Welcome to #NGSSchat We’re so excited you’re joining us! Please remember to include #NGSSchat in your tweets! @tdishelton is on the road tonight so I am flying solo. Buckle up and get ready to roll!
Hi Everyone! Brianna joining from NJ, tonight! It's been a while since I've joined (9 pm on a school night is pretty late!). I'm a HS Life Science teacher! #NGSSchat
Q1: In the wake of the 1996 National Science Education Standards, there was a de-emphasis on reading in science. How does the inclusion of the practice of Obtaining, Evaluating, & Communicating Information in the Framework for K-12 Science Education & NGSS change that? #NGSSchat
Hi all! We have our northern California #CANGSS high school summit happening right now, so I won’t be able to participate in the chat, but just wanted to wave “hi”! #ngsschat
A1: Obtaining info requires Ss to read real scientific content (not just textbooks!) to figure out their phenomena. And evaluate sources for reliability. I'm currently working with my Media Specialist to help students use databases to find evidence to answer their Qs! #NGSSchat
A1: Interesting perspective bc many focus on need for textbooks as the way to teach science. OE&CI heightens reading in science from passive to active. #ngsschat
Q1: In the wake of the 1996 National Science Education Standards, there was a de-emphasis on reading in science. How does the inclusion of the practice of Obtaining, Evaluating, & Communicating Information in the Framework for K-12 Science Education & NGSS change that? #NGSSchat
A1. By being so explicit about grabbing, thinking about, and using information, the NGSS clearly speaks to why science educators need to be thinking reading/writing as well. #NGSSchat
A1) It helps to have the students searching for resources to help them understand a phenomena or to justify a claim. They have to find, analyze and evaluate them. This is a skill that must be learned. #NGSSchat
A1: In order to obtain information, Ss read text that is simultaneously evaluated for validity; new information has to be communicated effectively. Speaking and listening strands. #NGSSchat
A1 I feel the emphasis is more about reading about topics, collecting info from many places and being able to put it together in a meaning way. Way diff than reading a txetbook #NGSSchat
And, it's a great way to tie in limitations in our own abilities to collect evidence. We want to make a claim about human evolution, but don't have the tools to find our own evidence? Let's use the evidence other scientists have already found that support our claim! #NGSSchat
A1: I think it shifts the emphasis from actual reading comprehension to critical thinking and reasoning. The information students seek can be data they’ve collected or information found. They have to analyze it and justify claims based on that information. #NGSSchat
Q1: In the wake of the 1996 National Science Education Standards, there was a de-emphasis on reading in science. How does the inclusion of the practice of Obtaining, Evaluating, & Communicating Information in the Framework for K-12 Science Education & NGSS change that? #NGSSchat
Reading/literacy in #FigureItOut mode has Ss focus on the process of science, not just factual recall When Ss think process they question process & keep figuring things out at their pace in their language #NGSSchat
A1 as an elem teacher reading is always (or should be) integrated so obtaining,evaluating, and comm info is a natural. It's less hand on but a great opportunity to utilize current trends in technology #NGSSchat
@NGSS_tweeps Needs you. It needs you to be willing to take a risk and open up your classroom to the world. Be brave, take a chance. Volunteer to take a week at the helm. It is a great experience. DM me or @VogelWendi#NGSSchat
A1: It really connects to authentic experiences in science - scientists don't just read science for no reason, they dig into informational texts to find answers to new questions that arise #NGSSchat#NGSS
Q1: In the wake of the 1996 National Science Education Standards, there was a de-emphasis on reading in science. How does the inclusion of the practice of Obtaining, Evaluating, & Communicating Information in the Framework for K-12 Science Education & NGSS change that? #NGSSchat
But, reading can go beyond typical research - I think you're talking about this blog post on using primary sources Ted =) #NGSSchathttps://t.co/UGbB6wEPaY
A2: One could possibly gain nothing if they just read the textbook. This helps promote active engagement with the material and a processing of the material which leads to long-term retention #NGSSchat
Honestly, the plan is this summer to sit down and formalize this plan. We kind of were doing it informally. My colleagues and I are planning to put something together soon. #NGSSchat
Quite a bit. And so should students. Whether it be books, articles, journals, blog posts, etc. reading is more than simply regurgitating words on a page! #NGSSchat
A1: It really connects to authentic experiences in science - scientists don't just read science for no reason, they dig into informational texts to find answers to new questions that arise #NGSSchat#NGSS
Q1: In the wake of the 1996 National Science Education Standards, there was a de-emphasis on reading in science. How does the inclusion of the practice of Obtaining, Evaluating, & Communicating Information in the Framework for K-12 Science Education & NGSS change that? #NGSSchat
A2 Using resources like @Newsela can make science more engaging because of the real world connection When Ss see science that applies they will eval & communicate more thoroughly #NGSSchat
My plan is to have them walk through a "search", find various sources, and then begin the more difficult part of verifying the sources. #ngsschat I want to work with my LA teacher on this as well.
A2: The evaluating piece is what makes obtaining, evaluating, and communicating information different from a traditional textbook. I struggle with how to assess students on the "evaluating." #NGSSchat
A2: A major shift I’ve noticed is the information is there. We can find anything we want to learn. It’s now what we do with the information. More application of learning vs throwing out textbook lingo. Plus the text is just one source written from one perspective. #NGSSchat
Honestly, the plan is this summer to sit down and formalize this plan. We kind of were doing it informally. My colleagues and I are planning to put something together soon. #NGSSchat
Sometimes there is such an emphasis on getting college ready by students teaching themselves through reading, that this point gets lost - They can read for a quiz, or a test, but it's not long lasting! #NGSSChat
A2: The evaluating piece is what makes obtaining, evaluating, and communicating information different from a traditional textbook. I struggle with how to assess students on the "evaluating." #NGSSchat
I'm working with my media specialist to help with this - She put together a great resource for kids on the CRAAP method of checking reliability (which the kids love), and shared Science Specific databases with them. I really like Gale Science in Context! #NGSSchat
A2: I've seen at the elementary level the communicating part - especially communicating a claim or solution, allows kids at all academic levels, to be superstar experts - a real confidence booster as well as becoming owners of their learning #NGSSchat
A2: “reading to learn” looked like a ping pong match. What word is bolded? Does it go in this blank? Where is the glossary? Ss just jumped through the Ts hoops. OEC ties to the phenomena & Ss have engagement with the information because they want to figure out. #NGSSchat
A2: The progression is helpful here. We’re moving Ss from reading about scientific facts and discoveries, towards carefully using text and other media as resources to explain phenomena and make their own connections and discoveries. #ngsschat
Q3: What does Obtaining Information look like in a three-dimensional classroom? In what ways is it similar to (or connected to) other practices such as Planning and Carrying Out Investigations? #NGSSchat
A1: It really connects to authentic experiences in science - scientists don't just read science for no reason, they dig into informational texts to find answers to new questions that arise #NGSSchat#NGSS
Q1: In the wake of the 1996 National Science Education Standards, there was a de-emphasis on reading in science. How does the inclusion of the practice of Obtaining, Evaluating, & Communicating Information in the Framework for K-12 Science Education & NGSS change that? #NGSSchat
A2 this practice involves students actively engaged in research, selecting relevant information and communicating the information collaboratively using current technology i.e. digital boards,PPTS, movies
#NGSSchat
I'm working with my media specialist to help with this - She put together a great resource for kids on the CRAAP method of checking reliability (which the kids love), and shared Science Specific databases with them. I really like Gale Science in Context! #NGSSchat
A3) It is not a separate activity where we "read". It should be an integral part of science. It should be where the kids don't necessarily say, Oh I am reading now so much as I need to find some evidence. #NGSSchat
The key to Bloom in today's sci classroom is to use those descriptors in a 3D way By themselves they are just words, as we use them w/DCI, SEP, & CCC they mean much more #NGSSChat
In reply to
@EdPsychMama, @8blah8blah8, @BMSscienceteach
Q3 I think Arguing from Evidence - especially at elementary and middle school levels where I see teachers using Productive Talk. I've seen the sentence starters posted in almost every elemenary classroom I've been in #NGSSchat
Evaluating reliability using CRAAP: Currency, Relevance, Authority, Accuracy, Purpose. From California State University, Chico: https://t.co/G0MSGJHvVy#NGSSchat and thanks to @HHSRamsLibrary for introducing it to my Ss!
I'm working with my media specialist to help with this - She put together a great resource for kids on the CRAAP method of checking reliability (which the kids love), and shared Science Specific databases with them. I really like Gale Science in Context! #NGSSchat
Our teachers have been very grateful for our attention to finding media at different levels for all of their learners. Its a big job but important work! #NGSSchat
Q4: What does Evaluating Information look like in a three-dimensional classroom? In what ways is it similar to (or connected to) other practices such as Engaging in Argument from Evidence? #NGSSchat
Students who can’t describe the phenomena they are observing will not be able to obtain data -
much less evaluate it/will not have the words to evaluate/share/argue/persuade others. #NGSSchat
In reply to
@BKd204Sci, @EdPsychMama, @BMSscienceteach
Q4: What does Evaluating Information look like in a three-dimensional classroom? In what ways is it similar to (or connected to) other practices such as Engaging in Argument from Evidence? #NGSSchat
A4: Evaluating information can be tied to planning and carrying out investigations; students must be able to evaluate how the evidence they collect aligns with evidence others are collecting #NGSSChat
A3 Obtaining info-choice, collaboration, technology, student product, and presentation- similar to carrying out an investigation with research, using materials to comm end results #NGSSchat
@EdPsychMama
3D stands for the three dimensions of NGSS
1. Science and Engineering Practices
2. Disciplinary Core Ideas
3. Crosscutting Concepts
Teaching the way suggested by the framework and NGSS is said to be 3D
#NGSSchat
A4: need to learn to evaluate on 2 levels. First evaluate the reliability of the source. Then evaluate whether the info is actually evidence to support a claim. #NGSSChat
A4: Evaluating information cannot be be about just judging if the info is reputable. Plenty of scientific journal articles are published and require sensemaking around their specific method, the study, the conclusion - etc. #NGSSchat#ngss
A4: Does anyone have an example of how you have students evaluate information in the classroom? What type of evaluation system do they use to base their evaluation off of? #ngsschat
At the beginning of the learning process, yes, but as #phenomenon are worked Ss should gradually be able to describe, in their lang., what was one time foreign to them #NGSSChat
In reply to
@8blah8blah8, @EdPsychMama, @BMSscienceteach
YES! Sometimes my students get so interested in a topic their researching, they forget to focus on the research question. I'm not complaining about student interest, but evaluating relevance is SO important! #NGSSchat
This is a great point. It’s not just about evaluating media, but also about evaluating data and hypotheses in the context of classroom investigations. #ngsschat
A4: Evaluating information cannot be be about just judging if the info is reputable. Plenty of scientific journal articles are published and require sensemaking around their specific method, the study, the conclusion - etc. #NGSSchat#ngss
A4 Evaluating information includes the use of sticky notes with language scaffolds during a gallery walk during model development and also when trying to reach concensus during group discussions. #NGSSchat
Q5: What does Communicating Information look like in a three-dimensional classroom? In what ways is it similar to (or connected to) other practices such as Constructing Explanations? #NGSSchat
This is why this SEP is interesting to me. I think in some ways it’s woven throughout every strong ngss lesson. Ss are constantly taking in information. #ngsschat
It can be virtually impossible to use just one practice w/o including another They are like chain links, the more you have the stronger the pull #NGSSChat
Kathy, I do think that's true, but the teacher has to make an instructional choice about which practices the students will be aware they are engaging in. #NGSSchat
Can anybody remind of the resource where it talks about identifying the SEPs that are in the foreground, that you explicitly focus on, and those that are in the background, that students are implicitly using? I think that strongly relates to this point! #NGSSchat
This is a "resource" about climate change. Does it require sensemaking (yes) - if you evaluate the information in this will you find real science (no). Did they send it to my office (yes). #ngsschathttps://t.co/CYdkEYGR0g#NGSSchat
A4: Evaluating information cannot be be about just judging if the info is reputable. Plenty of scientific journal articles are published and require sensemaking around their specific method, the study, the conclusion - etc. #NGSSchat#ngss
In @MTU_MiSTAR unit 6.2 we use a medical research continuum graphic organizer including bias and reliability to evaluate and optimize tissue engineering solutions. #NGSSchat
Science +💍LanguageArts needs to be a permanent combination of interdisciplinary subjects. Without the other - they will be isolated to die in the Wilderness.
🎥TimeTravelersWife #Marriage#NGSSchat
Ted, I think we talked about this once. You gave the idea of giving Ss multiple books to choose the best one that would help them figure out what they want to know. #ngsschat
This is a "resource" about climate change. Does it require sensemaking (yes) - if you evaluate the information in this will you find real science (no). Did they send it to my office (yes). #ngsschathttps://t.co/CYdkEYGR0g#NGSSchat
A4: Evaluating information cannot be be about just judging if the info is reputable. Plenty of scientific journal articles are published and require sensemaking around their specific method, the study, the conclusion - etc. #NGSSchat#ngss
I love what @JMNorrisISP and @MsB_Reilly said about this. Ss Evaluate "how does this particular piece of info fit in with our broader objectives (to develop explanations)? how does it connect to our models, Qs, other info? why is or isn't it relevant to our aims?" #ngsschat
In reply to
@Ted_NSTA, @tjscience, @JMNorrisISP, @MsB_Reilly
Science +💍LanguageArts needs to be a permanent combination of interdisciplinary subjects. Without the other - they will be isolated to die in the Wilderness.
🎥 #TimeTravelersWife#Marriage#NGSSchat
I love what @JMNorrisISP and @MsB_Reilly said about this. Ss Evaluate "how does this particular piece of info fit in with our broader objectives (to develop explanations)? how does it connect to our models, Qs, other info? why is or isn't it relevant to our aims?" #ngsschat
In reply to
@Ted_NSTA, @tjscience, @JMNorrisISP, @MsB_Reilly
Q6: How does the practice of Obtaining, Evaluating, and Communicating Information provide opportunities to connect with English Language Arts and general literacy skills? #NGSSchat
A4 (part 2): And we can't forget that evaluation of information is all over the #NOS elements of understanding. Students need to explicitly reflect on the fact that common methods of evaluation of evidence are a part of every science! #NGSSchat
We need to be careful that we are not just providing students with good, vetted resources to dig into. That would rob them of the skills they need to reason through this post-truth era we sadly find ourselves in... #NGSS#NGSSchat
This is a "resource" about climate change. Does it require sensemaking (yes) - if you evaluate the information in this will you find real science (no). Did they send it to my office (yes). #ngsschathttps://t.co/CYdkEYGR0g#NGSSchat
A4: Evaluating information cannot be be about just judging if the info is reputable. Plenty of scientific journal articles are published and require sensemaking around their specific method, the study, the conclusion - etc. #NGSSchat#ngss
A6: The standards actually align beautifully. We’re in the process of creating ELA call outs in our K-5 curriculum sidebar. This helps K-5 Ts justify spending adequate time on science. #ngsschat
Q6: How does the practice of Obtaining, Evaluating, and Communicating Information provide opportunities to connect with English Language Arts and general literacy skills? #NGSSchat
Ss use many different literacy skills like skimming to evaluate if it is a good resource or summarizing to communicate what they just figured out #NGSSchat
A6: An ELA T in my school asked me to collaborate on the CER model today, bc she heard that kids were using it to successfully support their claims, and wants them to do the same in English! Let's create common language of strategies for Ss, so they see connections! #NGSSchat
So many opportunities for students to engage in ELA skills in the NGSS classroom. Speaking, listening, reading and all done with a strong purpose. #NGSSChat
Yes! This year we focused on revising models, so we would provide different readings for Ss to use after they have created and added to their initial models #NGSSchat
Q7: What successes have you had with students engaging in the practice of Obtaining, Evaluating, and Communicating Information? What resources have been useful in supporting the use of this practice? #NGSSchat
Absolutely. The SEPs and CCCs work for all subjects...really all of life! I’m pretty nerdy about this. I want every human to have these skills in science or not. #ngsschat
A6: in MS/HS I think science teachers taking rightful (partial, but substantive) responsibility for literacy development gives English Ts more time to provide Ss w totally different ways of exploring the world. like through poetry, fiction, essays, etc. #ngsschat
Q7: What successes have you had with students engaging in the practice of Obtaining, Evaluating, and Communicating Information? What resources have been useful in supporting the use of this practice? #NGSSchat
#NGSSchat I see in MS and HS ELA teachers use RACE (restate, answer all parts, cite evidence, expain) instead of CER - not sure if this is required. In one MS, teachers posted CER/RACE posters in classrooms to show how they are the same skill.
A6: An ELA T in my school asked me to collaborate on the CER model today, bc she heard that kids were using it to successfully support their claims, and wants them to do the same in English! Let's create common language of strategies for Ss, so they see connections! #NGSSchat
A7: I help Ss communicate ideas in multiple formats by allowing for student choice; Ss can create a video, write it out, make infographics... etc. They own their learning, and how they show they've learned! #NGSSchat
Q7: What successes have you had with students engaging in the practice of Obtaining, Evaluating, and Communicating Information? What resources have been useful in supporting the use of this practice? #NGSSchat
A7: I help Ss communicate ideas in multiple formats by allowing for student choice; Ss can create a video, write it out, make infographics... etc. They own their learning, and how they show they've learned! #NGSSchat
I try to look at this as Ts facilitating discovery w/their Ss Guiding is teacher lead, facilitating give Ss a voice, choice & confidence When anything is facilitated it will be discussed which is the communication #NGSSchat
In reply to
@8blah8blah8, @EdPsychMama, @BMSscienceteach
Q7: What successes have you had with students engaging in the practice of Obtaining, Evaluating, and Communicating Information? What resources have been useful in supporting the use of this practice? #NGSSchat
