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John Spiegel San Diego County Office of Education

Supporting the CCSS in the Science Classroom through the Science and Engineering Practices of the Next Generation Science Standards (NGSS). John Spiegel San Diego County Office of Education . Why are we here? California adopted NGSS in Fall 2013 Dramatic shift in the way science will look

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John Spiegel San Diego County Office of Education

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  1. Supporting the CCSS in the Science Classroom through the Science and Engineering Practices of theNext Generation Science Standards (NGSS) John Spiegel San Diego County Office of Education

  2. Why are we here? • California adopted NGSS in Fall 2013 • Dramatic shift in the way science will look • NGSS and CCSS Connection • Assessment implications

  3. Science is made up of facts as a house is made up of stone But a collection of facts in no more science as a pile of rocks is a home

  4. Developing the Standards 2011 2011-13 Fall 2013 2016??? September Science Framework State Adoption of NGSS Assessments Curricula Instruction Teacher Development Step 1: Vision for Science Step 2: Develop NGSS Stay Tuned…

  5. NGSS Timeline:From Awareness to Implementation Beginning to plan for implementation Thinking about moving from standards to instruction Understanding the nature of the NGSS Beginning awareness around NGSS Awareness Transition Implementation ---NSTA Readers Guide to the Next Generation Science Standards, 2013, page xi

  6. California is adopting NGSS with the goal of transforming science teaching and learning by providing all students with the rigorous and relevant education they need for successin college as well as careers and daily lives

  7. Conceptual Shifts in the NGSS • Science education should reflect the interconnected nature of science • Standards are written as performance expectations • Science concepts build coherently from K-12 • Deeper understanding of content as well as application of content. • Science and engineering are integrated • Prepare students for college, career, and citizenship • Alignment to CCSS

  8. These new standards shift the focus from memorization of factsto having students develop deeper conceptual understandingof core scientific ideas and be able to apply the practices of science and engineering into real world problems

  9. A Shift in Our Thinking What do we want students to know and what do they need to do to knowit. What do we want students to doand what do they need to know to do it. 

  10. The Three Dimensions of NGSS • Disciplinary Core Ideas • Crosscutting Concepts • Science and Engineering Practices

  11. Science and Engineering Practices • Asking Questions and Defining Problems • Developing and Using Models • Planning and Carrying Out Investigations • Analyzing and Interpreting Data • Using Mathematics and Computational Thinking • Constructing Explanations and Designing Solutions • Engaging in Argument from Evidence • Obtaining, Evaluating, and Communicating Information

  12. The Crosscutting Concepts • Patterns • Cause and Effect: Mechanism and Explanation • Scale, Proportion, and Quantity • Systems and System Models • Energy and Matter: Flows, Cycles, and Conservation • Structure and Function • Stability and Change

  13. Disciplinary Core Ideas • 44 Core Ideas in • Physical Sciences • Life Sciences • Earth and Space Sciences • Engineering, Technology, and the Applications of Science

  14. Integration of the Three Dimensions • Disciplinary Core Ideas • Crosscutting Concepts • Science and Engineering Practices

  15. Purposes for Assessment • Formative assessment for use in the classroom and to assist learning • Summative assessment for use at the classroom, school, or district level to determine student attainment levels. • Assessment for program evaluation, used in making comparisons across classrooms, schools, districts, states, or nations Source: Framework for K-12 Science Education, NRC, 2011

  16. Designing Assessments Assessments must • Test students’ understanding of science as a content domain and their understanding of science as an approach • Provide evidence that students can apply their knowledge appropriately and are building on their existing knowledge and skill in ways that lead to deeper understanding of the scientific and engineering practices, crosscutting concepts, and disciplinary core ideas • Address all of these pedagogical goals while also meeting professional educators’ standards for reliability, validity, and fairness Source: Framework for K-12 Science Education, NRC, 2011

  17. How can science teachers implement the CCSS in their classrooms? Understand and implement the Science and Engineering Practices of NGSS

  18. The NGSS Online www.nextgenscience.org

  19. Contact Information John Spiegel, Science Coordinator San Diego County Office of Education john.spiegel@sdcoe.net (858) 292-3854

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