N E X T G E N E R A T I O N S C I E N C E S T A N D A R D S 1Stan Freeda
NEW HAMPSHIRE FRAMEWORK FOR SCIENCE LITERACYN E X T G E N E R A T I O N S C I E N C E S T A N D A R D S 2June 20061990sNECAP TargetsNH Framework Grade Span Expectations
K – 12 BROAD GOALS OF SCIENCE EDUCATION3Students will…1. use inquiry strategies to investigate and understand the natural world.2. demonstrate an understanding of key concepts and principles central to the biological, physical, and earth sciences,and engineering, while recognizing the interrelationship of all the sciences.3. demonstrate an understanding of the basic laws which govern and explain phenomena observed in the natural world4. demonstrate an understanding of, and be able to practice, the basic processes which scientists use to obtain andcontinually revise knowledge about the natural world.5. perceive that scientific and technological knowledge is the result of the cumulative efforts of people, past andpresent, who have attempted to explain the world through an objective, peer-tested, rational approach tounderstanding natural phenomena and occurrences.6. display a sense of curiosity and wonder about the natural world, and demonstrate an increasing awareness of theinterdependence between all living things and the environment.7. demonstrate their abilities to identify human needs and concerns and to engage in problem-solving processes todefine the problem, research and generate solutions, and develop simulations and prototypes to test their ideasbefore implementation.8. be able to apply rational, creative-thinking, and investigative skills and use scientific and technical knowledge intheir roles as citizens, workers, family members, and consumers in an increasingly technological society.9. use oral and written communication, mathematical representation, and physical and conceptual models todescribe and explain scientific concepts and ideas, and will be able to apply scientific and technical knowledge.10.know and employ safe practices and techniques in the laboratory, in field work or any other scientificinvestigation, and when using scientific or technological materials at home or work.N E X T G E N E R A T I O N S C I E N C E S T A N D A R D S
K – 12 BROAD GOALS OF SCIENCE EDUCATION410 most common words…N E X T G E N E R A T I O N S C I E N C E S T A N D A R D S
NEXT GENERATION SCIENCE STANDARDS5July 2011 – April 20131/2010 - 7/20111990s1990s-2009Phase IIPhase IN E X T G E N E R A T I O N S C I E N C E S T A N D A R D S
TIMELINE OF DEVELOPMENT6• National Research Council develops Framework for Science Literacy –released July 2011• Achieve develops Next Generation Standards based on the Framework• First public draft of Next Generation Science Standards - May 2012• NH Science Teachers Association develops review team – December 2012• Second and final public draft of NGSS– January 8, 2013• FINAL NGSS release – April 2013• Recommendations for adoption provided to Commissioner – May/June,2013• NH Legislature adopts new standards – Summer/Fall 2013/2014 ?N E X T G E N E R A T I O N S C I E N C E S T A N D A R D S
REPRESENT CONCEPTUAL SHIFTS7• K-12 science education should reflect the interconnected nature ofscience as it is practiced and experienced in the real world.• The Next Generation Science Standards are student performanceexpectations – not curriculum.• The science concepts build coherently from K-12.• The NGSS focus on deeper understanding of content as well asapplication of content.• Science and engineering are integrated in the NGSS from K–12.• The NGSS are aligned with the Common Core State Standards inEnglish Language Arts and Mathematics.N E X T G E N E R A T I O N S C I E N C E S T A N D A R D S
THE DNA OF NEXT GENERATION SCIENCE8• The NGSS are written asPerformanceExpectations• Each Standard representsa combination of all threedimensions.• NGSS will requirecontextual application ofthe three dimensions bystudents.N E X T G E N E R A T I O N S C I E N C E S T A N D A R D S
THE ARCHITECTURE OF NGSS9N E X T G E N E R A T I O N S C I E N C E S T A N D A R D SPRACTICESCONTENTCROSSCUTTING
COMMON CORE CONNECTIONS IN NGSS10N E X T G E N E R A T I O N S C I E N C E S T A N D A R D SThe Final version has been released.Connections to Common Core will be available.Connection to other disciplinary core ideas will be available.Updates will be on or before April 26.
THE NATURE OF SCIENCE11N E X T G E N E R A T I O N S C I E N C E S T A N D A R D SProcess
THE NATURE OF SCIENCE12N E X T G E N E R A T I O N S C I E N C E S T A N D A R D SCross Cutting Concepts
THE NATURE OF SCIENCE13N E X T G E N E R A T I O N S C I E N C E S T A N D A R D S25 most common words…
14• Knowledge through content-richtext.• Reason abstractly andquantitatively.• Construct arguments.• Critique the reasoning of others.• Argue with evidence.N E X T G E N E R A T I O N S C I E N C E S T A N D A R D SCONVERGENCE AT THE COREFOR COLLEGE AND CAREER READY STUDENTS
NEW WAYS OF TEACHING AND LEARNING15EFFECTIVE SCIENCE TEACHING CAN BE USED ASA FOCAL POINT THAT EXEMPLIFIES TEACHINGPRACTICES FOR ALL CORE AREAS.N E X T G E N E R A T I O N S C I E N C E S T A N D A R D S
COLLEGE AND CAREER READY PRACTICES16Science and Engineering Practices1. Asking questions and defining problems.2. Developing and using models.3. Planning and carrying out investigations.4. Analyzing and interpreting data.5. Using mathematics, information and computer technology,and computational thinking.6. Constructing explanations and designing solutions .7. Engaging in argument from evidence.8. Obtaining, evaluating, and communicating information.N E X T G E N E R A T I O N S C I E N C E S T A N D A R D S
COLLEGE AND CAREER READY PRACTICES17Mathematical Practices1. Make sense of problems and persevere insolving them.2. Reason abstractly and quantitatively.3. Construct viable arguments and critiquethe reasoning of others.4. Model with mathematics.5. Use appropriate tools strategically.6. Attend to precision.7. Look for and make use of structure.8. Look for and express regularity in repeatedreasoning.N E X T G E N E R A T I O N S C I E N C E S T A N D A R D S
COLLEGE AND CAREER READY PRACTICES18English Language Arts Capacities1. Demonstrate independence.2. Build strong content knowledge.3. Respond to the varying demands ofaudience, task, purpose, and discipline.4. Comprehend as well as critique.5. Value evidence.6. Use technology and digital mediastrategically and capably.7. Come to understand other perspectives andcultures.N E X T G E N E R A T I O N S C I E N C E S T A N D A R D S
COMMON PRACTICES19ELA Capacities manifest as:“construct effective arguments,” “request clarification,” “ask relevant questions,”“build on others’ ideas,” “articulate their own ideas,” “question assumptions andpremises,” “assess the veracity of claims,” “assess the soundness of reasoning,”“cite specific evidence,” “make their reasoning clear,” “constructivelyevaluate others’ use of evidence,” “evaluate other points of view critically andconstructively,” “express and listen carefully to ideas,” “cite specific textualevidence to support conclusions,” “delineate and evaluate the argument andspecific claims in a text including the validity of the reasoning as well as therelevance and sufficiency of the evidence,” “participate effectively in a range ofconversations and collaborations with diverse partners, building on others’ideas and expressing their own clearly and persuasively.”N E X T G E N E R A T I O N S C I E N C E S T A N D A R D S
COMMON PRACTICESFOR NH COLLEGE AND CAREER READY STANDARDS20N E X T G E N E R A T I O N S C I E N C E S T A N D A R D SPoints to Consider:• “Reasoning practices” in all content areas have to be enacted,and for learners, most are enacted socially, through talk andwriting.• “Social” does not just mean student-led group work. Well-structured social interaction builds in time to think as anindividual – making thinking available - metacognition.
21AT THE CORE OF ALL NH COLLEGE AND CAREER READY STANDARDSIS:• REASONING WITH EVIDENCE.• BUILDING ARGUMENTS AND CRITIQUING THE ARGUMENTS OFOTHERS.• DEVELOPING RIGOROUS, CONCEPTUALLY STRONG, EVIDENCE-BASED THINKING PRACTICES.• PARTICIPATING IN REASONING-ORIENTED PRACTICES, WITHOTHERS.THESE PRACTICES RELATE EXPLICITLY TO SENSE-MAKING ANDDISCUSSION:REASONING, IN THE SERVICE OF MAKING ARGUMENTS.N E X T G E N E R A T I O N S C I E N C E S T A N D A R D SCOMMONALITIES AT THE COREFOR NH COLLEGE AND CAREER READY STANDARDS
COMMONALITIES AT THE COREFOR NH COLLEGE AND CAREER READY STANDARDS22REASONING, IN THE SERVICE OF MAKING ARGUMENTS• REQUIRES THAT TEACHERS FOCUS MORE ATTENTION ONREASONING AND “THINKING PRACTICES.”• REQUIRES STUDENTS TO PARTICIPATE IN MAKING THEIRTHINKING PUBLIC AND COGENT.• REQUIRES STUDENT RECEIVE GUIDANCE TO MAKE THEIRTHINKING…• Visible• Public• Available to others…IN SPEAKING AND WRITING!N E X T G E N E R A T I O N S C I E N C E S T A N D A R D S
23TEACHERS WILL HAVE TO HELP ALL STUDENTS:• EXTERNALIZE THEIR THINKING;• LISTEN CAREFULLY TO ONE ANOTHERAND TAKE ONE ANOTHER SERIOUSLY;• DIG DEEPER INTO THE DATA AND EVIDENCE FOR THEIRPOSITIONS;• WORK WITH THE REASONING OF OTHERS.N E X T G E N E R A T I O N S C I E N C E S T A N D A R D SCOMMONALITIES AT THE COREFOR NH COLLEGE AND CAREER READY STANDARDS
THE GOOD NEWS24N E X T G E N E R A T I O N S C I E N C E S T A N D A R D S“Reasoning” practices are common to all 3 sets of standards.Big bang for the buck.The practices of deep discussion transfer from one contentdomain to another.We now know a great deal about how to induct students,from all backgrounds, into these reasoning practices, throughrigorous, content-rich, teacher-guided discussions.Good science teaching has always supported these practices.
THE BAD NEWS25N E X T G E N E R A T I O N S C I E N C E S T A N D A R D SThe dominant forms of talk in classrooms — recitation and directinstruction — do NOT support reasoning, building arguments withevidence, explaining, critiquing, and building common ground.Teachers are often not well-prepared to lead academicallyproductive, reasoning-oriented discussions.Teachers often rely on group work, hoping that the hands-onactivities, in small groups, will teach the students what they need tolearn.Even science teachers have a hard time running these discussions.Discussions are often skipped. “…We just didn’t have time.”
THE TAKE AWAY26N E X T G E N E R A T I O N S C I E N C E S T A N D A R D SWhat do we do now? model teaching practices that support the ISTE NETS-T• We need to take seriously our role as education leaders in New Hampshire.• We can’t just host “professional development” that talks about the NH Collegeand Career Ready Standards, we have to model these core ideas in ouractions and teaching for the field.• We have to insist that professional development we deliver, authorize,promote, and approve, fits this active teaching model.• Engages socially through peer interactions• Stresses metacognitive processes• Extends learning beyond the “workshop” or “webinar” or “seminar”• Requires a project based / demonstration product to assess learning• Incorporates technology to engage and enhance the experience• We have to insist that our professional development providers follow thiscollaborative and metacognitive model as well.
N E X T G E N E R A T I O N S C I E N C E S T A N D A R D S 27THE TAKE AWAYThe Bottom LineWe cannot effectively teach and assess theachievement of the NH College and CareerReady Standards by kids using technologyand online assessments unless we effectivelyteach those kids using those sametechnologies and online tools to support andengage them in their learning.
LEARN MORE ABOUT THE STANDARDS ONLINE28N E X T G E N E R A T I O N S C I E N C E S T A N D A R D Swww.NextGenScience.orgwww.CoreStandards.org
IMPLEMENTING THE NEXT GENERATION SCIENCE STANDARDS29N E X T G E N E R A T I O N S C I E N C E S T A N D A R D Swww.achieve.org/publications/ngss-adoption-and-implementation-workbookFree Publication from
RESOURCES30N E X T G E N E R A T I O N S C I E N C E S T A N D A R D SNew Hampshire Educators Online (NHEON)NHEON.org www.nheon.orgNH e-Learning for Educators ProjectNH e-Learning for Educators informational website www.opennh.orgOPEN NH course and tutorial management system www.opennh.netOnline Learning in New Hampshire www.nheon.org/onlinelearningInstitute in a BoxCollaboration RingsCommon Core Lesson Sharingwww.nhdrc.org
N E X T G E N E R A T I O N S C I E N C E S T A N D A R D S 31THE END
N E X T G E N E R A T I O N S C I E N C E S T A N D A R D S 32OFFICE OF EDUCATIONAL TECHNOLOGYContact InformationStan FreedaNew Hampshire Technology Readiness CoordinatorOffice of Educational TechnologyNew Hampshire Department of EducationStanley.Freeda@doe.nh.gov 603.271.5132www.education.nh.gov www.nheon.org www.opennh.org@