A Framework for K-12 Science Education: Practices, Crosscutting Concepts and Core Ideas

1. A Framework for K-12 Science Education: Practices, Crosscutting Concepts and Core Ideas Implications for English Language Learners (ELLs) Webinar Presentation by Helen Quinn (Stanford University) and Okhee Lee (New York University) September 19, 2012

2. Basic Webinar Logistics Tina Cheuk will be facilitating this webinar. Participants will be on MUTE (via computer and/or by phone). Type in your questions or comments in the CHAT box in the bottom right hand corner (addressed to Tina Cheuk or to the whole group). Webinar is recorded and archived on our website: ell.stanford.edu Presentation slides and recording will be available on our website by tomorrow morning.

3. Context 1Source: http://www.corestandards.org/in-the-states • Education in US is controlled at the state and local level. • Common Core Math and Language Arts – 45 states, 3 territories, including D.C. choosing common standards1 Next Generation Science Standards (NGSS) • Stage 1 NRC Framework – July 2011 • Stage 2 Achieve Standards – under development, first public release in May 2012

4. Lead State Partners Source: http://www.nextgenscience.org/lead-state-partners

5. Assessments Curricula Framework Standards Instruction Teacher Preparation and development

6. Three Dimensions • Scientific and engineering practices • Crosscutting concepts • Disciplinary core ideas Download full report at www.nap.edu

7. Goals of the Framework Coherent investigation of core ideas across multiple years of school More seamless blending of practices with core ideas and crosscutting concepts Multidimensional standards and assessments ALL students learn science

8. Questions General questions about the Framework and NGSS Please type in your questions in the CHAT box.

9. 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 Scientific and Engineering Practices 9

10. SCIENCE MATH M1. Make sense of S1. Ask questions & S2. Develop and use models problems & persevere in solving them define problems S3. Plan & carry out S5. Use mathematics & computational thinking investigations M6. Attend to precision M4. Model with mathematics S4. Analyze & interpret M7. Look for & make use of structure data M8. Look for & express regularity in repeated reasoning E2. Build strong content knowledge E4. Comprehend as well as critique E5. Value evidence M2. Reason abstractly & quantitatively M3. Construct viable argument & critique reasoning of others S7. Engage in argument from evidence S6. Construct explanations & design solutions S8. Obtain, evaluate & communicate information E6. Use technology & digital media M5. Use appropriate tools strategically E1. Demonstrate independence E3. Respond to the varying demands of audience, talk, purpose, & discipline ELA E7. Come to understand other perspectives & cultures Source: Working Draft, 12-6-11 by Tina Cheuk, ell.stanford.edu

11. How Language Develops • Multiple opportunities to hear and use (language) • Rich contexts – desire and opportunity to engage and contribute • Appropriate supports • Acceptance of “flawed” language 11

12. How Science Understanding Develops • Multiple opportunities to hear and use (science ideas) • Rich contexts – desire and opportunity to engage and contribute • Appropriate supports • Acceptance of “flawed” language; for example non-scientific language 12

13. Promoting Both Science and Language Learning for ELLs • ELLs can participate in classroom discourse focused on rich and exciting academic content • ELLs learn language best when they engage with academic content • Focusing on both text and discourse gives ELLs opportunities for extended engagement with complex ideas 13

14. Example: Argument from Evidence Language tasks Listen or read to understand arguments Speak or write to express own arguments Analyze arguments Science tasks Analyze, support, and refute claims of others Present and support own claims 14

15. Questions General questions about the theory of learning Please type in your questions in the CHAT box. 15

16. Teacher Role • Set culture of respectful argumentation • Ensure all voices can contribute • Elicit contributions or expansion of contributions • Accept and support incomplete thoughts and “flawed” language (help student to clarify) • Ensure that students are understanding contributions of others (rephrase, question) • Support student questioning of others (whether for clarification or argumentation) 16

17. Teacher Role Clarify rather than correct (language or concept) Provide language support as needed (offer or elicit from other students a needed word, or the rephrasing of a poorly expressed idea) Reward engagement (sense-making effort) Value logic of argument, not correctness of claim or language Trust and support both language and science learning by the group process 17

18. Literacy Strategies for All Students Incorporate reading and writing strategies • Activate prior knowledge • Promote comprehension of expository science texts • Promote scientific genres of writing • Connect science process skills (e.g., describe, explain, predict, conclude, report) to language functions (e.g., explain, compare, contrast) • Encourage use of graphic organizers (e.g., concept map, word wall, Venn diagram, KWL) 18

19. ESOL Strategies for ELLs Use language support strategies • Use realia (real objects or events) • Encourage multiple modes of representations (gestural, oral, pictorial, graphic, textual) • Use graphic devices (graphs, charts, tables, drawings, pictures) • Use a small number of key terms in multiple contexts 19

20. Home Language Support Present science terms in multiple languages in the beginning of each lesson Use cognates (and highlight false cognates) in home language Allow code-switching Encourage ELLs to use home language to read, discuss or write about science Encourage bilingual students to assist less English proficient students in their home language (group, not one to one)

21. Home Culture Connections Build on students’ lived experiences at home and in the community (i.e., funds of knowledge) Explore culturally-based ways students communicate and interact in their home and community (i.e., cultural congruence) Use students’ cultural artifacts, culturally relevant examples, and community resources

22. Questions Teacher role to support science and language learning Please type in your questions in the CHAT box.

23. Resources • Language Demands and Opportunities in Relation to the Next Generation Science Standards, by Helen Quinn, Okhee Lee, and Guadalupe Valdés. http://ell.stanford.edu/publication/3-language-demands-and-opportunities-relation-next-generation-science-standards-ells • A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. http://www.nap.edu/catalog.php?record_id=13165 • Diversity and Equity in the NGSS: All Standards, All Students http://www.nextgenscience.org/next-generation-science-standards • NSTA series of free webinars focused on the 8 practices. (9/11-12/18). http://learningcenter.nsta.org/products/symposia_seminars/Ngss/webseminar.aspx

24. Thank you! Thank you to everyone who participated today. We will post the presentation and recording on our website in the morning. Please give us feedback on this presentation and any other information that would be helpful to our team in supporting your work. For more information, contact UnderstandingLanguage@stanford.edu (Tina Cheuk)