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Supporting Elementary Teachers with the NGSS
- 1. Webinar: Supporting Elementary Teachers with the NGSS April 14, 2016 1:00 PM Pacific | 2:00 Mountain | 3:00 Central | 4:00 PM eastern Organizers: Susan Sullivan, CIRES, CU Boulder & NAGT Past President Aida Awad, Maine East H.S. & NAGT Past President Ed Robeck, AGI John McDaris, SERC/NAGT
- 2. Webinar overview: ➢ Welcome and introductions ➢Presenters Kim Cheek (University of North Florida) Heather Petcovic (Western Michigan University) Discussion and Q&A ➢Future Events
- 3. Upcoming Events: Webinars: 2nd Thursdays, 1p PT/4p ET May 12, 2016 Ed Geary, “Building a State Coalition for NGSS-ESS” 7/18-22/16 Earth Educators Rendezvous ➢Email list and archived webinars: http://nagt.org/nagt/profdev/workshops/ngs s_summit/index.html
- 4. Supporting Elementary Teachers with the NGSS
- 5. INTRODUCTION AND OVERVIEW Challenges and Opportunities for NGSS Implementation with Elementary Teachers
- 6. Who We Are—Kim Cheek • Teach science methods for elementary major and combined science/mathematics methods for early childhood majors • Taught 3rd-8th gr. for 11 years • In-service teacher professional development (elementary and middle school)
- 7. Who We Are – Heather Petcovic • Teach earth science content course for preservice elementary (K-8) teachers • Teach content courses for secondary (6-12) earth and integrated science preservice teachers • Inservice teacher (K-12, mostly secondary) professional development
- 8. NGSS = 3D Learning http://www.nextgenscience.org/three-dimensions
- 9. The Challenges • The content challenge (DCIs and CCs) • The “how science works” challenge (SEPs) • The time challenge— Pressure to concentrate solely on ELA and mathematics (tested subjects) All impact the perseverance challenge.
- 10. THE CONTENT CHALLENGE Addressing Science Phobia and Alternative Conceptions
- 11. Addressing Science Phobia Elementary teachers often have: • Minimal science content preparation • Math and science anxiety • Low confidence and self- efficacy for science And may avoid teaching science in the classroom. http://photo.net/photodb/photo?photo_id=397189 Wenner, 1993; Tosun, 2000; Bursal & Paznokas, 2006
- 12. Addressing Science Phobia • Science is for everyone – “Ok, scientists, let’s get to work…” – Use group work for peer support • It’s OK not to know – Inquiry activities that start with a question (not confirmation) • Connect content to relevant and local issues – Lakeshore bluff erosion, local geology, and fracking Ramey-Gassert & Shroyer, 1992
- 14. • Elicit through probes – “Before you Begin” questions – Formative assessment probes • Acknowledge without judgment – Phrase as children’s ideas • Assess – Identify and correct alternate conceptions Respectfully Confronting Alternate Conceptions
- 15. Transition from State Standards to the NGSS FL 2nd Grade Benchmarks • Recognize that Earth is made up of rocks. Rocks come in many sizes and shapes. • Describe how small pieces of rock and dead plants and animal parts can be the basis of soil and explain the process by which soil is formed. • Classify soil types based on color, texture, the ability to retain water, and the ability to support plant growth. NGSS • 2-ESS2-1. Compare multiple solutions designed to show or prevent wind or water from changing the shape of the land.
- 16. Unpacking the PEs 2-ESS2-1: Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land. What would 2nd graders (and their teachers) need to know to be able to meet the PE?
- 17. THE HOW SCIENCE WORKS AND TIME CHALLENGES Nature of Science and Cross-Curricular Integration
- 18. Nature of Science “The practices describe behaviors that scientists engage in as they investigate and build models and theories about the natural world and the key set of engineering practices that engineers use as they design and build models and systems.” http://www.nextgenscience.org/three-dimensions “Science is characterized by the systematic gathering of information through various forms of direct and indirect observations and the testing of this information by methods including, but not limited to, experimentation. The principal product of science is knowledge in the form of naturalistic concepts and the laws and theories related to those concepts.” http://www.nsta.org/about/positions/natureofscience.aspx
- 19. Nature of Science in the NGSS • Scientific Investigations Use a Variety of Methods • Scientific Knowledge is Based on Empirical Evidence • Scientific Knowledge is Open to Revision in Light of New Evidence • Scientific Models, Laws, Mechanisms, and Theories Explain Natural Phenomena • Science is a Way of Knowing • Scientific Knowledge Assumes an Order and Consistency in Natural Systems • Science is a Human Endeavor • Science Addresses Questions About the Natural and Material World
- 20. Nature of Science in the NGSS • An explicit and reflective approach – Discuss NOS during content work – asking questions, arguing from evidence, develop models, etc. – Reflect on NOS during work • Using History of Science – Case studies from history to illustrate examples of NOS Duschl, 2000; Lederman & Lederman, 2004; Krajcik & Merritt, 2012; Reiser, et al., 2012
- 21. Pay Attention to Vocabulary • “The” Scientific Method • Science definition vs. common usage: theory, law, argument • Overgeneralization: hypothesis, experiment • Similar meanings across academic disciplines: prediction, inference, argument, analyze
- 22. Common Practices Across Disciplines NGSS SEP CCSS ELA Anchor Standards CCSSM SMP* Reasoning with models Mathematical and computational thinking Engaging in evidence- based argumentation, including critiquing others’ reasoning (orally and in writing) *SMP= Standards for Mathematical Practices
- 23. Reinforcing Mathematics Skills • Measurement—base 10 and fraction concepts • Representing data—graphs, data tables
- 24. An Example--ESS2A: Earth Materials and Systems 2nd Grade • Composition of soil • Stream table • Wind erosion (straw or small fan)
- 25. THE PERSEVERANCE CHALLENGE Tying it all Together
- 26. The Perseverance Challenge (putting it all together) • Need for sustained interaction*, social media • Help with quality resources Science and Children ASK Teachers Project Make it, take it *Loucks-Horsley et al., 2010
- 27. References Bursal, M. & Paznokas, L. (2006). Mathematics anxiety and preservice elementary teachers’ confidence to teach mathematics and science. School Science and Mathematics, 106(4), 173-180. Duschl, R. (2000). Making the Nature of Science Explicit. In R. Millar, J. Leech & J. Osborne (Eds.), Improving Science Education: The Contribution of Research. Philadelphia, PA: Open University Press. Krajcik, J., & Merritt, J. (2012). Engaging Students in Scientific Practices: What Does Constructing and Revising Models Look Like in the Classroom? Understanding A Framework for K-12 Science Education. The Science Teacher, 79, 38-41. Lederman, N., & Lederman, J. (2004). Revising Instruction to Teach Nature of Science: Modifying Activities to Enhance Students’ Understanding of Science. The Science Teacher, 71(9), 36-39. Loucks-Horsley, S. Stiles, K. E., Mundry, S., Lover, N., & Hewson, P. W. (2010). Designing Professional Development for Teachers of Science and Mathematics, Third Edition. Thousand Oaks, CA: Sage Ramey-Gassert, L., & Shroyer, G. M. (1992). Enhancing science teaching self-efficacy in preservice elementary teachers. Journal of Elementary Science Education, 4(1), 26-34. Reiser, B., Berland, L, & Kenyon, L. (2012). Engaging Students in the Scientific Practices of Explanation and Argumentation: Understanding A Framework for K-12 Science Education. The Science Teacher, 79(4), 8-13. Tosun, T. (2000). The beliefs of preservice elementary teachers toward science and science teaching. School Science and Mathematics, 100(7), 374-379. Wenner, G. (1993). Relationships between science knowledge levels and beliefs toward science instruction held by preservice elementary teachers. Journal of Science Education and Technology, 2(3), 461-468.
- 28. Upcoming Events: Webinars: 2nd Thursdays, 1p PT/4p ET May 12, 2016 Ed Geary, “Building a State Coalition for NGSS-ESS” Fall: Introducing Teachers to NGSS, A Tour of NSTA NGSS-ESS resources 7/18-22/16 Earth Educators Rendezvous Early-Bird Registration Deadline: May 2, 2016 ➢ Email list: http://nagt.org/nagt/profdev/workshops/ngss_summit/ind ex.html
- 29. Thank you! Contact information: Susan Sullivan susan.sullivan@Colorado.edu, 303-492-5657 Aida Awad aawad@maine207.org Edward Robeck ecrobeck@agiweb.org
Editor's Notes
- November 1 and November 4, 2015 Geological Society of America Annual Meeting Town Hall Meeting, Geological Society of America Annual “Next Steps for the NGSS in ESS” Join a community discussion of what has happened in NGSS ESS implementation and help to shape a slate of activities going forward. November 4th from 12:15-1:15p Room 321, Baltimore Convention Center Talks in Technical Session T66. Beginning a New Era in Earth Science Education: The Role of Geoscience in Implementing the Next Generation Science Standards November 1, 2015 1:30-5:30p, Room 321 December 14-16 American Geophysical Union Fall Meeting December 14, 12:30-1:30p Moscone West 2007 Please join us for “Next Steps for the Next Generation Science Standards in Earth and Space Science: A Town Hall Discussion “ Join a community discussion of what has happened in NGSS ESS implementation and help to shape a slate of activities going forward. December 14-15 American Geophysical Union “Teaching Mineral Resources with an Emphasis on NGSS Practices and Cross Cutting Concepts” Presentation as part of the AGU Geophysical Information for Teachers (GIFT) workshop. See http://education.agu.org/education-activities-at-agu-meetings/gift/gift-2015/ for more information. Talks within Implementing K-12 Geoscience with the Next-Generation Science Standards II December 16, 4:00-6:00p, Moscone South 104 We hope to see you soon! Other webinars and meetings are in the planning stages. To remain aware of ongoing ESS NGSS events, please sign up on the email list http://nagt.org/nagt/profdev/workshops/ngss_summit/index.html For more information, please contact Susan Sullivan at susan.sullivan@colorado.edu , Aida Awad at aawad@maine207.org (National Association of Geoscience Teachers) or Ed Robeck ecrobeck@agiweb.org (American Geosciences Institute)
- Kim Two issues here: first is working with elementary teachers in general Second is particular to NGSS implementation
- Kim 4th yr. at UNF, previously taught at small liberal arts college in PA, where also taught content course Suburban and urban settings Work with in-service elem. tchrs: PIR for 1 ½ yrs. at urban elementary school, PD
- Heather I have a joint appointment at Western Michigan University between the Department of Geosciences and the Mallinson Institute for Science Education. I’ve spent the past 12 years as the faculty supervisor for an earth systems course for preservice elementary teachers (in Michigan this is grades K-8). I am the departmental advisor for our secondary (grades 6-12) earth science and integrated science education majors, and have experience working with inservice teachers through the Mi-TEP and Mi-STAR projects run by Jackie Huntoon out of Michigan Tech. Although I am mainly responsible for content courses, I model practices and pedagogy appropriate to K-12 classrooms. I should note that Michigan is NOT a NGSS-adopting state – we recently adopted our own set of K-12 science standards that are nearly identical to the NGSS.
- Kim 3D learning—new way of thinking, especially for elementary teachers whose own science learning often focused on knowledge acquisition. NGSS emphasizes not just what students know in each grade or grade band, but what they can do with that knowledge. Hence the language of “performance expectations.”
- Kim Challenges relate to 3 dimensions of NGSS—content knowledge of core ideas, understanding and doing science, and fragmented understanding of how certain concepts transcend disciplinary boundaries Time and test-obsessed K-12 culture Can make it hard to persevere
- Heather The DCIs focus on content and we have found two challenges to elementary teachers’ proficiency with science content: science phobia and alternative conceptions. Here we focus on each and provide suggestions for addressing these challenges.
- Heather It is well established in the research literature that teacher knowledge and beliefs both have a strong effect on classroom teaching. In the case of elementary teachers, their content preparation in science may be just a few courses. Coupled with higher levels of math anxiety (which correlates with higher science anxiety), this can cause elementary teachers to lack confidence and self-efficacy in their ability to “do” science. In turn, this often translates into teachers who avoid science in the classroom.
- Heather A couple of small changes in the content and methods courses for preservice elementary teachers can help address dislike (to outright fear) of science. First is the language that we used to talk about what we do in class. This idea comes from the arts – in music class children are musicians when they pick up their instruments (OK, musicians, let’s start from the top). They are dancers when they start to move. So let’s own being scientists in science class. One of my graduate instructors has tried this all semester in her section of an atmospheric science content course and anecdotally she has seen students embrace the idea that they are scientists as soon as they step into class. Similarly, having preservice elementary teachers tackle science labs in groups creates an atmosphere of peer support rather than competition. We also use guided inquiry activities structured around questions to introduce and learn content to communicate that science is about answering questions. Finally, science can be more comfortable when our preservice teachers see the relevance to their daily lives. We pick topics, like the fracking lab shown here, that are of immediate interest to our students, most of whom are from the Great Lakes region.
- Heather Alternate conceptions are deeply entrenched, incorrect to partly correct ideas that individuals hold about scientific phenomena. These can be a challenge to learning as illustrated in this example – some students will “get” the target concept correctly, others partially, and some not at all. It can be a challenge to determine what prior knowledge your preservice teachers come to class with, and whether these ideas are changing during instruction.
- Heather Misconceptions can be treated as an opportunity for content learning, but the key in my experience is to make this a non-threatening experience for the preservice teachers. Before each laboratory activity, students are asked to answer a few questions designed to elicit prior knowledge and misconceptions. Typically we do these on white boards and share with the class, thereby reducing the pressure on any one student to speak up and be wrong. Page Keeley’s series of NSTA books on formative assessment probes is a valuable resource that I’ve used in PD workshops – the earth & environmental science book just came out. Another technique is to frame alternate conceptions as children’s ideas. The research literature suggests that people hold the same common misconceptions from middle school onward – so, rather than ask my students what their ideas are directly, I ask them to think of what ideas an elementary aged child might have. This makes a discussion of incorrect ideas less threatening (and more interesting) because it is now about children. Finally, if recognizing and addressing alternate conceptions is an important learning goal, it should be assessed. My students identify and correct alternate conceptions on each of their content exams.
- Kim NGSS very different--conceptually more difficult that what many elementary teachers are used to Current focus in some states on declarative knowledge Greater depth that demands more connected knowledge
- Kim Need to help teachers unpack—composition of soil, weathering, erosion, deposition, and role of variables like sediment size, slope steepness also greater forces = greater change in motion Being explicit important
- Heather The second of our challenges focuses on the SEPS – how we can teach NOS and integrate science with math and language arts in the elementary classroom.
- Heather The NGSS uses the language “practices” to refer to both understanding how science works (how it is practiced by scientists) and the ability of students to design and carry out scientific investigations. NOS is closely related to practices. As exemplified by this quote from the NSTA’s position statement, NOS refers specifically to how science is a way of knowing that follows specific rules for what constitutes evidence, explanations, and methods.
- Heather Appendix H of the NGSS addresses NOS and provides this list of basic understandings. In particular, the first four understandings relate to science practices, and the latter four relate to cross cutting concepts. Furthermore, it presents a matrix of specific NOS performance expectations for grades K-2, 3-5, middle school and high school.
- Heather The literature makes two key recommendations for addressing NOS in teacher education. First, an explicit and reflective approach is critical. Simply having students “do” science is insufficient – they need to be prompted to reflect on what they are doing while engaged in learning science. In my class, we focus on just a few critical NOS understandings – for example, developing and using models to understand scientific phenomena. We consider how the models are constructed, their advantages, and their limitations in reproducing the “real thing” such as this stream table model here. Reflecting on models is part of the laboratory write up and assessed in course exams. Second, a colleague of mine makes use of history of science in the biology content course for preservice elementary teachers. This is a series of lessons based on the historical work of Kettelwell and the peppered moths in evolutionary biology.
- Kim Must be aware of first two when working with in-service or pre-service teachers Pre-service can emphasize Need to be sensitive with in-service teachers while still being accurate—strategies discussed earlier like formative assessment probes are good; noting NGSS language as opposed to telling teachers they’re wrong Leverage places where meanings are similar—connection to ELA and math
- Kim CCSSM—standards for mathematical practice CCSSELA—anchor standards for college and career readiness SEP—way to integrate ELA and math into science
- Kim When doing PD remind teachers that measuring reinforces math standards Be aware of teachers own potential misunderstanding of base 10 and fraction concepts Have teachers practice graphing data and determining which graph is appropriate for this type of data
- Kim Observe soil sample—components, test permeability Compare samples from different places Stream table—mention S&C article
- Kim Typical PD cycle—go to workshop, get excited but then back to routine on Monday OR try once or twice (a little bumpy) and go back to routine Must support elementary teachers in ways that help them persevere when many factors conspire against that (some already discussed)
- Kim One shot PD rarely results in implementation (typically need 50 hrs.), far more than what many districts allot or will pay for need to help teachers “put it all together” Co-teaching—establishes credibility Social media—also Edmodo or Adapting Science for Kids ASK Teachers Helping Teachers—latter definitely good Elementary teachers rely heavily on Pinterest Resources for management--CoEd Science and Children, if monies available—possibly 1 yr. subscription for teachers, mention Bill Robertson’s Science 101 column Make it, take it workshops where teachers leave with resources Pre-service teacher Kg placement reflection: SEPs—questions to answer, making evidence-based claims; “Even in Kg. students were showing the ability to make claims and have conversation based on the data they collected. It was fantastic!” Elem. Teachers need support science in general and NGSS in particular; as a group want to be effective science teachers; being aware of challenges and addressing them will help them be the effective teachers they want to be
- References
- November 1 and November 4, 2015 Geological Society of America Annual Meeting Town Hall Meeting, Geological Society of America Annual “Next Steps for the NGSS in ESS” Join a community discussion of what has happened in NGSS ESS implementation and help to shape a slate of activities going forward. November 4th from 12:15-1:15p Room 321, Baltimore Convention Center Talks in Technical Session T66. Beginning a New Era in Earth Science Education: The Role of Geoscience in Implementing the Next Generation Science Standards November 1, 2015 1:30-5:30p, Room 321 December 14-16 American Geophysical Union Fall Meeting December 14, 12:30-1:30p Moscone West 2007 Please join us for “Next Steps for the Next Generation Science Standards in Earth and Space Science: A Town Hall Discussion “ Join a community discussion of what has happened in NGSS ESS implementation and help to shape a slate of activities going forward. December 14-15 American Geophysical Union “Teaching Mineral Resources with an Emphasis on NGSS Practices and Cross Cutting Concepts” Presentation as part of the AGU Geophysical Information for Teachers (GIFT) workshop. See http://education.agu.org/education-activities-at-agu-meetings/gift/gift-2015/ for more information. Talks within Implementing K-12 Geoscience with the Next-Generation Science Standards II December 16, 4:00-6:00p, Moscone South 104 We hope to see you soon! Other webinars and meetings are in the planning stages. To remain aware of ongoing ESS NGSS events, please sign up on the email list http://nagt.org/nagt/profdev/workshops/ngss_summit/index.html For more information, please contact Susan Sullivan at susan.sullivan@colorado.edu , Aida Awad at aawad@maine207.org (National Association of Geoscience Teachers) or Ed Robeck ecrobeck@agiweb.org (American Geosciences Institute)
- November 1 and November 4, 2015 Geological Society of America Annual Meeting Town Hall Meeting, Geological Society of America Annual “Next Steps for the NGSS in ESS” Join a community discussion of what has happened in NGSS ESS implementation and help to shape a slate of activities going forward. November 4th from 12:15-1:15p Room 321, Baltimore Convention Center Talks in Technical Session T66. Beginning a New Era in Earth Science Education: The Role of Geoscience in Implementing the Next Generation Science Standards November 1, 2015 1:30-5:30p, Room 321 December 14-16 American Geophysical Union Fall Meeting December 14, 12:30-1:30p Moscone West 2007 Please join us for “Next Steps for the Next Generation Science Standards in Earth and Space Science: A Town Hall Discussion “ Join a community discussion of what has happened in NGSS ESS implementation and help to shape a slate of activities going forward. December 14-15 American Geophysical Union “Teaching Mineral Resources with an Emphasis on NGSS Practices and Cross Cutting Concepts” Presentation as part of the AGU Geophysical Information for Teachers (GIFT) workshop. See http://education.agu.org/education-activities-at-agu-meetings/gift/gift-2015/ for more information. Talks within Implementing K-12 Geoscience with the Next-Generation Science Standards II December 16, 4:00-6:00p, Moscone South 104 We hope to see you soon! Other webinars and meetings are in the planning stages. To remain aware of ongoing ESS NGSS events, please sign up on the email list http://nagt.org/nagt/profdev/workshops/ngss_summit/index.html For more information, please contact Susan Sullivan at susan.sullivan@colorado.edu , Aida Awad at aawad@maine207.org (National Association of Geoscience Teachers) or Ed Robeck ecrobeck@agiweb.org (American Geosciences Institute)