Hi everyone out there in #NGSSchat land. This is Ted Willard, NSTA's resident standards geek, educational cartographer, and singer of Three Dimensional Tunes. I can't believe it's already December, but so happy to share a Thursday night with you all.
A1: This changes the game for teachers as instruction is no longer so hyper focused on science facts, rather, teachers help orchestrate SEPs and CCCs that will help students come to know DCIs #NGSSChat
A1: It moves us from asking Ss to "learn about" science towards Ss "figuring out" how the world works. For me, the biggest shift in my thinking is around intentional use of phenomena and the CCCs. #ngsschat
A1 My first thought was Flubber...the 3D construction makes everything Ts do more elastic There is more connections to other science domains as well as other areas like math & ELA #ngsschat
A1: It's like talking about a movie - How coherent was the plot? How was the cinematography? What about character development? What were your take-aways? This is complex-nuanced work... #NGSSchat#NGSS
A1: This changes the game for teachers as instruction is no longer so hyper focused on science facts, rather, teachers help orchestrate SEPs and CCCs that will help students come to know DCIs #NGSSChat
A1: My class is constantly using all three throughout the unit, but the big shift for me recently is that my assessments are intentionally 3D as well. #NGSSchat
A1 My first thought was Flubber...the 3D construction makes everything Ts do more elastic There is more connections to other science domains as well as other areas like math & ELA #ngsschat
Teachers can be creative and design curriculum that is local and affects the lives of their students. Find local and engaging phenomena in your on backyard. #NGSSchat
Asking which dimension (Practices, Core Ideas, or Crosscutting Concepts) is the most important for NGSS is like asking which dimension (length, width, or height) is most important in calculating volume. #NGSSchat
A1: Ss act, think, & communicate like true scientists & engineers figuring out the world around them (not just learning about it) & solving problems #NGSSchat
Teachers can be creative and design curriculum that is local and affects the lives of their students. Find local and engaging phenomena in your on backyard. #NGSSchat
A1: The 3 dimensions is the main shift with Science Education. Regurgitation of science facts is antiquated. The shift of practicing (SEPs) and thinking (CCCs) like a scientist allows students to BE a scientist. #LearnByDoing#NGSSChat
Teachers can be creative and design curriculum that is local and affects the lives of their students. Find local and engaging phenomena in your on backyard. #NGSSchat
The easiest way to convince someone of the importance of the CCCs is to have them spend 5 minutes with @TdiShelton :) :) :)
Alternatively, help them see how the CCCs are lenses that Ss can use to make sense of phenomena.
#NGSSChat
Interesting! I had been thinking of them as different tools in a swiss army knife, different ones have different purposes but all equally important. But I think your analogy may be more effective #NGSSchat
Asking which dimension (Practices, Core Ideas, or Crosscutting Concepts) is the most important for NGSS is like asking which dimension (length, width, or height) is most important in calculating volume. #NGSSchat
One example in our Waves module (on NGSS' website) is found from @NGSSphenomena - the reverse arrow/glass of water trick. How can we use SEPs, DCIs, and CCCs to "figure out" this phenomenon? #ngsschat
A2: Start with the SEP. Figure out what students will be doing when engaged in each practice. This is the big change in day to day classroom activities. #NGSSchat
A2: When first starting out, SEPs feel safest to teachers. We had an @earlyimplement team that chose to focus just on modeling their first year and found that to be a great entry point across grades #NGSSchathttps://t.co/lstgiWCG59
A2: All my entry points seem to start with - "hey - did you all ever notice that _______ happens?" And sometimes I follow with - "but wait, how can______ happen if ________?!?!?" #NGSSchat#ngss
Agreed-- we had knowledge of the shift involving all 3 Dimensions, but spent our whole first year really digging deep into how to elevate the practices in the CR #NGSSchat
A2: I suggest to people starting with the SEPs to investigate phenomena- get kids' hands messy. Let them do, then they start asking questions and making connections (bringing in the CCCs and DCIs) #ngsschat
A2:I begin #NGSS planning w/ phenomena! Using the SEP of asking questions, I create the 'engage' part of a learning sequence by thinking about what Ss will wonder & ponder about. This lends itself to DCIs & other SEPs. CCC is the perspective of how we look at phenomena. #NGSSchat
A2: Our goal for my PLC team at my school is have Ss become proficient at Asking Qs and Modeling this year. Yesterday, one my Ss said while we were generating Qs...wait, no one asked an energy Q. #ngsschat
Hi all. Lingering and a bit tired tonight. Late to the ball game. A2 For implementation of doing science and eng: SEPs; for planning sequences: DCIs; CCCs frame the whole thing with much needed connections. #ngsschat
A2: My latest thought is that you should focus on the phenomenon first. What are you trying to explain? What pieces of the 3Ds could you use to help you figure it out? #ngsschat
A focus on the practices helps Ts see how instruction with NGSS is so different from traditional instruction or so-called "inquiry".
When planning instruction, a focus on core ideas helps identify phenomena, and Ss will use multiple practices and CCCs to investigate.
#NGSSchat
I'm partial to Developing and Using Models because I think that one brings all of the others in naturally. Plus I've been using @AMTAteachers Modeling Instruction for years now. #NGSSchat
A2: SEPs! Ss ask questions about phenomenon which naturally lead to the other SEPs. And it always seems while engaging in an SEP, at least one of those CCCs will sneak in there too! #NGSSchat
A2: On an individual level I think shifting SEPs is a bit easier with curriculum you already have. Then adding in CCCs. Switching DCIs might take whole district curriculum revamping. #ngsschat
I agree! Phenomena are key to a units success! How can we support Elem Ts in generating phenomenon? It is difficult when you aren’t a content expert. #NGSSchat
The ones that really focuse on sensemaking:
Developing and Using Models
Constructing Explanations and Designing Solutions
Engaging in Argument from Evidence
#NGSSchat
To figure out cause and effect or a pattern, you have to have experienced something (phenomena) that led you to ask a question or develop an explanation. #NGSSchat
I would add to that the questions that stem from the phenonmenon are equally important. Can we answer the question that helps us figure it out? #NGSSchat
I agree. At my last school I tried to fully implement the SEPs last year. This year, I’m working more on the coherent storyline and CCC. The DCI usually comes naturally with a good story line. #NGSSChat
Phenomena does not need to be phenomenal. Anything part of our natural or built world that can instaigatw curiosity allows for a great phenomenon. I always put myself in the Ss' shoes. What would I be curious or wonder about. #NGSSChat
I like asking the question "What do you think you know already?" Helps Ss know they might have some misconceptions and thinking can/should change through new learning. #ngsschat
In reply to
@BKd204Sci, @MarianaGSerrato, @FredEnde, @Ted_NSTA
When I used SEPs to have Ss see DCIs thru #phenomena the CCCs hold everything together They come into play at diff parts in the process #JustMyExperience#ngsschat
Great point. I have used @NGSSphenomena to find examples. Starting local as someone else has already mentioned is a great thing. What is happening in our school? Our schoolyard? #ngsschat
In reply to
@lisa_bastedo, @ChienforSTEM, @NGSSphenomena
I like asking the question "What do you think you know already?" Helps Ss know they might have some misconceptions and thinking can/should change through new learning. #ngsschat
In reply to
@BKd204Sci, @MarianaGSerrato, @FredEnde, @Ted_NSTA
You add CCCs once you have your phenomena. You think about which CCC provides the best lens for making sense of the phenomenon.
See the chart below. #NGSSchat
I love that you provide a safe space for Ss to think that there's room for growth in thinking. Tapping into their prior knowledge is the beginning of how they can OWN their learning. #NGSSChat
In reply to
@halliesmills, @BKd204Sci, @MarianaGSerrato, @FredEnde, @Ted_NSTA
A3: When teachers build a 3D concept statement to become the focus of instruction, making the 3D intentional on the part of the teacher. Here’s an example from a forthcoming @earlyimplement article for @cascience from @rtarshes#NGSSchat
A3: One way that I do this is when Ss generate Qs for a phen I have them get in groups and categorize their Qs by CCC. Then, whatever CCC they don’t have Qs for they have to generate Qs for. It has my Ss thinking about it more now. #ngsschat
#NGSSchat late to start. High school biology/Living Earth teacher and NGSS instructional coach. Looking forward to hearing other ideas and ways to approach NGSS. Stronger together.
Wish I had my Ss here to share their elevator speeches of how science classes work at our school. They do a fantastic job when they share with visitors. First, we investigate phenomena and ask questions. #ngsschat
A3: One way is to use the bullet point language of SEPs and CCCs to craft questions posed to students. It also shouldn't feel forced- many times 3D can happen naturally (i.e. students are analyzing data for patterns in a thermal energy expt.) #ngsschat
We collect data, analyze it in small groups, then share with each other in a "board meeting". We make claims, and talk about the evidence and reasoning. We make connections to other experiences. Eventually reach consensus - and usually ask more questions. #NGSSchat
I agree, but our elem Ts seem to struggle with thinking of phen that work and building the storyline. Our school supports them by having HS Ts collaborate with them once a month. We also are lucky to have the amazing @paulandersen visit 3 times a year. #NGSSchat
There's usually a moment in due time when they have this epiphany. It's usually through more training or sharing from that one pioneering teacher that went further and seeing what kids can really do. Peeking at future state science assessments has also helped #NGSSchat
I like the "How Can I learn More" section. I love Debbie Miller's Reading with Meaning book. I got my "What do you think you know?" question from there. #ngsschat
In reply to
@8blah8blah8, @BKd204Sci, @MarianaGSerrato, @FredEnde, @Ted_NSTA
A3 Using #DQB & #WordWall w/more intent has made making 3D connections more natural We are always going back to ?s & terms to build on more SEPs & CCCs to deepen understanding of DCs #NGSSchat
A3: For me, it all starts with finding just the right anchoring phenomenon for the PE bundle. This makes or breaks the level of 3D learning that occurs. #NGSSchat
Sorry a bit late to the chat- will probably just lurk tonight. Jen Mutch, 6th grade from Camarillo. Send some positive vibes to Ventura County tonight. We could use it #ngsschat
A3: For me, it all starts with finding just the right anchoring phenomenon for the PE bundle. This makes or breaks the level of 3D learning that occurs. #NGSSchat
#NGSSchat A2: In working with teachers new to NGSS, starting with the CCCs using @STEMTeachTools CCC prompts is an attainable goal for starting to shift instruction.
I have absolutely loved it! I get to mentor ES Ts. I also find I’m learning so much about the ES standards which is helping me see how #ngss builds through the grades. These KG kids are going to be amazing by the time they get to me! #NGSSChat
In reply to
@halliesmills, @ChienforSTEM, @paulandersen
Even then, you have to change. What might be a relevant and interesting phenomena one year may be out of touch, the next. Curriculum design is ongoing. #NGSSChat
Sorry a bit late to the chat- will probably just lurk tonight. Jen Mutch, 6th grade from Camarillo. Send some positive vibes to Ventura County tonight. We could use it #ngsschat
#ngsschat Our principal agreed to send all of our teachers to #NGSX. Made a world of difference once they understood the magnitude of the shift. Also helped having two of us in the department that never shut up about ngss and storylines 😂
In reply to
@FredEnde, @JleeBio, @flabellinaJG, @EarlyImplement
#NGSSchat A2: In working with teachers new to NGSS, starting with the CCCs using @STEMTeachTools CCC prompts is an attainable goal for starting to shift instruction.
A4: Assessment has the dual purpose of teaching while also assessing level of 3D understanding. Some good work has been coming from SNAP #NGSSChathttps://t.co/7r0xdph6Py
I have had same experience. Finding a good phenomena to provide the basis for a coherent unit bundle is hard! But, learning occurs regardless. #NGSSchat
Q4 This was topic of 2days meeting. Both Formative and Summative need to be considered. I am curious how to monitor grade banned SEPs and CCCs (by the end of grade 5...) over 3 years. #NGSSchat
We did a PD once for K-12 science teachers. We were separate for portions but came together to see how things build. It was eye opening and powerful! #ngsschat
In reply to
@lisa_bastedo, @ChienforSTEM, @paulandersen
We did a PD once for K-12 science teachers. We were separate for portions but came together to see how things build. It was eye opening and powerful! #ngsschat
In reply to
@lisa_bastedo, @ChienforSTEM, @paulandersen
A'ments show the cumulative process of learning They need to touch multiple points in the #phenomena process, beginning, middle & end need to be shown Not enough to pick out a point, but tying multiple pts together is key #NGSSchat
For example- patterns can be used to identify cause and effect relationships- students use rulers, tuning forks, and a virtual oscilloscope to explore the relationship between length and pitch.
A3: We use a protocol where we build each lesson plan with a statement like this Students will ask questions about how the system is able to maintain homeostasis. This ensures we use all three when planning that lesson. #ngsschat
A4: Something that helps w/ design is having a standards table where you justify how you think 3D is being met using bullet point descriptors. Sometimes 2D is more achievable w/ MC! #ngsschat
A4: #NGSS assessment are multi layered and provides an opportunity for students to demonstrate their understanding of the 3 dimensions. It informs the student and teacher on their sensemaking and possible misconceptions. #NGSSChat
Working on that w/curriculum team this fall Thinking less is more, not number of questions but ?s that show DCI understanding thru experiences Ss had w/SEPs that are connected w/CCCs #WorkInProgress#ngsschat
Love the @nextgenstoryli1 Once I went through one of their units, it gave me clarity about what this should really look like. This has allowed me to do better designing my own units! #NGSSChat
In reply to
@wandabryant, @nextgenstoryli1, @nextgenstoryli1
A4: Also- a new MS Waves performance task was released. These things boggle my mind, but they are certainly something to aspire to! #ngsschathttps://t.co/MVOGrcAGao
#NGSSchat A4: painstakingly created! Fun and rewarding to do, but this process needs to be supported by admin - need time and training. I recently did a 5 day training with @tjheckyeah and learned so much....also learned how much more I have to learn!
A5: I’ll also consider these to be resources: time, collaborate with colleagues, patience, laughter, keep trying – eventually students will blow you away and you’ll never look back #NGSSchat
Both? assessments can be seen from individual Ss viewpoint No 1 right answer, but how much of process can be seen Using #FormativeAssessment that lead to final task is important part of proces #NGSSchat
A5: I’ll also consider these to be resources: time, collaborate with colleagues, patience, laughter, keep trying – eventually students will blow you away and you’ll never look back #NGSSchat
Some of our best planning and collaboration has come from getting HS, MS, and ES Ts together. Part of our ILC work is this collaboration as well #ngsschat
In reply to
@halliesmills, @lisa_bastedo, @ChienforSTEM, @paulandersen
#MyOpinion is to start w/a performance task that allows Ss to show how their thinking has changed or been enhanced during learning set or unit #NGSSchat
A4: 3D assessment - not just one, but a variety of assessments in which Ss can demonstrate understanding of DCIs through their use of SEPs & CCCs #NGSSchat
FAs need to be more intentional so they map out where Ss are in process you want them to get to They are Ts sonar as to the next step in the process #NGSSchat
A4: Building authentic assessment tasks that incorporate DCI, SEP, and CCC. Also, being sure your rubric for grading has a line for each of those! #ngsschat
