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Workshop 7: Planning Instruction to Meet the Intent of the NGSS: Steps 1 - 6

Workshop 7: Planning Instruction to Meet the Intent of the NGSS: Steps 1 - 6. Learning Goals. At the end of this session, participants will be able to : Bundle related performance expectations, typically from one topic area or DCI.

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Workshop 7: Planning Instruction to Meet the Intent of the NGSS: Steps 1 - 6

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  1. Workshop 7: Planning Instruction to Meet the Intent of the NGSS: Steps 1 - 6

  2. Learning Goals At the end of this session, participants will be able to: • Bundle related performance expectations, typically from one topic area or DCI. • Identify disciplinary core ideas, science and engineering practices, and crosscutting concepts that students need to know and be able to do related to the performance expectations. • Develop the learning performances that blend the disciplinary core ideas with science and engineering practices and crosscutting concepts together.

  3. Write – Pair - Share Write: 3 learning performances for use in instruction to promote student achievement of these PEs. MS-PS1-2. Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. MS-PS1-5 Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. Pair: Discuss with your neighbor. Share: Share your ideas with the entire group.

  4. 10-Step Process for Planning Instruction to Meet NGSS PEs STEP 1: “Bundle” related PEs, typically from one topic area or related areas. STEP 2: Inspect PEs, clarification statements, and assessment boundaries.   STEP 3: Examine DCIs, S & E Practices, and CCC coded to the PEs. STEP 4: Closely examine the DCI(s) and PE(s) and take into consideration prior PEs. STEP 5: Identify S & E Practices that support instruction of the DCI(s).

  5. 10-Step Process for Planning Instruction to Meet PEs STEP 6: Develop “Learning Performances.” STEP 7: Determine the acceptable evidence for assessing learning performances. STEP 8: Select related CCSS-M and CCSS-L standards. STEP 9: Carefully construct a storyline. STEP 10: Ask: “How do the task(s)/lesson(s) help students move towards an understanding of the PE(s)?”

  6. STEP 1: Bundle the Performance Expectations Q: What performance expectations are related and can be included in instruction within lessons/units? Select the Topic or DCI you will teach in your lessons/units Search for the PEs http://www.nextgenscience.org/next-generation-science-standards)

  7. PEs for Chemical Reactions Topic from NGSS Website http://www.nextgenscience.org/kfi-forces-interactions-pushes-pulls

  8. PEs for Chemical Reactions from Different Topics

  9. Activity 1: Bundle PEs In groups, pick a topic or DCl for planning your instruction. What performance expectations are related and can be included in instruction within your lesson/units?

  10. STEP 2: Inspect the PEs Q: What are the PEs, clarification statements, and assessment boundaries, and how are they related to instructional practices?

  11. Activity 2: Inspect PEs Read each PE carefully. What are the PEs, clarification statements, and assessment boundaries? Reflect on How are they related in terms of instructional practices?

  12. STEP 3: Examine DCIs, Practices, and CCCs Q: What are the DCIs, Practices, and CCCs coded to the PEs and how will they drive instruction?

  13. Activity 3: Examine DCIs, Practices,& CCCs Examine What are the elements of DCI(s), Practice(s), and CCC(s) coded to the PEs? Reflect on How they will drive instruction? How do I need to plan instruction to address each of these components? How can they be blended together in instruction?

  14. STEP 4: Examine Closely the DCIs and PEs Unpack the Disciplinary Core Ideas Q: What content ideas do students need to know and apply? Take into consideration prior performance expectations Q: What prior knowledge and experiences about those ideas did students develop in previous grade levels?

  15. 5-PS1. Matter and Its Interactions

  16. Progression within NGSS for PS1.A Appendix E, p. 7

  17. Activity 4: Look Closely at DCIs, Practices, and CCCs (See progressions of disciplinary core ideas, practices, and crosscutting concepts in NGSS Appendices E, F, and G.) • Identify • What content ideas do students need to know and be able to apply? • What practices should be developed to support the knowledge-in-use called for the bundled PEs? • What prior knowledge and experiences about those ideas and practices do students need to develop in previous grade levels?

  18. STEP 5: Select Science & Engineering Practices The elements of the DCI need to be blended with various science and engineering practices. We need to determine which of the practices work best with the elements of the DCI and Crosscutting Concepts. Q: What practices work best with the instruction of the DCIs and CCC?

  19. Selecting Practices for Chemical Reactions • Two Main Practices • Developing and Using Models • Analyzing and Interpreting Data • Three Additional Practices • Planning and Carrying Out Investigation • Constructing Explanations and Designing Solution • Engaging in Argument from Evidence

  20. Activity 5: Selecting Practices Consider the DCIs and Crosscutting Conceptsrelated to your bundle of PEs “What Practices work best with the instruction?” (use Appendix F: Science & Engineering Practices)

  21. STEP 6: Develop Learning Performances • Learning Performances (LPs) – Learning Goals for Lessons • guide lesson development to promote student learning, • blend DCIs, Practices, and CCCs, • support teachers in designing lessons and assessments • build toward the bundle of PEs • What are the learning performances and how will they build to meet PEs?

  22. Example of Learning Performance for Chemical Reactions

  23. Activity 6: Developing Learning Performances From your selected Topic or DCl, • Create learning performances that build to meet the bundled PEs.

  24. Gallery Walk Post (5 minutes) Write group responses for Lesson Development Steps 1 to Step 6 on a flipchartand tape on the wall Walk (15 minutes) Circulate among flipcharts to see other groups’ work. Add feedback and ideas using sticky notes. Discuss (5 minutes) Question and answer, or share the ideas in large group

  25. Reflection on Practices • Based on feedback from the Gallery Walk, revise your group’s STEP 1 to STEP 6 responses. • Reflect on your own: • What did you learned? • How can you apply these STEPs to use in your teaching?

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