importance of NGSS 3D assessment, provided examples of classroom formative assessments, and outlined resources for additional NGSS assessment information.
Next Generation Science Standards and STEM DataNWEA
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The Next Generation Science Standards and STEM Data
Roy Beven, Carolyn Frost, and Velma Itamura, Science Content Specialists, NWEA
Fusion 2012, the NWEA summer conference in Portland, Oregon
The expectations for student learning in K-12 science and engineering are about to drastically change. A majority of states are leading the development of the Next Generation Science Standards (NGSS) in partnership with Achieve, Inc. This presentation highlights some of the major changes and the data needed to monitor student understanding of the NGSS in the years to come.
Learning outcome:
- Review the draft Next Generation Science Standards focusing upon the major changes.
- Develop an understanding of student discourse during the practice of science and engineering.
- Make recommendations for future MAP Science assessments to gather STEM data
Audience:
- New data user
- Experienced data user
- Advanced data user
- District leadership
- Curriculum and Instruction
SRI Research Study on Project-Based Inquiry Science Curriculum (June 2014)IT'S ABOUT TIME®
New NSF-backed, Independent Research Study Shows Project-Based Inquiry Curriculum Materials Has a Positive Effect on How Students Learn Science and on Leveling the STEM Playing Field.
NSF-backed study is the first to examine use by middle-school teachers and students of science curriculum aligned with the new Framework for K-12 Science Education and Next Generation Science Standards. The study used an NGSS-aligned curriculum called Project-Based Inquiry Science™ published by IT’S ABOUT TIME®.
The most profound finding to come out of the study indicates that students taught using project-based inquiry curriculum aligned with Next Generation Science Standards (NGSS) substantially outperformed students taught using a traditional science curriculum. The results of the research have broad-reaching implications for the entire education spectrum — from classroom and student engagement, to teacher Professional Development, to education policies at the state and national level.
The independent, randomized controlled study conducted by SRI International*, compared the impact of the research-based, NGSS-aligned curriculum called Project-based Inquiry Science™ (“PBIS”), published by IT’S ABOUT TIME® (“IAT”), to traditional science curriculum materials for middle-school students in a large and diverse urban school district. The study focused on two areas of science: earth science (processes that shape the Earth’s surface) and physical science (energy).
3 Big Takeaways
1. Success: Students taught using the Project-based Inquiry Science curriculum materials outperformed students who were taught using standard science curriculum materials.
2. The Great Equalizer: Project-based Inquiry Science curriculum can help close the learning gaps among students of underrepresented demographics in STEM fields and level the field between girls and boys.
3. Teacher/Student Engagement Increases: The study shows that PBIS teachers in the study (who were all new to the curriculum) were more likely to engage their students.
The Board of Higher Education meeting discussed aligning high school science standards and college admissions requirements. They recommended revising the admissions science requirement to include three lab-based science, technology, or engineering courses. This would align with current high school standards and recognize technology/engineering courses taken for science credit. It establishes a more aligned system between K-12, higher education, and workforce needs for science, technology, engineering, and mathematics skills.
This document provides the agenda and background materials for a statewide conference titled "Vision Project 'Big Three' Conference" being held on February 27, 2015. The conference will focus on advancing knowledge around strategies to increase college completion rates, close achievement gaps, and boost college participation among underserved groups. Campus delegations from various Massachusetts public colleges will participate in working sessions in the morning and afternoon focused on these three topics. They will discuss effective strategies currently being implemented and ways the Department of Higher Education can provide support moving forward.
The webinar discusses preliminary results from a survey on implementing the Next Generation Science Standards (NGSS) for Earth and Space Science. The goals are to share results, get input on further analysis, discuss how the geoscience community can support NGSS, and encourage action. The survey collected data on topics like familiarity with the Framework, curriculum and instruction, teacher readiness, professional development, and assessment. Responses suggest tensions around understanding of the Framework and NGSS, support for implementation, and preparing teachers for changes in curriculum and instruction. The webinar calls for the geoscience community to generate resources and activities to address needs in these areas and promote the vision of the Framework and NGSS.
The webinar discussed building a statewide coalition in Washington to improve STEM teacher preparation programs aligned with the Next Generation Science Standards. A survey found that while courses adequately cover disciplinary core ideas, they are weak in crosscutting concepts. The coalition plans to develop new programs through collaboration between universities, schools, and industry over four years. This will help meet Washington's needs for more diverse and endorsed STEM teachers prepared to teach integrated subjects like computer science and engineering.
The document provides an overview of resources from the National Science Teaching Association (NSTA) for implementing the Next Generation Science Standards (NGSS) in earth and space sciences education. It describes NSTA analog publications, conferences, committees, and awards that emphasize NGSS connections. It also outlines digital resources on the NSTA NGSS hub and learning center that provide curriculum planning aids, classroom materials, and professional development aligned to NGSS performance expectations in earth science. The document encourages contributions to help expand NSTA's earth science-specific materials relative to other science disciplines.
Applying Formative Assessment Strategies 1 & 5 to the NGSSJeremy
This document discusses applying formative assessment strategies 1 and 5 to the Next Generation Science Standards (NGSS). It begins with an agenda and objectives for the session. The attendees then participate in a think-pair-share activity. The presenters explain key aspects of NGSS, including the three dimensions and science and engineering practices. The attendees are asked to apply strategy 1 by writing a student-friendly learning target based on one of the practices. They then apply strategy 5 by identifying a typical student misconception and designing a lesson to address it. Groups then share their work. The overall summary is that the document guides teachers through applying two formative assessment strategies to help design NGSS-aligned lessons that address common student misunder
This webinar provided an overview of supporting elementary teachers with the Next Generation Science Standards (NGSS). It discussed the challenges of the science content, emphasizing inquiry-based "how science works" practices, and limited time for science instruction. Presenters Kim Cheek and Heather Petcovic addressed confronting science anxiety and alternative conceptions through respectful methods. They emphasized cross-curricular integration of science, technology, engineering, and math (STEM) practices and vocabulary. Sustained professional development is needed to help teachers implement the NGSS three-dimensional model of learning. Upcoming events were announced, including webinars and an educators' conference in July.
This document provides an overview of the Next Generation Science Standards (NGSS) and the process used to develop them. It discusses why new K-12 science standards were needed, highlighting past assessments that showed U.S. students being outperformed internationally. It also summarizes the key reports and recommendations that called for new standards, including A Framework for K-12 Science Education. The document then explains the three dimensions of the NGSS - scientific and engineering practices, crosscutting concepts, and disciplinary core ideas. It concludes by outlining the conceptual shifts reflected in the NGSS, such as integrating science and engineering and ensuring concepts are taught coherently across grades.
What can you learn from molecular modeling?digitalbio
A presentation given by Dr. Sandra Porter at the Biotechnology Educators Conference, Virginia Bioinformatics Institute, July 2015
For more information, see http://DigitalWorldBiology.com
The document discusses the Next Generation Science Standards (NGSS) and what they mean for teaching Earth and space science. It provides background on the development of the NGSS, which were created through a state-led process to update science standards based on frameworks from the National Research Council. The NGSS emphasize three dimensions for each performance expectation: disciplinary core ideas, scientific and engineering practices, and crosscutting concepts. They represent a shift toward more emphasis on engineering practices, application of skills and knowledge, and using science explanations.
The document outlines an upcoming webinar on education for sustainability using the Next Generation Science Standards. The webinar will feature presenters discussing integrating sustainability into STEM teacher preparation programs and will include discussions on incorporating sustainability concepts across curriculums and into clinical practice. Upcoming webinars and events are also advertised that are focused on the implementation of the Next Generation Science Standards.
Action research is a disciplined process of inquiry conducted by practitioners to improve their own practices. It involves selecting a focus, collecting and analyzing data, and taking informed action. The primary goal is to help improve the actions of those conducting the research, rather than generalizability. It is typically conducted collaboratively by teachers and can be an ongoing cycle of reflection and improvement.
Incorporate Information Literacy into Next Generation Science Standards assignments, lesson plans, and units. Presented at Lakeland Community College on October 1, 2014 by Thomas Hyland and Emily Szymanski
This presentation is to prepare administrators and teachers for the Next Generation of Science Standards. It provides an overview of the organization and the three
3 Ways to Ramp Up Your Science Instruction! [WORKSHOP]Gary Abud Jr
This is a half-day workshop on implementing student-centered practices in the secondary science classroom. The topics include inquiry-based instructional design, visible thinking routines, and talk moves for productive classroom discussion.
Modeling evolution in the classroom: The case of Fukushima’s mutant butterfliesAmyLark
Science education in the United States is evolving. New standards and reform recommendations spanning grades K-16 focus on a limited set of key scientific concepts from each discipline that all students should know but emphasize integrating these with science practices so that students learn not only the “what” of science but also the “how” and “why”. In line with this approach, we present an exercise that models the integration of fundamental evolutionary concepts with science practices. Students use Avida-ED digital evolution software to test claims from a study on mutated butterflies in the vicinity of the compromised Fukushima Daiichi Nuclear Power Plant complex subsequent to the Great East Japan Earthquake of 2011 (Hiyama et al., Scientific Reports 2 Article 570, 2012) to determine the effects of mutation rate on the genomes of individual organisms. This exercise is appropriate for use in both high school and undergraduate biology classrooms.
This document outlines an inquiry-based STEM project implemented at MICDS high school to better align their curriculum with NGSS standards. The project involves students researching and designing an efficient process for producing cellulosic ethanol. Students work in groups to determine the best biomass source and pretreatment method. They then conduct experiments, collect data, and present their findings. The goal is for students to gain real-world problem solving experience applying concepts from multiple disciplines. The project has been successful in engaging students and has potential to incorporate more economic, environmental, and genetic engineering concepts going forward.
This webinar provided information on classroom assessment strategies for NGSS Earth and Space Sciences. It included introductions from organizers and presentations from William Penuel and Kathy Comfort on 3D assessment and a continuum of assessments. The webinar discussed the importance of NGSS 3D assessment, provided examples of classroom formative assessments, and outlined resources for additional NGSS assessment information.
Next Generation Science Standards and STEM DataNWEA
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The Next Generation Science Standards and STEM Data
Roy Beven, Carolyn Frost, and Velma Itamura, Science Content Specialists, NWEA
Fusion 2012, the NWEA summer conference in Portland, Oregon
The expectations for student learning in K-12 science and engineering are about to drastically change. A majority of states are leading the development of the Next Generation Science Standards (NGSS) in partnership with Achieve, Inc. This presentation highlights some of the major changes and the data needed to monitor student understanding of the NGSS in the years to come.
Learning outcome:
- Review the draft Next Generation Science Standards focusing upon the major changes.
- Develop an understanding of student discourse during the practice of science and engineering.
- Make recommendations for future MAP Science assessments to gather STEM data
Audience:
- New data user
- Experienced data user
- Advanced data user
- District leadership
- Curriculum and Instruction
SRI Research Study on Project-Based Inquiry Science Curriculum (June 2014)IT'S ABOUT TIME®
New NSF-backed, Independent Research Study Shows Project-Based Inquiry Curriculum Materials Has a Positive Effect on How Students Learn Science and on Leveling the STEM Playing Field.
NSF-backed study is the first to examine use by middle-school teachers and students of science curriculum aligned with the new Framework for K-12 Science Education and Next Generation Science Standards. The study used an NGSS-aligned curriculum called Project-Based Inquiry Science™ published by IT’S ABOUT TIME®.
The most profound finding to come out of the study indicates that students taught using project-based inquiry curriculum aligned with Next Generation Science Standards (NGSS) substantially outperformed students taught using a traditional science curriculum. The results of the research have broad-reaching implications for the entire education spectrum — from classroom and student engagement, to teacher Professional Development, to education policies at the state and national level.
The independent, randomized controlled study conducted by SRI International*, compared the impact of the research-based, NGSS-aligned curriculum called Project-based Inquiry Science™ (“PBIS”), published by IT’S ABOUT TIME® (“IAT”), to traditional science curriculum materials for middle-school students in a large and diverse urban school district. The study focused on two areas of science: earth science (processes that shape the Earth’s surface) and physical science (energy).
3 Big Takeaways
1. Success: Students taught using the Project-based Inquiry Science curriculum materials outperformed students who were taught using standard science curriculum materials.
2. The Great Equalizer: Project-based Inquiry Science curriculum can help close the learning gaps among students of underrepresented demographics in STEM fields and level the field between girls and boys.
3. Teacher/Student Engagement Increases: The study shows that PBIS teachers in the study (who were all new to the curriculum) were more likely to engage their students.
The Board of Higher Education meeting discussed aligning high school science standards and college admissions requirements. They recommended revising the admissions science requirement to include three lab-based science, technology, or engineering courses. This would align with current high school standards and recognize technology/engineering courses taken for science credit. It establishes a more aligned system between K-12, higher education, and workforce needs for science, technology, engineering, and mathematics skills.
This document provides the agenda and background materials for a statewide conference titled "Vision Project 'Big Three' Conference" being held on February 27, 2015. The conference will focus on advancing knowledge around strategies to increase college completion rates, close achievement gaps, and boost college participation among underserved groups. Campus delegations from various Massachusetts public colleges will participate in working sessions in the morning and afternoon focused on these three topics. They will discuss effective strategies currently being implemented and ways the Department of Higher Education can provide support moving forward.
The webinar discusses preliminary results from a survey on implementing the Next Generation Science Standards (NGSS) for Earth and Space Science. The goals are to share results, get input on further analysis, discuss how the geoscience community can support NGSS, and encourage action. The survey collected data on topics like familiarity with the Framework, curriculum and instruction, teacher readiness, professional development, and assessment. Responses suggest tensions around understanding of the Framework and NGSS, support for implementation, and preparing teachers for changes in curriculum and instruction. The webinar calls for the geoscience community to generate resources and activities to address needs in these areas and promote the vision of the Framework and NGSS.
The webinar discussed building a statewide coalition in Washington to improve STEM teacher preparation programs aligned with the Next Generation Science Standards. A survey found that while courses adequately cover disciplinary core ideas, they are weak in crosscutting concepts. The coalition plans to develop new programs through collaboration between universities, schools, and industry over four years. This will help meet Washington's needs for more diverse and endorsed STEM teachers prepared to teach integrated subjects like computer science and engineering.
The document provides an overview of resources from the National Science Teaching Association (NSTA) for implementing the Next Generation Science Standards (NGSS) in earth and space sciences education. It describes NSTA analog publications, conferences, committees, and awards that emphasize NGSS connections. It also outlines digital resources on the NSTA NGSS hub and learning center that provide curriculum planning aids, classroom materials, and professional development aligned to NGSS performance expectations in earth science. The document encourages contributions to help expand NSTA's earth science-specific materials relative to other science disciplines.
Applying Formative Assessment Strategies 1 & 5 to the NGSSJeremy
This document discusses applying formative assessment strategies 1 and 5 to the Next Generation Science Standards (NGSS). It begins with an agenda and objectives for the session. The attendees then participate in a think-pair-share activity. The presenters explain key aspects of NGSS, including the three dimensions and science and engineering practices. The attendees are asked to apply strategy 1 by writing a student-friendly learning target based on one of the practices. They then apply strategy 5 by identifying a typical student misconception and designing a lesson to address it. Groups then share their work. The overall summary is that the document guides teachers through applying two formative assessment strategies to help design NGSS-aligned lessons that address common student misunder
This webinar provided an overview of supporting elementary teachers with the Next Generation Science Standards (NGSS). It discussed the challenges of the science content, emphasizing inquiry-based "how science works" practices, and limited time for science instruction. Presenters Kim Cheek and Heather Petcovic addressed confronting science anxiety and alternative conceptions through respectful methods. They emphasized cross-curricular integration of science, technology, engineering, and math (STEM) practices and vocabulary. Sustained professional development is needed to help teachers implement the NGSS three-dimensional model of learning. Upcoming events were announced, including webinars and an educators' conference in July.
This document provides an overview of the Next Generation Science Standards (NGSS) and the process used to develop them. It discusses why new K-12 science standards were needed, highlighting past assessments that showed U.S. students being outperformed internationally. It also summarizes the key reports and recommendations that called for new standards, including A Framework for K-12 Science Education. The document then explains the three dimensions of the NGSS - scientific and engineering practices, crosscutting concepts, and disciplinary core ideas. It concludes by outlining the conceptual shifts reflected in the NGSS, such as integrating science and engineering and ensuring concepts are taught coherently across grades.
What can you learn from molecular modeling?digitalbio
A presentation given by Dr. Sandra Porter at the Biotechnology Educators Conference, Virginia Bioinformatics Institute, July 2015
For more information, see http://DigitalWorldBiology.com
The document discusses the Next Generation Science Standards (NGSS) and what they mean for teaching Earth and space science. It provides background on the development of the NGSS, which were created through a state-led process to update science standards based on frameworks from the National Research Council. The NGSS emphasize three dimensions for each performance expectation: disciplinary core ideas, scientific and engineering practices, and crosscutting concepts. They represent a shift toward more emphasis on engineering practices, application of skills and knowledge, and using science explanations.
The document outlines an upcoming webinar on education for sustainability using the Next Generation Science Standards. The webinar will feature presenters discussing integrating sustainability into STEM teacher preparation programs and will include discussions on incorporating sustainability concepts across curriculums and into clinical practice. Upcoming webinars and events are also advertised that are focused on the implementation of the Next Generation Science Standards.
Action research is a disciplined process of inquiry conducted by practitioners to improve their own practices. It involves selecting a focus, collecting and analyzing data, and taking informed action. The primary goal is to help improve the actions of those conducting the research, rather than generalizability. It is typically conducted collaboratively by teachers and can be an ongoing cycle of reflection and improvement.
Speakers:
David Lewis, senior analytics consultant, Jisc
Martin Lynch, learning systems manager, University of South Wales
An opportunity to find out about how an institution has been implementing learning analytics to support the student journey with and opportunity to discuss issues and possibilities that the use of learning analytics may create.
Cal State Fullerton Presentation on Integrating Quantitative, Qualitative, an...CPEDInitiative
The document describes the inquiry course sequence for the Ed.D. program at California State University, Fullerton. The sequence includes three courses - Inquiry I, Inquiry II, and Inquiry III - that integrate quantitative, qualitative, and mixed methods approaches. It also includes a research support seminar across six terms to help students with their dissertation research. The goals are to better prepare students for data-informed leadership and mixed methods designs driven by problems of practice. Challenges include ensuring faculty breadth and balancing depth with mixed methods.
Learning Analytics: New thinking supporting educational researchAndrew Deacon
Learning analytics is the measurement, collection, analysis and reporting of data about learners and their contexts to understand and optimize learning. There are three approaches to analyzing educational data: psychometrics, educational data mining, and learning analytics. Learning analytics is being used to ask new questions by analyzing data from MOOCs and social media at both the micro and macro levels. While analytics can inform educational research, concerns remain about how it may change definitions of knowledge and reduce context.
This interactive session addresses the question “How do the Common Core State Standards affect college faculty and administrators?” The presenters provide an overview of the Common Core State Standards in Literacy, Mathematics, and the Next Generation Science Standards. A panel of teachers share from their experience using these standards in their classrooms. The session supports a rich discussion with participants regarding implications for community colleges in terms of student placement, teaching practices, and articulation with high schools.
Presented at the Statewide Collaboration of Early & Middle Colleges & Dual Enrollment Programs on Friday, January 31, 2014
http://extranet.cccco.edu/Divisions/AcademicAffairs/CurriculumandInstructionUnit/MiddleCollegeHighSchool/DualEnrollmentSummit.aspx
Presenters:
Dr. Erin Craig, Principal, NOVA Academy Early College High School, Santa Ana, CA
Dr. April Moore, Principal, JFK Middle College High School, Norco, CA
Sarah Calloway, Teacher, NOVA Academy Early College High School, Santa Ana, CA
Suena Chang, Teacher, JFK Middle College High School, Norco, CA
Katy McGillivary, Teacher, NOVA Academy Early College High School, Santa Ana, CA
nasa connecticut space grant consortium awards v1.pdfdouglaslyon
The document provides information about NASA and NASA Connecticut Space Grant Consortium (CTSGC) funding opportunities. It summarizes NASA's mission to advance science, technology, and exploration through its four strategic goals. It then outlines various internship, faculty, and student award opportunities through CTSGC, and provides criteria and rubrics for evaluating proposals for faculty research grants, student grants/scholarships, and other awards. Evaluation focuses on relevance to NASA's goals, methodology, feasibility, expected outcomes, qualifications, and recent related work or awards. Contact information is provided for questions.
The document discusses embedding information literacy education in an entry-level paramedic program. It begins by acknowledging contributions from various groups and individuals. It then discusses the changing student intake and teaching practices that emphasize the need to develop students' information literacy skills.
An external study with paramedic academics found that they define information literacy as including finding/collecting information, critiquing/evaluating, and integrating - seen as both lower and higher-order skills. An internal student survey at the university found that students' use of diverse resources and understanding of concepts like synthesis increased over the course of the program, though gaps remained.
The document proposes several "big easy" solutions to better develop students' information literacy skills in a
This document outlines a course on advanced networking with IPv6. The course covers principles of IPv6 network design, IPv6 protocols like ICMPv6 and neighbor discovery, IPv6 routing protocols, security and quality of service in IPv6, and IPv4/IPv6 transition mechanisms. It is a 3 credit course consisting of both theory and lab sessions. The goal is to study advanced aspects of IPv6 networking, including IPv6 addressing, header format, migration strategies, and deployment of IPv6 networks and servers. Evaluation includes exams, lab exercises, and a project implementing IPv6 concepts.
Learning Analytics: Seeking new insights from educational dataAndrew Deacon
1) Learning analytics seeks new insights from educational data by measuring, collecting, analyzing and reporting data about learners and learning environments to optimize learning.
2) There are three eras of social science research: collecting simple data on important questions; getting the most from little data; and today's "big data" deluge allowing new questions.
3) Educational data can be analyzed through psychometrics, educational data mining, and learning analytics, typically focusing on assessment, learning over time, and wider contexts respectively.
This document provides information on engaging in the scholarship of teaching and learning (SoTL). It defines SoTL and distinguishes it from scholarly teaching. The document outlines steps for SoTL projects, including developing a research question, conducting a literature review, collecting and analyzing data, and reporting results. Resources for SoTL are provided, like the Society of Teachers of Family Medicine library and suggested timelines. Glassick's six criteria for scholarship are described. Examples of SoTL projects in medical education are given to illustrate the approach.
Aligning Learning Analytics with Classroom Practices & NeedsSimon Knight
The Learning Analytics Research Network (LEARN) invites you to join us for a talk about the exciting ways in which the University of Technology Sydney is using participatory design to augment existing classroom practices with learning analytics. Simon Knight, a LEARN Visiting Scholar from the University of Technology Sydney, will introduce a variety of projects, including their work developing analytics to support student writing.
Come meet others at NYU interested in learning analytics while learning from the examples of leading work in Australia. A light lunch will be served and the talk will be followed by a short Q&A. RSVP is required.
About Simon Knight
Simon Knight is a lecturer at the University of Technology Sydney in the Faculty of Transdisciplinary Innovation. His research investigates how people find and evaluate evidence, particularly in the context of learning and educator practices. Dr Knight received his Bachelor’s degree in Philosophy and Psychology from the University of Leeds before completing a teacher education program and Philosophy of Education MA at the UCL Institute of Education. Following teaching high school social sciences, Dr Knight completed an MPhil in Educational Research Methods at Cambridge, and PhD in Learning Analytics at the UK Open University.
About Simon’s Talk
How do we make use of data about our students to support their learning, and where does learning analytics fit into that? Educators are increasingly asked to work with data and technologies such as learning analytics to support and provide evidence of student learning. However, what learning analytics developers should design for, and how educators will implement analytics, is unclear. Learning analytics risks the same levels of low uptake and implementation as many other educational technologies if they do not align with educator practice and needs. How then do we tackle this gap, to support and develop technologies that are implemented in practice, for impact on learning?
At the University of Technology Sydney, we have taken a participatory design based approach to designing and implementing learning analytics in practice, and understanding their impact. In our work we have identified existing practices with which learning analytics may be aligned to augment them. This talk introduces some of these projects, particularly drawing on our work in developing analytics to support student writing (writing analytics), giving examples of how analytics were aligned with existing pedagogic practices to support learning. Through this augmentation, supported by design-based approaches, we argue we can develop research and practice in tandem.
The document discusses protocols for practice-led PhD research. It notes that traditional problem-led research milestones may impair practice-led researchers by imposing inappropriate protocols. It suggests practice-led research is motivated by an "enthusiasm of practice" rather than a question, and requires a contextual literature review and understanding practice through the supervisor/candidate relationship. Guidelines are provided for a confirmation milestone tailored for practice-led research, focusing on describing the planned practice project, past practice events, research process, submission plan, budget, timeline and references.
This document provides a course syllabus for CNSL 5143 Human Growth and Development at Prairie View A&M University. The syllabus outlines key course details including the instructor's contact information, course goals and objectives, required materials, assignments, and schedule. The course examines human development across the lifespan through a psychological, sociological, and physiological lens. Students will analyze major theories of development and learn about developmental tasks and changes at each life stage. The syllabus aligns course outcomes with CACREP and TExES standards to assess understanding of human development concepts.
This document provides an executive preview of a new Cambridge Lower Secondary Science series. It highlights key features of the resources, which include a learner's book, workbook, and teacher's resource that work together to support students and teachers. The series covers the Cambridge Lower Secondary Science curriculum framework and includes units on new topics like Earth and space. It employs an active learning approach and opportunities for students to develop skills like collaboration. The resources also provide differentiated activities and guidance for teachers on supporting diverse learners.
This document summarizes a research project conducted by Jennifer Warburton to evaluate and improve the research consultation service at the University of Melbourne library. The project used a mixed-methods approach including analyzing existing service data, conducting client surveys, and staff workshops. Based on the findings, interventions like online research modules were developed and evaluated. The goals were to understand client needs, demonstrate the service's impact, engage staff, and use evidence for continuous improvement.
This document summarizes a project funded by the National Science Foundation to develop curricular materials to increase geoscience literacy. The project takes a systems approach, recognizing that achieving desired outcomes requires multiple coordinated efforts. Faculty from different institutions and disciplines collaborate using a structured process guided by a rubric. This ensures materials meet specified criteria and address grand challenges. Piloting collects data to improve materials before publication. The process positively impacts faculty's teaching practices and has led to more student-centered instruction. At the institutional level, recognition and dissemination efforts increase adoption. Support also fosters broader institutional change and implementation beyond initial authors.
From logic model to data model: real and perceived barriers to research asses...ORCID, Inc
The document discusses barriers to research assessment and describes how a web-based data collection and analysis system called iTRAQR helped address those barriers for the Physical Sciences-Oncology Centers (PS-OC) program. It summarizes how iTRAQR allowed automated collection of publication, collaboration, and other data; linking of individuals' contributions over time; and generation of charts and graphs to analyze outputs and outcomes at individual, center, and network levels. The document concludes that evaluation is improved by early design, engagement with participants, and consideration of follow-up actions informed by the evaluation.
This document provides an overview of the Next Generation Science Standards. It discusses that the standards were developed by Achieve in partnership with other organizations to create science standards focused on big ideas. It describes the Framework for K-12 Science Education that the standards are based on, which outlines three dimensions for each standard. It then explains the organization and structure of the Next Generation Science Standards, comparing them to previous standards.
Closing the Knowledge Gap Between Evaluators and StakeholdersCesToronto
This document summarizes a presentation on closing the knowledge gap between evaluators and stakeholders. It discusses useful evaluator attitudes, aptitudes and skills, as well as evaluation methodologies that integrate opportunities for learning. Specifically, it presents the concentric circles methodology and snowball methodology, highlighting how each approach allows evaluators to gradually build knowledge and refine their evaluation. It also examines how computer-assisted qualitative data analysis software (CAQDAS) can enhance evaluator learning and evaluation quality, but notes its underutilization in the evaluation field. The presentation demonstrates the capabilities of Atlas.ti software.
Similar to Introduction to NGSS - Next Generation Science Standards (20)
The debris of the ‘last major merger’ is dynamically youngSérgio Sacani
The Milky Way’s (MW) inner stellar halo contains an [Fe/H]-rich component with highly eccentric orbits, often referred to as the
‘last major merger.’ Hypotheses for the origin of this component include Gaia-Sausage/Enceladus (GSE), where the progenitor
collided with the MW proto-disc 8–11 Gyr ago, and the Virgo Radial Merger (VRM), where the progenitor collided with the
MW disc within the last 3 Gyr. These two scenarios make different predictions about observable structure in local phase space,
because the morphology of debris depends on how long it has had to phase mix. The recently identified phase-space folds in Gaia
DR3 have positive caustic velocities, making them fundamentally different than the phase-mixed chevrons found in simulations
at late times. Roughly 20 per cent of the stars in the prograde local stellar halo are associated with the observed caustics. Based
on a simple phase-mixing model, the observed number of caustics are consistent with a merger that occurred 1–2 Gyr ago.
We also compare the observed phase-space distribution to FIRE-2 Latte simulations of GSE-like mergers, using a quantitative
measurement of phase mixing (2D causticality). The observed local phase-space distribution best matches the simulated data
1–2 Gyr after collision, and certainly not later than 3 Gyr. This is further evidence that the progenitor of the ‘last major merger’
did not collide with the MW proto-disc at early times, as is thought for the GSE, but instead collided with the MW disc within
the last few Gyr, consistent with the body of work surrounding the VRM.
The use of Nauplii and metanauplii artemia in aquaculture (brine shrimp).pptxMAGOTI ERNEST
Although Artemia has been known to man for centuries, its use as a food for the culture of larval organisms apparently began only in the 1930s, when several investigators found that it made an excellent food for newly hatched fish larvae (Litvinenko et al., 2023). As aquaculture developed in the 1960s and ‘70s, the use of Artemia also became more widespread, due both to its convenience and to its nutritional value for larval organisms (Arenas-Pardo et al., 2024). The fact that Artemia dormant cysts can be stored for long periods in cans, and then used as an off-the-shelf food requiring only 24 h of incubation makes them the most convenient, least labor-intensive, live food available for aquaculture (Sorgeloos & Roubach, 2021). The nutritional value of Artemia, especially for marine organisms, is not constant, but varies both geographically and temporally. During the last decade, however, both the causes of Artemia nutritional variability and methods to improve poorquality Artemia have been identified (Loufi et al., 2024).
Brine shrimp (Artemia spp.) are used in marine aquaculture worldwide. Annually, more than 2,000 metric tons of dry cysts are used for cultivation of fish, crustacean, and shellfish larva. Brine shrimp are important to aquaculture because newly hatched brine shrimp nauplii (larvae) provide a food source for many fish fry (Mozanzadeh et al., 2021). Culture and harvesting of brine shrimp eggs represents another aspect of the aquaculture industry. Nauplii and metanauplii of Artemia, commonly known as brine shrimp, play a crucial role in aquaculture due to their nutritional value and suitability as live feed for many aquatic species, particularly in larval stages (Sorgeloos & Roubach, 2021).
Current Ms word generated power point presentation covers major details about the micronuclei test. It's significance and assays to conduct it. It is used to detect the micronuclei formation inside the cells of nearly every multicellular organism. It's formation takes place during chromosomal sepration at metaphase.
Comparing Evolved Extractive Text Summary Scores of Bidirectional Encoder Rep...University of Maribor
Slides from:
11th International Conference on Electrical, Electronics and Computer Engineering (IcETRAN), Niš, 3-6 June 2024
Track: Artificial Intelligence
https://www.etran.rs/2024/en/home-english/
Remote Sensing and Computational, Evolutionary, Supercomputing, and Intellige...University of Maribor
Slides from talk:
Aleš Zamuda: Remote Sensing and Computational, Evolutionary, Supercomputing, and Intelligent Systems.
11th International Conference on Electrical, Electronics and Computer Engineering (IcETRAN), Niš, 3-6 June 2024
Inter-Society Networking Panel GRSS/MTT-S/CIS Panel Session: Promoting Connection and Cooperation
https://www.etran.rs/2024/en/home-english/
ESPP presentation to EU Waste Water Network, 4th June 2024 “EU policies driving nutrient removal and recycling
and the revised UWWTD (Urban Waste Water Treatment Directive)”
ANAMOLOUS SECONDARY GROWTH IN DICOT ROOTS.pptxRASHMI M G
Abnormal or anomalous secondary growth in plants. It defines secondary growth as an increase in plant girth due to vascular cambium or cork cambium. Anomalous secondary growth does not follow the normal pattern of a single vascular cambium producing xylem internally and phloem externally.
When I was asked to give a companion lecture in support of ‘The Philosophy of Science’ (https://shorturl.at/4pUXz) I decided not to walk through the detail of the many methodologies in order of use. Instead, I chose to employ a long standing, and ongoing, scientific development as an exemplar. And so, I chose the ever evolving story of Thermodynamics as a scientific investigation at its best.
Conducted over a period of >200 years, Thermodynamics R&D, and application, benefitted from the highest levels of professionalism, collaboration, and technical thoroughness. New layers of application, methodology, and practice were made possible by the progressive advance of technology. In turn, this has seen measurement and modelling accuracy continually improved at a micro and macro level.
Perhaps most importantly, Thermodynamics rapidly became a primary tool in the advance of applied science/engineering/technology, spanning micro-tech, to aerospace and cosmology. I can think of no better a story to illustrate the breadth of scientific methodologies and applications at their best.
Or: Beyond linear.
Abstract: Equivariant neural networks are neural networks that incorporate symmetries. The nonlinear activation functions in these networks result in interesting nonlinear equivariant maps between simple representations, and motivate the key player of this talk: piecewise linear representation theory.
Disclaimer: No one is perfect, so please mind that there might be mistakes and typos.
dtubbenhauer@gmail.com
Corrected slides: dtubbenhauer.com/talks.html
The binding of cosmological structures by massless topological defectsSérgio Sacani
Assuming spherical symmetry and weak field, it is shown that if one solves the Poisson equation or the Einstein field
equations sourced by a topological defect, i.e. a singularity of a very specific form, the result is a localized gravitational
field capable of driving flat rotation (i.e. Keplerian circular orbits at a constant speed for all radii) of test masses on a thin
spherical shell without any underlying mass. Moreover, a large-scale structure which exploits this solution by assembling
concentrically a number of such topological defects can establish a flat stellar or galactic rotation curve, and can also deflect
light in the same manner as an equipotential (isothermal) sphere. Thus, the need for dark matter or modified gravity theory is
mitigated, at least in part.
Phenomics assisted breeding in crop improvementIshaGoswami9
As the population is increasing and will reach about 9 billion upto 2050. Also due to climate change, it is difficult to meet the food requirement of such a large population. Facing the challenges presented by resource shortages, climate
change, and increasing global population, crop yield and quality need to be improved in a sustainable way over the coming decades. Genetic improvement by breeding is the best way to increase crop productivity. With the rapid progression of functional
genomics, an increasing number of crop genomes have been sequenced and dozens of genes influencing key agronomic traits have been identified. However, current genome sequence information has not been adequately exploited for understanding
the complex characteristics of multiple gene, owing to a lack of crop phenotypic data. Efficient, automatic, and accurate technologies and platforms that can capture phenotypic data that can
be linked to genomics information for crop improvement at all growth stages have become as important as genotyping. Thus,
high-throughput phenotyping has become the major bottleneck restricting crop breeding. Plant phenomics has been defined as the high-throughput, accurate acquisition and analysis of multi-dimensional phenotypes
during crop growing stages at the organism level, including the cell, tissue, organ, individual plant, plot, and field levels. With the rapid development of novel sensors, imaging technology,
and analysis methods, numerous infrastructure platforms have been developed for phenotyping.
hematic appreciation test is a psychological assessment tool used to measure an individual's appreciation and understanding of specific themes or topics. This test helps to evaluate an individual's ability to connect different ideas and concepts within a given theme, as well as their overall comprehension and interpretation skills. The results of the test can provide valuable insights into an individual's cognitive abilities, creativity, and critical thinking skills
EWOCS-I: The catalog of X-ray sources in Westerlund 1 from the Extended Weste...Sérgio Sacani
Context. With a mass exceeding several 104 M⊙ and a rich and dense population of massive stars, supermassive young star clusters
represent the most massive star-forming environment that is dominated by the feedback from massive stars and gravitational interactions
among stars.
Aims. In this paper we present the Extended Westerlund 1 and 2 Open Clusters Survey (EWOCS) project, which aims to investigate
the influence of the starburst environment on the formation of stars and planets, and on the evolution of both low and high mass stars.
The primary targets of this project are Westerlund 1 and 2, the closest supermassive star clusters to the Sun.
Methods. The project is based primarily on recent observations conducted with the Chandra and JWST observatories. Specifically,
the Chandra survey of Westerlund 1 consists of 36 new ACIS-I observations, nearly co-pointed, for a total exposure time of 1 Msec.
Additionally, we included 8 archival Chandra/ACIS-S observations. This paper presents the resulting catalog of X-ray sources within
and around Westerlund 1. Sources were detected by combining various existing methods, and photon extraction and source validation
were carried out using the ACIS-Extract software.
Results. The EWOCS X-ray catalog comprises 5963 validated sources out of the 9420 initially provided to ACIS-Extract, reaching a
photon flux threshold of approximately 2 × 10−8 photons cm−2
s
−1
. The X-ray sources exhibit a highly concentrated spatial distribution,
with 1075 sources located within the central 1 arcmin. We have successfully detected X-ray emissions from 126 out of the 166 known
massive stars of the cluster, and we have collected over 71 000 photons from the magnetar CXO J164710.20-455217.
6. Three Dimensions
Intertwined
• NGSS will require
contextual application
of the three
dimensions by
students
• Focus is on how and
why as well as what
7. Guiding Assumption of Framework & Standards:
Meld Content Knowledge and Scientific Practices
“Science is not just a body of
knowledge that reflects current
understanding of the world; it is also
a set of of practices
practices used to establish,
extend and refine that knowledge.
Both elements– knowledge and
essential.”
Science
practice--- are essential.”
8. The Next Generation Science Standards are
written as performance expectations
Disciplinary Core Ideas
Crosscutting Concepts
Science and Engineering
Practices
9. Scientific and Engineering Practices
1. Asking questions and defining problems.
2. Developing and using models.
3. Planning and carrying out investigations.
4. Analyzing and interpreting data.
5. Using mathematics and computational thinking.
6. Developing explanations and designing solutions.
7. Engaging in argument from evidence.
8. Obtaining, evaluating, and communicating
information.
DRAFT
Santa Clara Unified School District
11. Crosscutting Concepts
1. Patterns
2. Cause and effect: mechanism and explanation
3. Scale, proportion and quantity
4. Systems and system models
5. Energy and matter:
flows, cycles, and conservation
6. Structure and function
7. Stability and change
Santa Clara Unified School District
12. 2011 2013
2014
CA State Drafting California Science Framework
Adoption
State NGSS Rollout PD
of NGSS
Fall 2014
Next Generation
Science
Standards
Design Phase Awareness Phase
2015
IQC Reviews CA
Framework Sp. 2015
Grades 5, 8, 10 CST
Science Test Sp. 2015
Public Review of CA
Framework Summer 2015
2011
You can provide feedback
on the CA NGSS
implementation plan
until August 25th
Transition
13. 2016
California Science
Framework
the details about HOW to
teach NGSS in CA
Approved by SBE
Jan 2016
Possible New
Monitoring Assessments
CA NGSS-Aligned
Curricula Available
2017
Next Generation
Science
Standards
Implementation Phase
2018
Transition Phase
The organizations that are formally engaged as lead partners in the development of the NGSS are Achieve, NRC, AAAS, and NSTA.
The Carnegie Corporation has taken a leadership role to ensure that the development of common science standards proceeds and is of the highest quality by funding a two-step process: first, the development of this framework by the National Research Council (NRC) and, second, the development of a next generation of science standards based on the framework (Framework, p. viii).
This framework is the first part of a two-stage process to produce a next-generation set of science standards for voluntary adoption by states. The second step—the development of a set of standards based on this framework—is a state-led effort coordinated by Achieve Inc. involving multiple opportunities for input from the states’ science educators, including teachers, and the public (Framework, p. 1-2).
As our report was being completed, Achieve’s work on science standards was already under way, starting with an analysis of international science benchmarking in high-performing countries that is expected to inform the standards development process (Framework, p. 1-8).
Recommendation 3: Standards should be limited in number.
The framework focuses on a limited set of scientific and engineering practices, crosscutting concepts, and disciplinary core ideas, which were selected by using the criteria developed by the framework committee (and outlined in Chapter 2) as a filter. We also drew on previous reports, which recommended structuring K-12 standards around core ideas as a means of focusing the K-12 science curriculum [3, 4]. These reports’ recommendations emerged from analyses of existing national, state, and local standards as well as from a synthesis of current research on learning and teaching in science (Framework, p. 12-3).
Basically, a coherent set of science standards will not be sufficient to prepare citizens for the 21st century unless there is also coherence across all subject areas of the K-12 curriculum (Framework, p. 12-8).
. . . as well as on nearly two decades of efforts to define foundational knowledge and skills for K-12 science and engineering. From this work, the committee concludes that K-12 science and engineering education should focus on a limited number of disciplinary core ideas and crosscutting concepts, be designed so that students continually build on and revise their knowledge and abilities over multiple years, and support the integration of such knowledge and abilities with the practices needed to engage in scientific inquiry and engineering design (Framework, ES 1).
Over 40 states have shown interest in the standards,[10] and as of March 2014,
11 states had adopted the standards:,
California
Delaware
Illinois
Kansas
Kentucky
Maryland
Nevada
Oregon
Rhode Island
Vermont
Washington
And Washington DC
26 states have volunteered to be lead states in the development of NGSS: Arizona, Arkansas California, Delaware, Georgia, Illinois, Iowa, Kansas, Kentucky, Maine, Maryland, Massachusetts, Michigan, Minnesota, Montana, New Jersey, New York, North Carolina Ohio, Oregon, Rhode Island, South Dakota, Tennessee, Vermont, Washington and West Virginia.
Lead states have agreed to seriously consider adoption of NGSS once they are complete at the end of 2012.
Lead states have created committees that are responsible for reviewing and providing feedback about drafts versions of NGSS to Achieve.
Dimension 1 [Scientific and Engineering Practices] describes (a) the major practices that scientists employ as they investigate and build models and theories about the world and (b) a key set of engineering practices that engineers use as they design and build systems. We use the term “practices” instead of a term such as “skills” to emphasize that engaging in scientific investigation requires not only skill but also knowledge that is specific to each practice (Framework, p. 2-5).
These are the big ideas that that you will see in every grade from K to 12. There are learning progressions stated in the frameworks that start with basic ideas and get more sophisticated as you move through the grade levels. Imagine a tower of blocks…each year you build on the core idea, spiraling upward. If you miss a building block you will get a toppling tower.
The crosscutting concepts have application across all domains of science. As such, they provide one way of linking across the domains in Dimension 3. These crosscutting concepts are not unique to this report. They echo many of the unifying concepts and processes in the National Science Education Standards [7], the common themes in the Benchmarks for Science Literacy [6], and the unifying concepts in the Science College Board Standards for College Success [9] (Framework, p. 2-5).
These crosscutting concepts were selected for their value across the sciences and in engineering. These concepts help provide
students with an organizational framework for connecting knowledge from the various disciplines into a coherent and scientifically based view of the world (Framework, p. 4-1).
1. Patterns. Observed patterns of forms and events guide organization and classification, and they prompt questions about relationships and the factors that influence them.
2. Cause and effect: Mechanism and explanation. Events have causes, sometimes simple, sometimes multifaceted. A major activity of science is investigating and explaining causal relationships and the mechanisms by which they are mediated. Such mechanisms can then be tested across given contexts and used to predict and explain events in newcontexts.
3. Scale, proportion, and quantity. In considering phenomena, it is critical to recognize what is relevant at different measures of size, time, and energy and to recognize how changes in scale, proportion, or quantity affect a system’s structure or performance.
(Framework, p. 4-1)
4. Systems and system models. Defining the system under study—specifying its boundaries and making explicit a model of that system—provides tools for understanding and testing ideas that are applicable throughout science and engineering.
5. Energy and matter: Flows, cycles, and conservation. Tracking fluxes of energy and matter into, out of, and within systems helps one understand the systems’ possibilities and limitations.
6. Structure and function. The way in which an object or living thing is shaped and its substructure determine many of its properties and functions.
7. Stability and change. For natural and built systems alike, conditions of stability and determinants of rates of change or evolution of the system are critical elements of study.
(Framework, p. 4-2)
Intent: Introduce the 3 phases
The awareness phase represents an introduction to the CA NGSS, the initial planning of systems implementation, and
establishment of collaborations.
The transition phase is the concentration on building foundational resources, implementing needs assessments,
establishing new professional learning opportunities, and expanding collaborations between all stakeholders.
The implementation phase expands the new professional learning support, fully aligns curriculum, instruction, and
assessments, and effectively integrates these elements across the field.
Intent: Most of the work can’t be done until the framework is done.
Awareness phase (introduce NGSS, establish collaborations, planning of systems implementation): 2013-15
Curriculum focus groups: winter 2014
California curriculum framework development: January 2014-November 2015 (pending State Board approval of the timeline)
California framework public review periods: June-July 2015 and October-November 2015 (pending State Board approval of the timeline)
California curriculum framework adoption by State Board of Education: January 2016
Instructional materials adoption: 2017-2018
Plans for transition, development of curriculum materials, assessment development, and implementation will likely take place throughout 2014-2017. We do not expect full implementation until the 2016-17 school year.