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.
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
توضيح أهمية النموذج الإنساني في التدريس والتفاعل الصفي، وافتراضات نموذج التعليم غير المباشر، وتحديد دور كل من المعلم والطالب، والنظام الاجتماعي السائد في الغرفة الصفية وفق نموذج تيسير التعليم،
ويعتبر تيسر التعلم أحد الاتجاهات التربوية والنفسية التي لها تأثير إيجابي كبير على العملية التعليمية التعلمية فهو ينقل دور المعلم من ناقل للمعارف والمعلومات الى ميسر ومرشد لتعليم الطالب، ومن خلال تطبيقه نستطيع أن نخلق بيئة تعليمية تعلمية غنية بالمواقف والمهام، بحيث ينصت الطالب ويقرأ ويكتب ويتحدث ويفكر بعمق الامر الذي يدعم ثقة الطالب بنفسه، ويجعله قادراً على ترتيب الأولويات، وحل المشكلات، واتخاذ القرارات، بالإضافة إلى إكسابه مهارات التعاون والتفاعل والتواصل مع الاخرين.
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
توضيح أهمية النموذج الإنساني في التدريس والتفاعل الصفي، وافتراضات نموذج التعليم غير المباشر، وتحديد دور كل من المعلم والطالب، والنظام الاجتماعي السائد في الغرفة الصفية وفق نموذج تيسير التعليم،
ويعتبر تيسر التعلم أحد الاتجاهات التربوية والنفسية التي لها تأثير إيجابي كبير على العملية التعليمية التعلمية فهو ينقل دور المعلم من ناقل للمعارف والمعلومات الى ميسر ومرشد لتعليم الطالب، ومن خلال تطبيقه نستطيع أن نخلق بيئة تعليمية تعلمية غنية بالمواقف والمهام، بحيث ينصت الطالب ويقرأ ويكتب ويتحدث ويفكر بعمق الامر الذي يدعم ثقة الطالب بنفسه، ويجعله قادراً على ترتيب الأولويات، وحل المشكلات، واتخاذ القرارات، بالإضافة إلى إكسابه مهارات التعاون والتفاعل والتواصل مع الاخرين.
As its title suggests, Learners and Learning is a module that addresses most directly the central, core business of schooling. The aim of the module is to improve the teaching abilities of teachers. It accordingly promotes a theoretically informed understanding of what learning is,how it takes place, and how teachers may go about organising systematic learning.
The module enables teachers to analyse learning, and, in so doing, to reflect on what they can do to improve it. Thus, while the module draws on the learning theories of writers like Piaget and Vygotsky, it grounds these examples, practical exercises, and case studies drawn from schools.
يعتبر التعليم القائم على المشروع كطريقة تدريس حديثة نسبياً شاع استخدامها في الأوساط التربوية، وذلك كإحدى استراتيجيات التعلّم النشط الذي يهتم بتفعيل دور المتعلم أثناء عملية التعلم.
حيث يتضمن التعلّم النشط Active Learning قيام الطالب بأنشطة وأعمال تتطلب التفكير والتأمل، ويعمل على تحويله من متعلم سلبي يستقبل فقط ما يقدمه المعلم إلى تعلّم نشط يتمركز حول المتعلم
ففي الوقت الذي تركز فيه استراتيجيات التدريس التقليدية على أساليب التلقين والحفظ والاستظهار وطغيان الثقافة اللفظية وثقافة الإلقاء على الممارسات التدريسية داخل الفصول والمختبرات دون فرص للحوار والتفاعل الصفي والنشاط الفردي والتعاوني من قبل الطلاب، وتهتم استراتيجيات التعلّم النشط (ومنها استراتيجية التعليم القائم على المشروع) بدور المتعلم الفعَّال في عملية التّعلم، بل وتجعل من المتعلم مركزاً لهذه العملية، ويقتصر دور المعلم على كونه الموجّه والميّسر لعملية التعلّم
(فلاح العطوي، 1436هـ). ولذلك قد لا تصلح الاستراتيجيات التقليدية في تدريس مادة الحاسب الآلي.
نواتج التعلُّم هي ما ينبغي أن يعرفه الطالب ويكون قادرًا على أدائه بعد دراسة المقرر الدراسي أو البرنامج التعليمي المعين. وتسعى مؤسسات التعليم جاهدةً إلى صياغة نواتج التعلُّم المنشودة، بغية إعداد الطلاب القادرين على استيفاء متطلبات المجتمع وتطويره، وإلى ما يتطلبه سوق العمل في ضوء متغيرات المستقبل وما تتضمنه من معارف ومهارات، والنموذج التعليمي يهدف إلى تدريب المتعلم على كيفية التفكير خلال التعلُّم، وذلك من خلال تنمية التحصيل ومهارات التفكير بالتفاعل بين خمسة أنماط من التعلُّم ومتمثلة في اكتساب اتجاهاتٍ وإدراكاتٍ إيجابية من التعلُّم، واكتساب المعرفة الجديدة وتكاملها واتساقها مع المعرفة القائمة فعلًا، وتعميق المعرفة وتدقيقها للوصول إلى نهاياتٍ ونتائج جديدة، واستخدام المعرفة استخدامًا ذا معنی، وتنمية استخدام العادات العقلية المنتجة.
تشكل إدارة الصف عنصراً هاماً من عناصر المنظومة التربوية الحديثة، لأنها تؤثر في كل عناصر هذه المنظومة من مدخلات ومخرجات وهي ذات فعالية هامة تندرج تحتها كثير من المفاهيم التربوية كالتخطيط وتنفيذ التدريس وتقويم النتاجات النهائية لعملية التدريس، إضافة إلى التعامل مع الطلبة لإثارة دافعيتهم للتعلم ومساعدتهم على النمو الشامل في كافة المظاهر الشخصية، من عقلية واجتماعية
وعندما نسأل عن أهمية الغرفة الصفية في عملية التدريس يتبادر للذهن مفهوم البيئة المادية للغرفة الصفية من حيث اتساعها والإضاءة ونوعية مقاعد الطلبة والتجهيزات الحديثة فيها. والاعتقاد أن توفر مثل هذه البيئة المادية الممتازة يمكن أن يوفر تعلما جيدا وهذا ممكن إذا وفرنا استراتيجيات تدريسية تتناسب مع متطلبات الواقع الذي نعيش أما إذا توافرت البيئة المادية الممتازة وكان المفهوم التقليدي في التدريس هو السائد فإن العملية التعليمية تبقى كما هي دون التوقعات.
In this math Common Core State Standards training, participants will learn to recognize the structure of the Common Core State Standards (CCSS) in Mathematics, identify the shifts represented in the CCSS and consider implications and implementation plans.
As its title suggests, Learners and Learning is a module that addresses most directly the central, core business of schooling. The aim of the module is to improve the teaching abilities of teachers. It accordingly promotes a theoretically informed understanding of what learning is,how it takes place, and how teachers may go about organising systematic learning.
The module enables teachers to analyse learning, and, in so doing, to reflect on what they can do to improve it. Thus, while the module draws on the learning theories of writers like Piaget and Vygotsky, it grounds these examples, practical exercises, and case studies drawn from schools.
يعتبر التعليم القائم على المشروع كطريقة تدريس حديثة نسبياً شاع استخدامها في الأوساط التربوية، وذلك كإحدى استراتيجيات التعلّم النشط الذي يهتم بتفعيل دور المتعلم أثناء عملية التعلم.
حيث يتضمن التعلّم النشط Active Learning قيام الطالب بأنشطة وأعمال تتطلب التفكير والتأمل، ويعمل على تحويله من متعلم سلبي يستقبل فقط ما يقدمه المعلم إلى تعلّم نشط يتمركز حول المتعلم
ففي الوقت الذي تركز فيه استراتيجيات التدريس التقليدية على أساليب التلقين والحفظ والاستظهار وطغيان الثقافة اللفظية وثقافة الإلقاء على الممارسات التدريسية داخل الفصول والمختبرات دون فرص للحوار والتفاعل الصفي والنشاط الفردي والتعاوني من قبل الطلاب، وتهتم استراتيجيات التعلّم النشط (ومنها استراتيجية التعليم القائم على المشروع) بدور المتعلم الفعَّال في عملية التّعلم، بل وتجعل من المتعلم مركزاً لهذه العملية، ويقتصر دور المعلم على كونه الموجّه والميّسر لعملية التعلّم
(فلاح العطوي، 1436هـ). ولذلك قد لا تصلح الاستراتيجيات التقليدية في تدريس مادة الحاسب الآلي.
نواتج التعلُّم هي ما ينبغي أن يعرفه الطالب ويكون قادرًا على أدائه بعد دراسة المقرر الدراسي أو البرنامج التعليمي المعين. وتسعى مؤسسات التعليم جاهدةً إلى صياغة نواتج التعلُّم المنشودة، بغية إعداد الطلاب القادرين على استيفاء متطلبات المجتمع وتطويره، وإلى ما يتطلبه سوق العمل في ضوء متغيرات المستقبل وما تتضمنه من معارف ومهارات، والنموذج التعليمي يهدف إلى تدريب المتعلم على كيفية التفكير خلال التعلُّم، وذلك من خلال تنمية التحصيل ومهارات التفكير بالتفاعل بين خمسة أنماط من التعلُّم ومتمثلة في اكتساب اتجاهاتٍ وإدراكاتٍ إيجابية من التعلُّم، واكتساب المعرفة الجديدة وتكاملها واتساقها مع المعرفة القائمة فعلًا، وتعميق المعرفة وتدقيقها للوصول إلى نهاياتٍ ونتائج جديدة، واستخدام المعرفة استخدامًا ذا معنی، وتنمية استخدام العادات العقلية المنتجة.
تشكل إدارة الصف عنصراً هاماً من عناصر المنظومة التربوية الحديثة، لأنها تؤثر في كل عناصر هذه المنظومة من مدخلات ومخرجات وهي ذات فعالية هامة تندرج تحتها كثير من المفاهيم التربوية كالتخطيط وتنفيذ التدريس وتقويم النتاجات النهائية لعملية التدريس، إضافة إلى التعامل مع الطلبة لإثارة دافعيتهم للتعلم ومساعدتهم على النمو الشامل في كافة المظاهر الشخصية، من عقلية واجتماعية
وعندما نسأل عن أهمية الغرفة الصفية في عملية التدريس يتبادر للذهن مفهوم البيئة المادية للغرفة الصفية من حيث اتساعها والإضاءة ونوعية مقاعد الطلبة والتجهيزات الحديثة فيها. والاعتقاد أن توفر مثل هذه البيئة المادية الممتازة يمكن أن يوفر تعلما جيدا وهذا ممكن إذا وفرنا استراتيجيات تدريسية تتناسب مع متطلبات الواقع الذي نعيش أما إذا توافرت البيئة المادية الممتازة وكان المفهوم التقليدي في التدريس هو السائد فإن العملية التعليمية تبقى كما هي دون التوقعات.
In this math Common Core State Standards training, participants will learn to recognize the structure of the Common Core State Standards (CCSS) in Mathematics, identify the shifts represented in the CCSS and consider implications and implementation plans.
Common Core State Standards and Smarter Balanced Assessments Dr. Marci Shepard
In this training, participants are developing awareness of CCSS, recognize the structure of the Common Core State Standards (CCSS) for literacy in the content areas and grasping assessment changes coming with CCSS.
Learning Walks using the 5 Dimensions of Teaching and Learning Instructional ...Dr. Marci Shepard
This presentation was used to lead teachers and administrators on learning walks, or classroom visits. During this day of learning, we were developing a common understanding of the 5 Dimensions of Teaching and Learning (our instructional framework), we were focusing specifically on student engagement, and we were using our shared understanding of effective instruction to analyze classroom practice.
In this training, participants were learning more about planning with Purpose, a dimension of our instructional framework (5 Dimensions of Teaching and Learning). In this training, we were learning to plan for Purpose including standards, a unit/learning goal, learning targets, success criteria, task alignment with the targets, and identifying evidence for meeting the learning targets.
Central Office Teacher and Principal Evaluation PresentationDr. Marci Shepard
Implementing the new teacher and principal evaluation system requires all hands on deck. It carries implications for all departments at the central office. This presentation informs central office staff of new changes in evaluation systems and facilitates considering implications for each department as well as discovering how success requires department interdependence and teamwork.
In this training, English Language Arts teachers will learn how to recognize the structure of the Common Core State Standards in ELA, identify the shifts represented in the CCSS, and consider implications and implementation plans.
Purpose: Teaching with Effective Learning Targets and Success CriteriaDr. Marci Shepard
In this all-day session, we were developing a common understanding of Purpose, a dimension in our instructional framework (5 Dimensions of Teaching and Learning). We were learning that effective learning targets and success criteria are written for one lesson, linked to previous and future lessons, based on knowledge of standards and students, transferable and relevant beyond the lesson, accessible and understood by all students, embedded throughout instruction, measurable, aligned with the task and used for student self-assessment.
After learning about Purpose, planning for Purpose and teaching with Purpose (Purpose is a dimension of our instructional framework - 5 Dimensions of Teaching and Learning), teachers got together to share how planning for Purpose impacted their teaching and their students’ learning. Teachers shared lesson plans and described the planning process including using standards, learning goals, learning targets, success criteria, tasks and acceptable evidence of learning. They discussed teaching and learning using evidence including how planning for purpose impacted their teaching and their students’ learning. Finally, teaching teams self-assessed using the teacher evaluation rubrics for Purpose.
eVAL is an electronic application to support the work of the new teacher and principal evaluation systems. This presentation describes what eVAL is and how teachers and principals can use it to support their growth and manage evaluation processes.
A Centre for Distance Education seminar on Developing Teachers at a Distance, conducted by Dr Ayona Silva-Fletcher and Dr Kim Whittlestone from the Royal Veterinary College (http://www.live.ac.uk/html/people.html)
For this professional development session our learning target is:
I can analyze critical areas of focus so I can apply them in my teaching.
Success Criteria:
•Examine Critical Areas of Focus for my grade level
•Connect standards to Critical Areas of Focus
•Unpack the standards
•Determine cognitive demand
•Link content standards with Standards for Mathematical Practices
•(Begin to) Align curriculum with standards
•Make connections to 5D
•Reflect to personalize the learning
Once a mission and vision is developed, stakeholders need to develop a shared understanding of what it means and how it relates to their work in the system. At this administrator retreat, leaders unpacked the mission, vision and collective commitments. They also considered viewpoints and implications for various stakeholders in the system.
In this professional development session our learning target is:
I can explore major shifts, math practices and content focus areas for my grade so I can use them in my teaching.
Success Criteria:
• Contrast major shifts in the CCSS-M to current practice
• Synthesize Standards for Math Practices
• Contrast major shifts in ways students demonstrate math proficiency (SBAC) to current practice
• Analyze Critical Areas of Focus
• Make connections to 5D
• Self-reflect to personalize the learning
Navigating the Math Common Core State Standards - "flipped lesson"Dr. Marci Shepard
This presentation is a “flipped lesson” for a session on Math Common Core. This presentation guides participants in identifying big ideas of the math Common Core State Standards and using the standards to locate information. To accomplish this, participants will define key terms related to CCSS-M, name the two main components of CCSS-M, identify connections across grade levels and major shifts and navigate the document to find information related to their grade level/course.
This presentation to the school board shares the following topics:
-OSD spring 2012 preliminary data
-School Report Card
-Tacoma News Tribune
-What are AMOs (the new AYP)?
-OSD AMO spring 2012 data
In this presentation, principals will engage in a process to make sense of assessment data then lead the process with their staffs.
Learning Target: I can lead analysis of data using a data-driven dialog protocol.
Success Criteria:
* Summarize best practices for data analysis
* Predict what we may see
* Make literal observations
* Draw inferences and ask questions
* Identify possible next steps
Learning Target: I can explain AMOs to my staff.
Success Criteria:
* Describe what AMOs are and how they are calculated
* Interpret AMO calculations
Teacher and Principal Evaluation School Board StudyDr. Marci Shepard
Implementing the new teacher and principal evaluation system requires all hands on deck. It carries implications for teachers, principals, central office and the school board. This presentation was for a board study to inform the school board of changes in evaluation systems and how those changes affect the district and their role as board members.
New Teacher Evaluation System. Admin Retreat 1-14-13. ShepardDr. Marci Shepard
This presentation was done with principals and central office administrators to facilitate preparation for implementation of the new teacher evaluation system using a Wizard of Oz theme.
OZ-some New Evaluation System: A Journey to our Vision
1. Vision of the new evaluation system (Somewhere over the rainbow)
2. Sharing evaluation practices and artifacts (Using our knowledge, heart and courage)
3. Observations and time in classrooms (Transparency, visibility and vulnerability)
4. Thinking and rethinking about time (“I can’t run anymore. I’m so tired” – Dorothy in the poppies)
5. Identifying and overcoming obstacles (Lions and tigers and bears, oh my!)
6. Transition planning (Follow the yellow brick road)
7. Reflections (There’s no place like home)
OSD district strategic plan and SIP plans introduction 12.6.12 ShepardDr. Marci Shepard
This presentation gives an overview of Orting School District's strategic plan including WHY we exist (our mission and vision) and HOW our "big 3" initiatives (PLCs, CCSS and 5D instructional framework) will help us realize our purpose. This presentation also illustrates systems alignment as it was used to set up presentation of School Improvement Plans to the school board.
Developing a mission, vision, values, and goals admin retreat 2010Dr. Marci Shepard
Developing a mission, vision, values and goals involves a variety of stakeholders. This presentation was used to begin to develop a common vision and gather data from district administrators.
In this session, participants will refine understanding of what a PLC is, unpack and share “checkpoints” on the journey, and teams will self-assess where they are on the journey and determine next steps.
This introduction to PLCs leads teams through describing characteristics of PLCs, understanding what a collaborative team is and exploring how the 4 critical questions can guide our work.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
1. …to the CORE!
Next Generation Science Standards
Grades 6-12
Dr. Marci Shepard
Teacher University
May 25, 2012
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment May 2012
2. A Picture of Our Day of Learning
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment May 2012
3. Learning Target
We are building awareness and gaining
familiarity with the Next Generation Science
Standards.
• Recognize the structure of the Next Generation
Science Standards (NGSS)
• Identify the shifts represented in the NGSS
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment May 2012
4. Dr. Marci Shepard Orting School District Teaching, Learning & Assessment May 2012
5. Next Generation Science Standards
• Identify content and science and engineering
practices that all students should learn from
kindergarten to high school graduation
• Completed fall or winter 2012
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment May 2012
6. Video: “The Case for the Next
Generation Science Standards”
http://www.nextgenscience.org/case-next-generation-science-standards
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment May 2012
7. The Framework has a new vision of
science learning that leads to a new
vision of teaching
On OSD’s
website
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment May 2012
8. Dr. Marci Shepard Orting School District Teaching, Learning & Assessment May 2012
9. Conceptual Shifts in the
Next Generation Science Standards
1. K–12 Science Education Should Reflect the Real World
Interconnections in Science.
2. Science and Engineering Practices and Crosscutting
Concepts should not be taught in a vacuum; they
should always be integrated with multiple core
concepts throughout the year.
3. Science Concepts Build Coherently Across K–12.
4. The NGSS Focus on Deeper Understanding and
Application of Content.
5. Science and Engineering are Integrated in Science
Education from K–12.
6. Science Standards Coordinate with English Language
Arts and Mathematics Common Core State Standards.
Handout and on website
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment May 2012
10. Dr. Marci Shepard Orting School District Teaching, Learning & Assessment May 2012
11. Dr. Marci Shepard Orting School District Teaching, Learning & Assessment May 2012
12. Dr. Marci Shepard Orting School District Teaching, Learning & Assessment May 2012
13. Dr. Marci Shepard Orting School District Teaching, Learning & Assessment May 2012
14. Development Considerations for
Next Generation Science Standards
▫ Organization
Grade levels (K-5) and grade bands (middle and high
school)
High school standards versus courses
Middle school content
Scientific and Engineering Practice
Cross-cutting concepts
▫ Inclusion of examples for content and performance
expectations
▫ NGSS-Common Core State Standards in ELA and math
connection
▫ Vocabulary and accessibility
▫ Learning progressions
▫ Exemplary features identified in int’l benchmarking study
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment May 2012
15. Standards
3 pillars
hold up the
standards
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment May 2012
16. Pillar 1
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment May 2012
17. Pillar 2
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment May 2012
18. Pillar 3
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment May 2012
19. Standards
3 pillars Standards
3 pillars
hold up the hold up the
have the 3
standards standards
pillars in
them
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment May 2012
20. 2 Views of Standards: By PE… Black and
White
Practices
and Core
Ideas
Practices and
Crosscutting
Concepts
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment May 2012
21. 2 Views of Standards: By Topic…
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment May 2012
22. Component
Assessable
Lettered Performance
Expectations (PEs)
How to read the standards
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment May 2012
23. Component
Assessable
Lettered Performance
Expectations (PEs)
How to read the standards
Foundation Boxes
Lowercase
Lowercase Lowercase
letters
letters letters
designate
designate designate
which of the
which of which of the
PEs
the PEs PEs use this
incorporate
use this crosscutting
this
practice concept
disciplinary
core idea
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment May 2012
24. Component
Assessable
Lettered Performance
Expectations (PEs)
How to read the standards
Foundation Boxes
Lowercase
Lowercase Lowercase
letters
letters letters
designate
designate designate
which of the
which of which of the
PEs
the PEs PEs use this
incorporate
use this crosscutting
this
practice concept
disciplinary
Connections
core idea
Boxes
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment May 2012
25. PEs by Topic - Overview
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment May 2012Handout and on website
26. DRAFT!
• The NGSS are in draft form!
• We are not going to begin activities such as
aligning curriculum or identifying Power
Standards with them yet.
• We are building awareness for the release of the
standards in fall/winter 2012/2013
(anticipated).
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment May 2012
27. Dr. Marci Shepard Orting School District Teaching, Learning & Assessment May 2012
28. Dr. Marci Shepard Orting School District Teaching, Learning & Assessment May 2012
29. Resources on OSD Website
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment May 2012
30. Dr. Marci Shepard Orting School District Teaching, Learning & Assessment May 2012
31. Wrap up:
Go-around and share one word…
I’m feeling _________________ to the CORE!
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment May 2012
Editor's Notes
Organization-Grade bands and/or grade levels for K-8? By domains or by courses for high school?Inquiry & Design Practices- NRC draft framework compares and contrasts target proficiencies in Science and Engineering. Canada has developed continua for proficiencies for both inquiry and design. ---Should the NGSS include analogous continua? ---Is there a role for confirmatory investigations? If so, how do we build a progression that moves students over time to independent inquiry and design work?---Does the term “science practices” convey the same meaning as “scientific inquiry?”Examples-NRC draft framework notes: “each standard should be defined as the intersection of scientific knowledge and practices. NGSS will need to specify performance expectationsalong with content. ---Which examples from international, national or state standards are promising models ?---Should we include multiple examples to make content expectations concrete and help real-world connections to the natural and designed worlds?MathConnection-Recent research has underscored the relationship of mathematics to postsecondary success in science courses. How can we effectively address the quantitative nature of science K-8? Are there some guiding principles that we need to formulate and apply?Connection to CCSS in Ela and math-How do we show concrete connections? Contemporary topics How could topics such as bio-medical engineering, forensics and nanotechnology be included? Do we need selection criteria?Ethics & habits of mind Should ethics and habits of mind be addressed? If so, how?Scientific vocabulary AAAS Science for All Americans 1990 notes (…the technical vocabulary is limited to what would be desirable for all students to command, as a minimum, by the time they finish school. This vocabulary should be viewed as a product of a sound education in science, mathematics, and technology, but not its main purpose. Should we adhere to this guiding principle for K-8? Learning progressions - clearly a concern of the NRC but the research base is nascent. NSF is funding CPRE to develop an empirical base and plans to hold a workshop in summer 2011. How can we use the findings of the NSF workshop to refine the draft of the standards that will be in play at that time?Exemplary features-in its international benchmarking study, Achieve identified characteristics of countries’ standards worthy of consideration for inclusion in the NGSS. Which, if any, of the exemplary features should be adapted for the NGSS?