Guide to Implementing the Next Generation Science Standards (2015) / Chapter Skim
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3 Instruction
3 Instruction
Pages 23-36
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From page 23... ...
RECOMMENDATION 2 Support teachers in making incremental and continuing changes to improve instruction. Administrators, science specialists, and resource and mentor teachers should help classroom teachers understand and adopt the new vision for science learning and instruction through incremental and continuing changes to instruction.
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Summative evidence of student learning aligned to the performance expectations in the Next Generation Science Standards should be gathered through student work products that document elements of performance tasks. A GRADUAL PATH A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (National Research Council, 2012; hereafter referred to as "the Framework")
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Teachers and district science leaders will need to work together to reevaluate the scope and sequence of the science that they teach, their curriculum materials, unit and lesson plans, and the classroom-level assessment tasks that they use to make sure that these are all designed to support the multidimensional learning outcomes expected for the NGSS. Teachers need structured time to engage with others in ongoing evaluation of the effectiveness of their approaches for helping students achieve the instructional goals.
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Students' ideas are learned more deeply and retained longer if students apply them to situations that have meaning for them. In a classroom that is consistent with the Framework and the NGSS, students develop models of 26 Guide to Implementing the Next Generation Science Standards
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The phenomena or design problems introduced have to be carefully chosen to provide a context in which students become engaged and in which the science ideas they are learning are useful because they can help explain what is occurring. Students still need to learn basic science ideas and terminology, whether through reading about them or through a teacher's questions, suggestions, and focused explanations, in order to be able to use them within their models and in developing their explanations about the phenomena.
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In particular, the practice of computational thinking involves such activities as simulations to model physical phenomena or test engineering designs under a range of different conditions, to mine existing databases, or to use computer-aided design software to design solu tions to problems. Developing and Using Core Ideas and Crosscutting Concepts The NGSS are organized around central explanatory ideas in science and engineer ing for which students develop increasingly sophisticated understandings across K-12.
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For many students, understanding these 1For details, see Chapters 3-8 of A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (National Research Council, 2012) and Appendixes E, F, and G of the Next Generation Science Standards: For States, By States (NGSS Lead States, 2013)
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Connecting Learning Across the Curriculum The combination of the NGSS and the Common Core State Standards in English Language Arts and Mathematics (National Governors Association, 2010) offers opportunities to strengthen students' learning through use of similar strategies across the curriculum.
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Conversely, engaging in the science practices requires students to apply their math ematics and literacy skills in the context of their science classrooms and so can help students further develop those skills. While engaging in the scientific and engineering practices, students will regu larly construct oral and written arguments that focus on presenting and evaluating evidence for claims, resolving differences, and refining models and explanations or on improving engineering designs.
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Performance tasks, while forming part of an ongoing learning sequence, also con tain elements to be produced by individual students that can be used as summative 32 Guide to Implementing the Next Generation Science Standards
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Teachers will need extensive learning opportunities to successfully incorporate both formative and summative assessment tasks that reflect the performance expectations of the NGSS into their practice (National Research Council, 2014a) .3 PITFALLS TO AVOID Providing Insufficient Support for Students As students are asked to learn new practices and engage with science ideas in new ways, they will need "scaffolding" -- that is, a set of supports (National Research Council, 2007)
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. Students who have experienced success in school primarily by memoriz ing and reproducing facts or rote procedures provided to them by textbooks or teachers may resist the shift to a classroom culture where they are asked to apply science ideas and take part of the responsibility for the struggle to develop shared explanations to make sense of phenomena.
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Teachers will then need ongoing support to con tinue to refine their instructional practices. One approach for this kind of support might be participation in a teacher learning community devoted to this goal.
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Some science teachers have devel oped a wide variety of mnemonics and other creative solutions to support students in learning some of the specific facts that are not in the NGSS. It may be especially difficult for some teachers to leave out part of the curriculum that they have previ ously thought to be essential in favor of more time for deeper engagement in the core ideas and crosscutting concepts in the NGSS.
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