Good evening, everyone! I’m Holly from Southern California. I’m the #STEM Administrator @OCDeptofEd and co-moderator for the CA Admin Supporting Science FB group. #NGSSChat
Evening fellow science advocates! I'm Jenny from Vista, CA. I'm the STEM Specialist at @CasitaMagnet and Primary Director of @cascience. Excited to talk about engagement with #NGSS. #NGSSChat#CANGSS
Patrick Goff - Lexington, KY. 8th grade science teacher. @ngss novice. Hope to convince some of you to host @NGSS_tweeps for a week at some point here in the spring!! #ngsschat
Hi there everyone. Happy to attend another fun #NGSSChat
I'm Ted Willard, mild mannered NSTA standards geek by day. Insane standards songwriter by night. Also known for juggling blue, orange, and green objects.
My name is Kavita Gupta. I am National Geographic fellow and a 20 year veteran. Teach 10-12 graders Chemistry and AP in Cupertino, CA. I have been on NSTA National Conference planning committee and have been actively involved in rolling out NGSS in our classroom. #NGSSchat
Patrick Goff - Lexington, KY. 8th grade science teacher. @ngss novice. Hope to convince some of you to host @NGSS_tweeps for a week at some point here in the spring!! #ngsschat
Please remember to include #NGSSchat in your tweets! We’ll be following a Q1/A1 format. Please respond to the question asked with an “A” and the number.
Hey there, Kavita Gupta from Cupertino, CA. In addition to 20 year veteran of science education, I am also National Geographic Teacher Fellow #NGSSchat
Raise your hand if you are willing to give it a go hosting @NGSS_tweeps for a week!! Come on, let me see those hands people!! Let @VogelWendi or myself know. #ngsschat Sorry for the shameless plus. :)
Patrick Goff - Lexington, KY. 8th grade science teacher. @ngss novice. Hope to convince some of you to host @NGSS_tweeps for a week at some point here in the spring!! #ngsschat
Q1 Our world needs people who understand science. So how do we make sure our students are an authentic part of the scientific enterprise and how does #NGSS help with this? #NGSSchat
A1. The design of the practices is such that they make learners truly a part of the mix, not just sitting on the sidelines. All learners need to be able to express voice in order to learn best. #NGSSchat
A1: Ss can actually do science and in early grades, they don't have to just read about it. The thinking and problem solving in #NGSS also engage them in current, real world problems that are relevant even beyond the classroom #NGSSchat
A1) Getting the students doing more authentic science is crucial to them being able to truly understand the nature of science so they can be science literate as they grow up. #NGSSchat
A1: We need to give our Ss science experiences that are relevant to their lives & get them excited. If we can stimulate that early in life, we can hope they continue to pursue science in the future #NGSSchat
A1 Make the science relevant to the students- Hook them with something that is important or engaging to them. Make them in charge of figuring out answers/solutions #ngsschat
A1: the first key is to get students engaging in practices as they try to explain phenomena. Though this process, they develop and understanding of core ideas and crosscutting concepts #ngsschat
Q1 Our world needs people who understand science. So how do we make sure our students are an authentic part of the scientific enterprise and how does #NGSS help with this? #NGSSchat
We should make students an authentic part of our own science classrooms and the science instruction that occurs so that it becomes natural for them to engage with, question, and figure out the world around them. #ngsschat
A1: We desperately need citizens who are scientifically literate! #NGSS engages students in science by having them use the science & engineering practices to engage with DCIs and connect content via CCCs. It’s a big shift from teaching science as a body of facts. #NGSSchat
A1: NGSS provides access to the science community. Ts can bring this community into the classroom for everyone not just Ss that want to pursue science as a career #ngsschat
Q1 Our world needs people who understand science. So how do we make sure our students are an authentic part of the scientific enterprise and how does #NGSS help with this? #NGSSchat
A1: our students are curious and inquisitive. They want to know about the world around them and how things work. #ngss is the catalyst for supporting their thinking and problem solving. #NGSSchat
Q1 Our world needs people who understand science. So how do we make sure our students are an authentic part of the scientific enterprise and how does #NGSS help with this? #NGSSchat
A1:Understanding science means making sense of the world around us. #NGSS is abt the shift from an antiquated memorization of only content to the 3 dimensionality of using lenses to view larger concepts & practicing as a scientists & engineers.We must know, think, & do! #NGSSChat
A1: We should make students an authentic part of our own science classrooms and the science instruction that occurs so that it becomes natural for them to engage with, question, and figure out the world around them. #NGSSChat
A1: Ss can actually do science and in early grades, they don't have to just read about it. The thinking and problem solving in #NGSS also engage them in current, real world problems that are relevant even beyond the classroom #NGSSchat
Q1 Our world needs people who understand science. So how do we make sure our students are an authentic part of the scientific enterprise and how does #NGSS help with this? #NGSSchat
Allow all students to practice and figure things out. Provide opportunities for Ele teacher to teach science in their classrooms and bring it to life for their students using the NGSS #ngsschat
A1: Ss can also see how ideas shift with additional evidence, showing that science isn't static and people constantly seek add'l evidence to gain understanding. #NGSSchat
A1: Science is a part of everything in our world. Ss are curious and excited and want to ask questions and design solutions. #NGSS provides a framework to help that happen #NGSSchat
A1: We need to give our Ss science experiences that are relevant to their lives & get them excited. If we can stimulate that early in life, we can hope they continue to pursue science in the future #NGSSchat
A1: It's also important to teach children that they are part of a system (social and/ or natural systems). This makes science relevant to them #NGSSchat
A1. We engage students in scientific inquiry and scientific literacy by engaging them in authentic learning. NGSS brings relevance to science learning by use of phenomenon and ensures sustained learning through emphasis on practices and CCCs #NGSSchat
A1 I think more than anything we need people who have faith in the process of scientific inquiry. People making decisions seem to look at science as a mysterious voodoo that can’t be trusted! Engaging in the practices will help kids develop better understanding! #ngsschat
That is a difficult task. Very difficult. It almost comes down to modeling and persistence. Not that I have been successful. Still chipping away. #NGSSchat
A1: NGSS also fosters Ss working together, which will help make sure it's not just those who already love science have a voice. Too many Ss and adults still think of scientists as old white men #NGSSchat
For many students, they are programmed to provide "the right answer", what suggestions do you have for teachers whose students are struggling with this shift? #NGSSchat
A1: Students become an authentic part of the scientific enterprise by engaging in authentic science experiences, understand the world around them, solve real problems. The SEPs!! #NGSSChat
A1: 3D learning provides students with the tools to make sense of the world around them. It turns 'understanding science' from meaning memorizing content, to truly understanding the process and practices of science and the themes that connect all parts of our world. #ngsschat
A1L We need to make sure that phenomena are contemporary and relevant to kids' lives, and the problems we have them solve important to their communities #NGSSChat
Q1 Our world needs people who understand science. So how do we make sure our students are an authentic part of the scientific enterprise and how does #NGSS help with this? #NGSSchat
A1: Ts And Ss Work together to analyze trends and data. This helps everyone truly understand the value of science. Ss learn to support claims with data instead of just going with something they may have heard somewhere. #NGSSchat
Q1 Our world needs people who understand science. So how do we make sure our students are an authentic part of the scientific enterprise and how does #NGSS help with this? #NGSSchat
A1 This is where well-designed #PBL comes in. No more siloes! Connect with a social studies teacher & explore the medical aspects of immigration at Ellis Island. Great primary source info is available! #NGSSchat
A1: It's also important to teach children that they are part of a system (social and/ or natural systems). This makes science relevant to them #NGSSchat
A1:Students need to build consensus through discussions of their tentative explanations about scientific phenomena- leave room for revision and debate #NGSSchat
@flabellinaJG we teach students the value of predication, trial and error, and variables. That all processes have success or something that needs to be changed. we foster wrong answers. #NGSSchat
A1: ss designing & experimenting more; more focus on real-world application & problem solving; less memorization to spit-back on multiple choice tests #NGSSchat#sd113a
A1: By engaging our Ss in real-world, current science topics as well as problems that need to be solved. Ss can leave school with the ability to continue to engage in science and think critically. #ngsschat
Ss can get more comfortable with ideas being challenged and evaluating the relevance of evidence, we don't want to leave science to "experts"
#NGSSchat
So true. By giving all students a voice in the classroom, you develop citizens who expect to have a voice... and who know what to do with it. #ngsschat
For many students, they are programmed to provide "the right answer", what suggestions do you have for teachers whose students are struggling with this shift? #NGSSchat
#NGSSchat A1 the practices must be the lens through which our Ss view the content in order for us to develop people who can engage in evidence based argument
Yes, I think that students don’t see themselves as having a role or affect on these systems at times, making it relevant and relatable is important #ngsschat
A1 I think more than anything we need people who have faith in the process of scientific inquiry. People making decisions seem to look at science as a mysterious voodoo that can’t be trusted! Engaging in the practices will help kids develop better understanding! #ngsschat
A1 Consider starting a Community Problem Solvers club. Engage with community leaders and environmental experts to tackle an invasive plant, or pursue another locally relevant science issue. #NGSSchat
A1: By engaging our Ss in real-world, current science topics as well as problems that need to be solved. Ss can leave school with the ability to continue to engage in science and think critically. #ngsschat
Using subtle changes to our language. Instead of telling students if they’re right or wrong when sharing their ideas, a simple “Huh, that’s interesting. Thanks for sharing” can encourage more students to chime in. #ngsschat
A1 Make the science relevant to the students- Hook them with something that is important or engaging to them. Make them in charge of figuring out answers/solutions #ngsschat
A1 NGSS encourages an orientation towards phenomena that excites learners, and then gives them tools to discover their circumstances, instead of robbing them from the chance to do the science! #NGSSchat
Q1 Our world needs people who understand science. So how do we make sure our students are an authentic part of the scientific enterprise and how does #NGSS help with this? #NGSSchat
@TdiShelton We are an EIC charter school. 3rd grade went to the nearest watershed, met with representatives from EPA and DCNR, tested the water, made predictions of water quality. Now they are working on a service learning project to protect the local watersheds. #NGSSchat
Agreed-- evidence of that need everywhere-- Science literacy to make informed decisions about their lives, their families, and their communities! #NGSSchat
Yes! And the questions kids are asking! I often use @RonRitchhart’s saying: “The more you know, the better questions you can ask.” Sets the expectation that we are always figuring out - not knowing is a sign of pushing forward. #NGSSChat
In reply to
@JMNorrisISP, @flabellinaJG, @mrshigginsri, @RonRitchhart
The @STEMTeachTools has a number of great short courses that allow you and your colleagues to explore together to learning how to engage in 3D -- make that 5D ways #NGSSchat
Q2: The NOS is not necessarily understood by students or public: how do you address this in your classrooms? What is some inspiration you’ve gotten from #NGSS Appendix H (Understanding the Scientific Enterprise: The Nature of Science in the NGSS) #NGSSchat
A1:Students need to build consensus through discussions of their tentative explanations about scientific phenomena- leave room for revision and debate #NGSSchat
Q2: The NOS is not necessarily understood by students or public: how do you address this in your classrooms? What is some inspiration you’ve gotten from #NGSS Appendix H (Understanding the Scientific Enterprise: The Nature of Science in the NGSS) #NGSSchat
A2: In my view, the best way for students to get a sense of the nature of science is to experience it in its varied forms and reflect on it. NOS should not be taught as declarative knowledge. #NGSSchat
Q2: The NOS is not necessarily understood by students or public: how do you address this in your classrooms? What is some inspiration you’ve gotten from #NGSS Appendix H (Understanding the Scientific Enterprise: The Nature of Science in the NGSS) #NGSSchat
A2: I see many issues stemming from a literal approach to a very static "scientific method". I like to have Ts model scientific methodS in PD to even show them different ways of problem solving #NGSSchat
A1: Understanding science can be viewed from the #CCC lens of scale. Check out this article from @Casciencepete
about using scale to make discoveries in science: https://t.co/WW7nWnN6SL His recommendation: Start Big!
#NGSSChat#CANGSS
Q2: The NOS is not necessarily understood by students or public: how do you address this in your classrooms? What is some inspiration you’ve gotten from #NGSS Appendix H (Understanding the Scientific Enterprise: The Nature of Science in the NGSS) #NGSSchat
So true. By giving all students a voice in the classroom, you develop citizens who expect to have a voice... and who know what to do with it. #ngsschat
A2: I also see opportunities to increase understanding of NOS in other NGSS areas, like by having Ss change models/diagrams with additional evidence. Many think these are permanent understandings #NGSSchat
A2) A big part of my approach is having my students work and interact with practicing scientists on a variety of learning opportunities. Well, I think it is anyways. #NGSSchat
Ss can get more comfortable with ideas being challenged and evaluating the relevance of evidence, we don't want to leave science to "experts"
#NGSSchat
My CmPS club 5th and 6th graders ran a session for environmental educators at the #ANJEE annual conference on January 19th! Multimedia presentation followed by station activities for 25+ attendees. So proud of them!!!! #NGSSchat#proud2bmillstone
Love that idea! We connected with PORTS through the state parks last year. Ss were able to discuss an invasive species in Crystal Cove with a park ranger.
So true. By giving all students a voice in the classroom, you develop citizens who expect to have a voice... and who know what to do with it. #ngsschat
Big, tectonic shift for teachers too. Patience is key but gently pushing both Ts and Ss out of their comfort zone is necessary to make progress toward the vision. #NGSSchat
A1. Ss need to have a connection. Real life examples connect to scientific phenomena. Things that spark curiosity. Hard to pinpoint as diff kids are interested in diff things. Studying IMFs & surfactants-discuss lungs-premature babies lungs-student was premature.etc. . #NGSSchat
Q2: The NOS is not necessarily understood by students or public: how do you address this in your classrooms? What is some inspiration you’ve gotten from #NGSS Appendix H (Understanding the Scientific Enterprise: The Nature of Science in the NGSS) #NGSSchat
A2: I think the biggest shift for many is that the nature of science is so much broader than “the” sci method that has been traditionally taught. Science is a way of knowing and is very much a human endeavor. It’s grounded in evidence and always open to revision. #ngsschat
Big, tectonic shift for teachers too. Patience is key but gently pushing both Ts and Ss out of their comfort zone is necessary to make progress toward the vision. #NGSSchat
Welcome Suzy! Thanks for sharing that project-- sounds so engaging for students & tremendous potential to inspire continued interest in science #NGSSchat
A2 App. H and NOS give nuances to the SEPs and CCCs. For instance, just as you may provide evidence to allow students to change their arguments, science proceeds similarly when they have new instrumentation. Make the connection between their science and "real science". #NGSSchat
Q2: The NOS is not necessarily understood by students or public: how do you address this in your classrooms? What is some inspiration you’ve gotten from #NGSS Appendix H (Understanding the Scientific Enterprise: The Nature of Science in the NGSS) #NGSSchat
Hi! Chris Geerer, middle school science, Michigan! Loved the article; work with colleagues who resist change because "college prep" means notes and multiple choice tests. #NGSSchat
Using subtle changes to our language. Instead of telling students if they’re right or wrong when sharing their ideas, a simple “Huh, that’s interesting. Thanks for sharing” can encourage more students to chime in. #ngsschat
Q2: The NOS is not necessarily understood by students or public: how do you address this in your classrooms? What is some inspiration you’ve gotten from #NGSS Appendix H (Understanding the Scientific Enterprise: The Nature of Science in the NGSS) #NGSSchat
A2 In my 6th grade classroom we have learned that some ss are good at being scientists and others are better at being engineers. I try to fix my groups so ss can compliment each other as they solve problems. #NGSSchat
A2 I show the BBC Bowling Ball Feather drop demonstration as an intro to NOS discussion. Students talk about the scientists' collaboration, experimental design, what it took to set this up! Lots of NOS fodder here. https://t.co/ZVWQB3oSf6#NGSSchat
This is so true! More important is that our scientific understanding is based on evidence and open to revision. NOT that we go through rigid steps in a certain order. #NGSSchat
Loved this so far, wonderful discussion! Unfortunately flight crew is giving me the "Teacher Look" and waiting for me to put my laptop away... #untilnexttime#ngsschat
I also HATE the trend of "science lite" or science courses for non-sci majors. These often completely ignore NOS and are probably why many people feel uncomfortable with it #NGSSchat
Yes! And by shifting classrooms to places that value the continuous cycle of evaluating evidence and revising understanding versus places in which we interact with questions using a static step-by-step method, students will experience the true NOS. #ngsschat
A2: The Nature of Science involves "the wondering, investigating, questioning, data
collecting and analyzing" the world around us. It begins with the curiosity within all of us. Fostering curiosity in science begins with #phenomena. #NGSSChat#CANGSS#NGSS
A?: Student Qs are one of the most powerful aspects of #NGSS but we MUST help teachers learn how to gather and use student Qs effectively. #formativeassessment#NGSSchat
Q2: The NOS is not necessarily understood by students or public: how do you address this in your classrooms? What is some inspiration you’ve gotten from #NGSS Appendix H (Understanding the Scientific Enterprise: The Nature of Science in the NGSS) #NGSSchat
A2 I just love the line “Science is a way of knowing.” That and “Science is a human endeavor.” These get to the beauty and wonder of science for me! #ngsschat
A2: I’m a big fan of incorporating story, especially science history, to help students understand NOS. In my classroom we did a science profile (Person to Ponder) every week related to what we were learning. Both students and I learned a lot about science process! #ngsschat
And we also need to explicitly call it out as such while doing it. Sometimes just experiencing it isn’t enough to make it clear why it’s a BIG deal! #ngsschat
A2) A big part of my approach is having my students work and interact with practicing scientists on a variety of learning opportunities. Well, I think it is anyways. #NGSSchat
Q3: Why is: "It is critical we shift our perspective from educators who disseminate information to master architects who build opportunities for student sense-making” so important? #NGSSchat
It does seem like the nature of an NGSS classroom itself will be effective in communicating true NOS, especially as story lines are developed that modify and deepen existing knowledge. Experience NOS just the way we want them to experience their science content. #ngsschat
Q2. To help Ss understand the nature of science, we need to provide opportunities that engages Ss in scientific inquiry of relevant phenomena. We need to extend this scientific exploration outside of classroom as well through innovative partnerships. #NGSSchat
Agreed-this takes coaching and resources for teachers; experience and safety for students! Talk Science Primer is a great place to start the journey! #NGSSchat
I think they are likely embedded in conversations reflecting on specific learning experiences -- how particular practices, core ideas, and CCCs helped them explain phenomena and solve problems -- and then starting to connect these across different bends and storylines #NGSSchat
A3: Ss won't see themselves as scientists or as science-literate citizens if they never get to experience it or work on the skills in an atmosphere where they can ask questions along the way and have their understanding evolve #NGSSchat
A2: the nature of science is all about the people engaged in investigating the natural world and the discussions about what it all means - not correct answers #NGSSchat
Q2: The NOS is not necessarily understood by students or public: how do you address this in your classrooms? What is some inspiration you’ve gotten from #NGSS Appendix H (Understanding the Scientific Enterprise: The Nature of Science in the NGSS) #NGSSchat
A2: The Nature of Science happens all around us. Laura O'Dell explains the importance of seeking out science learning in unexpected places. It starts from the community around our students. Read her @cascience article to learn more: https://t.co/sbs0fLVvhg#NGSSChat#CANGSS#NGSS
We have to help change the language in every content area though too! I hear using scientific "myth"od outside if #science classrooms too! Big shifts all around #NGSSchat
A2: I think the biggest shift for many is that the nature of science is so much broader than “the” sci method that has been traditionally taught. Science is a way of knowing and is very much a human endeavor. It’s grounded in evidence and always open to revision. #ngsschat
A2) A big part of my approach is having my students work and interact with practicing scientists on a variety of learning opportunities. Well, I think it is anyways. #NGSSchat
A3: Ss who are not strong in memorization or from getting information out of lectures may think that science isn't for them if that's all they experience in science classes #NGSSchat
#NGSSchat#NGSS makes science something you learn how to do just like every other life skill. As we build these thinking routines from an early age saying things like "we need people who understand science" will sound odd. We will have people who know how to figure things out.
Q3: Students need to learn critical thinking schools. They are used to being told how to think, what to think, what is right and wrong. We need to build students who think on a higher level, and use their imaginations to help enhance their learning #NGSSchat
A2: weaving experiences, stories, and discussion into each unit; bringing misconceptions on NOS to light and emphasizing argumentation as a valued tool of discourse; and keeping material relevant + authentic! #NGSSchat
A3: Sense-making is crucial for all students to build understanding of #NGSS. This article by Karen Cerwin, @K12Alliance Regional Director, highlights the value of sense-making notebooks. https://t.co/fRsPH71wGy#NGSSChat#CANGSS
A3: I love the sound of master architects to describe Ts! In training this week, I’ve tried to point out that during instruction, Ss should be doing the bulk of the heavy lifting. Ts are critical tho. Their work comes in the intentional planning and responding to Ss. #NGSSchat
We have to help change the language in every content area though too! I hear using scientific "myth"od outside if #science classrooms too! Big shifts all around #NGSSchat
A2: I think the biggest shift for many is that the nature of science is so much broader than “the” sci method that has been traditionally taught. Science is a way of knowing and is very much a human endeavor. It’s grounded in evidence and always open to revision. #ngsschat
A2: Istart with talking about PASSION. What gets students excited!? What questions do they have about their passion? What would don’t we know about it? What could they investigate? And this is the NOS ! #NGSSchat
Q2: The NOS is not necessarily understood by students or public: how do you address this in your classrooms? What is some inspiration you’ve gotten from #NGSS Appendix H (Understanding the Scientific Enterprise: The Nature of Science in the NGSS) #NGSSchat
A3 Because the real learning happens when the student is in the driver seat of the learning car and teacher is the driving instructor. Owning their learning is the key to sustained learning #ngsschat
A3 For one- our world is constantly changing and our students need to think critically to make sense of our ever-changing world. 2nd - google- Ts don't need to disseminate info that can be googled #NGSSchat
A2: The Nature of Science involves "the wondering, investigating, questioning, data
collecting and analyzing" the world around us. It begins with the curiosity within all of us. Fostering curiosity in science begins with #phenomena. #NGSSChat#CANGSS#NGSS
A3: It doesn't matter if you tell people what is correct. If they believe the opposite they will dig in harder. Only multiple data over time will turn their thinking #ngsschat
A3 In our modern world, information is as far away as our students' cell phones. Having the critical lens to make sense of that information, whether within the hard or social sciences, to ask questions and design solutions, require a more ambitious form of teaching. #NGSSchat
Q3: Why is: "It is critical we shift our perspective from educators who disseminate information to master architects who build opportunities for student sense-making” so important? #NGSSchat
A3: Sense-making is crucial for all students to build understanding of #NGSS. This article by Karen Cerwin, @K12Alliance Regional Director, highlights the value of sense-making notebooks. https://t.co/fRsPH71wGy#NGSSChat#CANGSS
A3 Since we are in the information age, dissemination of information is readily available (ie Google). Knowing how to analyze, evaluate, and be critical of the information is more important for our Ss to be successful. #ngsschat
A3 to cultivate informed decision makers and to do that Ss must get submerged in practice - getting to know not just the world but how they interact with it. It’s the beautiful mess of inquiry #NGSSchat
A3: I have witnessed the “power” of this shift as I embrace this is my classroom. Amazing opportunities for ts to interact w/ ss in smaller groups & go much deeper into questioning & problem solving #ngsschat#sd113a
Q3: Why is: "It is critical we shift our perspective from educators who disseminate information to master architects who build opportunities for student sense-making” so important? #NGSSchat
Phenomena that needs explaining: Why does my can insist on being petted when I am trying to use my computer? Can someone identify the appropriate DCI? #NGSSChat
A3 This goes all the way back to Piaget! We cannot come to understand something passively. We each must construct our own understanding by making sense of experiences. Telling is not teaching. Listening is not learning. #NGSSchat
Q3: Why is: "It is critical we shift our perspective from educators who disseminate information to master architects who build opportunities for student sense-making” so important? #NGSSchat
Q3: We want students who can make sense of the world around them. That means piecing together bits of information to construct an ever-changing understanding. By becoming master architects, we are modeling the process of sense-making in every lesson. #ngsschat
Love that focus on the discussions-- science is social/ building a culture of evidence-seeking & discussion exemplifies for the nature of science #NGSSchat
A3: Because if we "cover" content and the standards, it won't make sense from the student point of view. Curriculum needs to follow from student questions about phenomena and problems #NGSSchat
Q3: Why is: "It is critical we shift our perspective from educators who disseminate information to master architects who build opportunities for student sense-making” so important? #NGSSchat
A3: having information is different from a true and deep understanding. The more students 'make sense of' the more they will be able to make connections between concepts. NGSS is student centered, not teacher telling. #NGSSChat
That’s the power of #NGSS tho isn’t it? It’s knocking subtle NOS to the curbside? These times scream out for explicit messages, “YES I DO SCIENCE!” #NGSSchat
A3 This is what empowers students and prepares them for careers and to be science-minded citizens. They need to explore and make meaning to be ready for careers and challenges we don’t even know about yet. #ngsschat
A3 Students thrive when they own their own learning. We owe it to them to design lessons and units that spark passion for quality critical thinking. The ability to ask questions & analyze data is especially important in our current climate. #NGSSchat
A3: You mean teachers don't hold all the knowledge in the world? 😆 To build student agency, we must allow our students to make sense of the world around them. This may take time but our roles as educators are shifting to learning experience designers and facilitators. #NGSSChat
A3: because we need Ss who can make sense of a world we don’t fully understand now and won’t understand in the future. Everything changes at such a rapid pace. Today’s problems aren’t tomorrow’s problems and we need solutions for tomorrow #NGSSchat
Especially when it comes to social media which is a part of disseminating info so rapidly-we need to help students build in that stop-gap instinct to prevent misleading or false information from spreading #NGSSchat
I agree completely. Since you live in higher ed world, how do I answer, "I have to get them ready for science at the college level and this isn't what it looks like?" I get this all the time from HS folks not ready for shift. #ngsschat
A3: I love the sound of master architects to describe Ts! In training this week, I’ve tried to point out that during instruction, Ss should be doing the bulk of the heavy lifting. Ts are critical tho. Their work comes in the intentional planning and responding to Ss. #NGSSchat
I love the comment on student ownership. It’s critically important. Ex: student ownership of their own developed models vs. parroting the accepted model back #NGSSchat
Exactly. It is crucial to give students opportunities to construct their own understanding and interact with evidence that refutes their own misconceptions. #ngsschat
A3: Brain research shows that if students can attach sense and meaning to what they learn, they think critically! When they are involved in the process of sense-making they are able to do both! Win-win ! #NGSSchat
Q3: Why is: "It is critical we shift our perspective from educators who disseminate information to master architects who build opportunities for student sense-making” so important? #NGSSchat
I agree completely. Since you live in higher ed world, how do I answer, "I have to get them ready for science at the college level and this isn't what it looks like?" I get this all the time from HS folks not ready for shift. #ngsschat
That is my job and my colleagues' to figure out...There are good folks in the DBER movement/field working on that problem, creating better teaching at higher ed level. #NGSSchat
Yes! Kids especially will conform their observations to their expectations! They see what they expect to see - only through amassing and grappling with evidence do they change their initial conceptions. #NGSSchat
A3: We are no longer gatekeepers to information. Information is available for students; it’s about helping them to build their own understanding of what story that information tells and to determine what information is valid.
I think colleges are becoming more and more aware of what the #ngss means for their incoming students. That’s been my experience at conferences inc. higher ed in the past year or so. Some are pushing themselves to change, too, away from traditional practices. #NGSSchat
FWIW, I use storylines in my own courses, to make sure that what I am hoping K-12 teachers do, I do in my own teaching. It's interesting thinking about developmental psychology as practice, and highlighting not just its "conclusions" but also how knowledge develops #NGSSChat
A3: Our keynote speaker at our STEAM conference last week @sonnymagana said that if Ts are going home at end of the day more exhausted than the Ss, they’re not doing things right in their classroom😊 #ngsschat
A4 Being elementary I have a solid toolbox of literacy scaffolds so the science is not inhibited by Ss language, reading level, etc. this is huge in all classrooms #NGSSchat
A4: changing our grad requirement to 3 years and taking time/being thoughtful about which sequence of courses students will take to meet that new requirement. #NGSSChat
Even outside of how learning will be in college -- developing truly scientifically literate students in K12 is a much bigger and more important task just for them to be humans in this world. #NGSSchat
I have heard the same from my local university UCDavis. Have read some interesting articles about college profs who have moved away from purely lecture. #ngsschat
A4: With @SEPUP_UCB curriculum, I often hear Ts at first concerned it's too hard for many Ss, but after they often tell me the opposite happened + that the "honors" Ss struggled b/c they are not used to figuring things out #NGSSchat
A4: As an educator, if understand the why of #NGSS, you will value the importance of all standards, all students. Check out @sdngss's article about how to navigate the #NGSS change process: https://t.co/DTKi20sh2a#NGSSChat#CANGSS
In 2 weeks my 2nd graders will begin modeling animal/plant seed dispersal systems, designing functional models. #NGSS 3D is such a rewarding way to teach and learn. #NGSSchat
I love the comment on student ownership. It’s critically important. Ex: student ownership of their own developed models vs. parroting the accepted model back #NGSSchat
A4: I think the very nature of NGSS and how it supports Ss working together and piecing understanding together with evidence makes science more accessible to Ss (as long as those SEPs are included intentionally, Ss don't come with those skills) #NGSSchat
A4: As an educator, if you understand the why of #NGSS, you will value the importance of all standards, all students. Check out @sdngss's article about how to navigate the #NGSS change process: https://t.co/Qf4TPsoeru#NGSSChat#CANGSS
A4: Our @ocdestem team is focusing heaving on the importance of communication and and language in #STEM. In this case, you can’t have science without language. It’s a critical area of focus to ensure all standards for all students. #NGSSchat
Even outside of how learning will be in college -- developing truly scientifically literate students in K12 is a much bigger and more important task just for them to be humans in this world. #NGSSchat
Also, I think somewhere early in education are students lost their curiosity to ask questions, which translated to a lot less critical thinking #NGSSchat
A4 I start in my classroom with my Ss, I work with my partner, I'm hosting after school sessions for interested Ts. I'm doing what I can and preaching to all in listening range #NGSSchat
Wow! Listen to this student explain her findings about hydroelectric power & the energy transformations that take place! Students modeled their findings on the desktops. So proud of the skills my students are gaining in explaining their scientific thinking #NGSSchat#connectcms
A4: As someone who works with MS and HS Ts, I still see more separation of students at the HS level. Many places where not all Ss are expected to take sci such as chem. NGSS hopefully helps change that #NGSSchat
Q5 Quoting the article, “’mistrust’ of science is increasingly pervasive”: what specific challenges does that make for you as a science educators, how do you address them? #NGSSchat
A4 The challenge of all standards all students is in making sure that all standards are represented in the way that is best for each student, taking not only grade level and ability but culture and identity. Expand the lens on what formatively assessing means. #NGSSchat
A4: I have found that providing multiple experiences on a science idea benefits all students. ELs can learn by doing and drawing, SE by talking instead of reading, gifted kids can extend learning. #ngsschat
A4: using Science as the context for language development for ELs. Curiosity and wonder generates authentic language development while learning science for kids historically left out of the pipeline #NGSSchat
A5: I foresee more parents challenging things being taught in science. We were tweeted awhile back that our programs are too political for schools #NGSSchat
A5: In higher ed courses, it means foregrounding evidence as a critical dimension of argument, not letting opinion slide by as a basis for justification of practices #NGSSchat
Q5 Quoting the article, “’mistrust’ of science is increasingly pervasive”: what specific challenges does that make for you as a science educators, how do you address them? #NGSSchat
A4: Access & equity of #NGSS for all 3Ds begin w/ what kids know. Based on the research from How People Learn, tapping into what Ss already know abt phenomena is the 1st step in engaging our Ss to learning experiences. Continuous opps to meta-cognate is important too! #NGSSchat
Wow! Listen to this student explain her findings about hydroelectric power & the energy transformations that take place! Students modeled their findings on the desktops. So proud of the skills my students are gaining in explaining their scientific thinking #NGSSchat#connectcms
Have they reviewed some of the research this is based on? I'm so impressed by the creation of NGSS models' ability to synthesize decades of research on best practices for science specifically. #ngsschat
A5: I have to admit that this terrifies me…mistrust of science. Trust and mistrust aren’t rational emotions, which means that you can’t necessarily tackle them with evidence and logic. We have to build relationships with people w/o judgement and invite them in. #NGSSchat
A3: With a shift to a greater student centered learning model, Ss will not have the opportunity to own their learning & make sense of it, continue further explorations, and become lifetime learners #NGSSchat
A5,The problem with trusting nothing is that you end up believing anything. Science should never be about proving anyone wrong, but rather about providing everyone with ideas and questions to do what is right. #NGSSchat
A5: The blind trust in the past may have been just as problematic as the lack of trust today. Maybe we need to "Trust but verify" or better yet "Consider, but ask for Evidence" #NGSSChat
Q5 Quoting the article, “’mistrust’ of science is increasingly pervasive”: what specific challenges does that make for you as a science educators, how do you address them? #NGSSchat
A1 Ss need to engage in Science talk in the classroom. This will get them thinking, doing, and communicating like a scientist so they’ll *hopefully* become science-literate citizens. #ngsschat#oksci
Q1 Our world needs people who understand science. So how do we make sure our students are an authentic part of the scientific enterprise and how does #NGSS help with this? #NGSSchat
For example -- research on science misconceptions and how Ss develop these through real life experiences. Replacing personally developed knowledge with lecture is almost impossible -- has to be replaced with experiences developing new knowledge to stick. #ngsschat
A5: Data literacy is also important as people can manipulate analysis & presentation to meet their goals. Again, a misunderstanding of NOS comes into play and can be taken advantage of #NGSSchat
A5 We need to teach students how to become discerning consumers of information. How do we determine if a source is reliable? Where do we turn for verification? What questions do we need to ask? #NGSSchat
Q6 Please share how you choose to engage-- how do you connect yourself and engage in this important work of transforming science education to empower our students. #NGSSchat
A5 I feel like some of that mistrust is because people feel like they cannot or will not 'do' science, so they feel separated from it. How do we welcome people back into the fold? #NGSSchat
Q5 Quoting the article, “’mistrust’ of science is increasingly pervasive”: what specific challenges does that make for you as a science educators, how do you address them? #NGSSchat
A5: Mistrust indicates an approach that was not evidence based. As a science educator, I encourage others to explore the evidence behind ideas and misconceptions to better understand how to navigate our world. #NGSSChat#NGSS#CANGSS
Actually to bring evidence to bear here -- replacing misconceptions doesn't work so well...Connecting to prior thinking that is useful helps bridge to understanding: https://t.co/NZsoojs4xy#NGSSChat
Next Time on #NGSSChat
We focus on one of the Science and Engineering Practices
Which of the 8 practices would you like to discuss for the next NGSSchat? Vote here
A4: Access & equity of #NGSS for all 3Ds begin w/ what kids know. Based on the research from How People Learn, tapping into what Ss already know abt phenomena is the 1st step in engaging our Ss to learning experiences. Continuous opps to meta-cognate is important too! #NGSSchat
A5: Elem kids don’t really mistrust science but they have some really wild ideas! Sometimes evidence from investigations and observations will change their minds, but sometimes not. It’s a process with little kids. #NGSSChat
Q4: I hope we are honoring the #science all Ss bring to school & working collectively to make sense of those funds of knowledge so that we can be accurate sense-makers @flabellinaJG#NGSSchat
A6 Piloting new science curricula this year... it’s been a bit patchy and disjointed, but in the long run I feel good about making the best decision for student learning. #ngsschat
Many wheels, but key wheels: we created a separate Honors course for students interested in taking AP Chem, visiting classes and getting to know students who don’t usually take Chem, visiting middle school classrooms to see all students loving Chem #NGSSchat
Q4: I hope we are honoring the #science all Ss bring to school & working collectively to make sense of those funds of knowledge so that we can be accurate sense-makers @flabellinaJG#NGSSchat
A4.NGSS interests students who may not have been interested, plays to the strengths of those who weren't into "doing" school, and challenges honors Ss to think outside the box and not just memorize. It's OK to be wrong. There are no "correct" outcomes in a lab, etc. #ngsschat
A5 Having Ss figuring things out themselves using their own evidence so important when they really helps with the 'mistrust'. This is seems to be especially true when figuring out bacteria and viruses #ngsschat
A4: using Science as the context for language development for ELs. Curiosity and wonder generates authentic language development while learning science for kids historically left out of the pipeline #NGSSchat
Q5 Where do I start...Ss coming from homes w/ mistrust of science sometimes have very vocal parents. Needing to reach out to stakeholders to show we are helping Ss make sense of evidence to argue & make best supporting claim. Then, let sci speaks for itself. #NGSSchat
Q5 Quoting the article, “’mistrust’ of science is increasingly pervasive”: what specific challenges does that make for you as a science educators, how do you address them? #NGSSchat
A5 I see the misinformed and misguided in many adults which makes our work with Ss astronomically important. Kids can influence their families and hopefully grow up to engage in scientific literacy as adults #NGSSchat
A6: Developing my PLN (including professional organizations @NSTA@cascience), meeting TOSAs and Coordinators from our region and beyond, reading as much as I can, asking for help when I need it #NGSSchat
