Design, Selection, and Implementation of Instructional Materials for the Next Generation Science Standards Proceedings of a Workshop (2018) / Chapter Skim
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5 Implementing Instructional Materials for the NGSS
5 Implementing Instructional Materials for the NGSS
Pages 59-78
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From page 59... ...
science in their classrooms, but also building the capacity within schools, districts, and states to support and sustain these new ways of teaching and to help all students reach their highest learning potential. Workshop participants examined challenges and opportunities for achieving equity in science education, approaches to professional learning, and ways to build the capacity of schools, districts, and states.
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Enacting the NGSS and making science education more equitable will mean changing the way that teachers and others think about children of color, according to Walls. Opportunities exist to make science education more equitable.
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Longer-term efforts could focus on fostering a more diverse field of developers, researchers, and educators in science education, Bell added. Understanding the Need for Equality and Equity: Data on Racial Disparities in Access and Achievement Eileen Parsons presented insights and data on racial equity and equality in educa tion to provide a context for considering the rationale for addressing these issues in science education and instructional materials.
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Equity Image: From http://culturalorganizing.org, creator Paul Kuttner. Full Range of MathemaƟcs and Science Courses 80 70 60 50 40 30 20 10 0 Whites Hispanics Blacks % Access FIGURE 5-2 Access to mathematics and science courses.
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. 9-year olds 13-year olds 200 200 150 150 100 100 50 50 0 0 2009 2015 2009 2015 Whites Hispanics Whites Hispanics Blacks Blacks 17-year olds 200 150 100 50 0 2009 2015 Whites Hispanics Blacks FIGURE 5-3 NAEP science performance.
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Making Instructional Materials Culturally and Socially Relevant Alberto Rodriguez provided practical guidance on avoiding seven common pitfalls in attempting to make instructional materials for science education more culturally and socially relevant. He first asked participants to consider an example from a popular engineering curriculum that featured colorful pictures of siblings traveling around the world because, he said, it illustrates two of these pitfalls.
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To counter this tendency, Rodriguez suggested that class discussions could consider how members of communities are addressing problems themselves Implementing Instructional Materials for the NGSS 65
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Making Diversity Visible in Instructional Materials for Science Education Lizette Burks shared how her personal experiences as a K–12 student learning English, a classroom teacher, and a science education leader have shaped her efforts to promote equitable science learning. Her own education lacked opportu nities to make sense of science at school, she said.
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In California, he has observed less science instruction, even in middle school, because of an emphasis on reading and mathematics and the standardized testing in those subjects. Panelists also discussed the role of language in science education.
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Jennifer Horton of Western Placer Unified School District provided her perspective on professional learning as a teacher, instructional coach, and co-developer of curriculum. Nagle discussed teacher professional learning based on her experiences with the Science Education for Public Understanding Program (SEPUP)
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The limited time that teachers have for professional development is a challenge. Her team seeks to find more efficient ways to support teachers as they move toward more 3D science teaching.
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Strategies that can be used across curricular areas are particularly useful for elementary teachers. One idea is teach ing language arts through the lens of science, using informational texts and hav ing students discuss and write about the world around them, she suggested.
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Panel presentations and discussion examined examples of building capacity to support the implementation and use of instructional materials for science at the school, district, and state levels. Professional Development for Administrators Katherine McNeill of Boston College offered insights from her experiences as a curriculum developer working with school administrators to support science instruction consistent with the NGSS.
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Building School District Capacity through Researcher-Practitioner Partnership Douglas Watkins discussed how partnering with teachers as co-developers of cur riculum can help build school district capacity to implement NGSS science. As the science curriculum specialist for Denver Public Schools, Watkins has served as a partner with researchers from the University of Colorado Boulder develop ing a 9th-grade biology curriculum and assessments.
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Watkins has encouraged teachers involved in co-developing science curricula to apply for positions as regional team specialists with the Denver Public Schools. Specialists who are deeply knowledgeable about NGSS are then able to provide professional development to others.
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Building Capacity at the District Level Lesa Rohrer, the secondary science curriculum coordinator for Oklahoma City Public Schools, provided an example of how to build the capacity to transform science teaching across an urban school district. Although Oklahoma did not adopt the NGSS, it did adopt a similar set of standards and held a curriculum adoption in 2015.
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Building Capacity at the State Level Jill Cowart offered her views on how to build system capacity statewide that supports the implementation of new educational standards. She focused on her state's work to bolster instruction in English Language Arts and mathematics consistent with Common Core State Standards (CCSS)
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However, building capacity to support teachers in using the curricula means build ing in layers of teacher support, including specific curriculum training and sup port from consultants who were deeply familiar with the Framework. Rohrer also worked with university experts to help elementary teachers with the science con 76 Design, Selection, and Implementation of Instructional Materials for the NGSS
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Using federal funding provided to schools with high numbers of students receiving free and/or reduced school lunch, Rohrer has been able to provide professional development and build a teacher-leader group. This group is important for both sustainability of efforts and for credibility.
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In a comment from the audience, a 6th-grade teacher offered her perspective on building capacity based on her experiences learning about building a coherent storyline in understanding science. "The work that I did then changed the way I look at science," she said.
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