Hi there in #NGSSchat land
I'm Ted Willard:
#NSTA Standards Geek
Educational Cartographer
Science Standards Songwriter
Ready for the best thing you can do on a Thursday night
Teachers: Learn more about Real World Science, a weeklong summer seminar for middle school math and science teachers that explores key #STEM concepts using real-world WWII examples: https://t.co/8fEwT6FNG7#WWII#history#science#education
Hi all! LaToya from Memphis, TN. Sad to say but my first #NGSSChat since the new year. I have been MIA to long. Ready to get into the groove of collaborating and learning from you all again!! #NGSSChat
Hello all, Linda here. Grade 3-6 Science Academic Coach from Madera Unified out in California, after 33 years as a secondary science teacher in CA and overseas. Moderator for the CSTA Elementary Facebook page, active in far too many things. #ngsschat virgin.
Hello, everyone. I’m Holly from Southern California. I work as a #STEM Administrator at @OCDeptofEd and I volunteer to support @cascience e-communications work. Glad to be here with you all tonight! #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. Check out question 1!
#NGSSchat Hi everyone! John Russell here, program officer at @MathforAmerica . Really interested in the ways that we think about the support for teachers as instructional materials make their way into the classroom.
#NGSSchat A1 Instructional shifts of NGSS are deep, but hard to put into words. Give people a chance to try them out by using supportive NGSS curric materials. Learn while teaching!
A1: Instructional materials for many teachers are the beginning to shifting pedagogy so that 3 dimensional teaching can occur. It is the foundation for many teachers until they get the hang of true 3D instruction. #NGSSChat
A1: Materials can provide the framework for teachers to support student-centered learning. It's more than just "here's a bunch of stuff, go figure it out". When I started teaching, my Ss did a lot of activities but were not necessarily learning what I thought they were #NGSSchat
A1: Instructional materials, when combined with the "how" as well as the "what", can hopefully lift the veil on the process of translating NGSS into the classroom. #NGSSchat
A1: Well designed instructional materials are essential for implementation of 3D standards. Otherwise, everyone is just sitting around in the classroom with nothing to do. :) #NGSSchat
A1. Well designed Instructional materials (couple of PD) will let teachers focus on instruction and on understanding what their students know and are learning #ngsschat
Hey all - make sure to follow my colleague @ChrisZSciEd who is working with me on instructional materials in CT (who I kinda forced to be on twitter to share the awesomeness he is doing with the #NGSS) #NGSSchat
Instructional materials will provide teachers with a pathway into NGSS. They will still need PL and mentoring to make necessary changes in the classroom. #NGSSChat
A1 A very important to involve teachers who are reluctant to begin shifting to NGSS fearing they don't have the "correct" resources. Poorly put together, a way to do NGSS badly thinking you are doing it well. #ngsschat
I agree the professional learning piece is essential. Not just solely the sit and get put the in the moment support as well. Coupled with the opportunity to reflect and collaborate with other teachers. #NGSSChat
Good evening! I'm Holly joining #NGSSchat from Michigan. Spent the day learning alongside amazing science educators at the @MSTAMich annual conference #MSTA18
In the recent In this @OfficialNGSS poll, the most selected response to the question about what would be most helpful for NGSS implementation was aligned lessons/units. Why do you think so many people voted for materials, over PD and high-quality assessments? #NGSSchat
A1) Part 1: From a recent review of curriculum at John Hopkins, David Steiner stated that "Curriculum is the critical link between academic standards and assessment and is of equal importance for ensuring students' academic success." #NGSSchat
A1: They can provide a starting point and a framework but will almost always need to be adapted- the rest of the magic comes from professional development, materials, and other barrier reductions. #ngsschat
A1: Quality instructional materials are the key to enacting the vision of the framework. Teachers are the front line of implementation, but it's difficult to ask them to be great educators and curriculum developers simultaneously. #NGSSchat
Love this! We are really just trying to understand the world - any materials can be a great starting point! We just need to help to evolve them... #NGSSchat
Many teachers say they don’t currently have the materials to engage in 3D instruction. My teachers see the practices and realize that materials are most definitely a requirement. Now to get leaders to set aside the funds. #NGSSChat
It gives them a guide - if they aren't comfortable w/ questioning, embedded teacher Qs, help alleviate some of the discomfort of doing something new #NGSSchat
A1: I tend to think of 'instructional materials' as anything I use to help in my instruction, which helps students make sense of Phenomenon, understand DCI, engage in CC and SEPs. I tend to not think of textbooks. #NGSSChat
Good Evening Everyone! Brian Suter, Lead Science Teacher, K-12 Pennsylvania. A1 well designed educative instructional Materials coupled with sustained professional development is critical to moving the needle of a large system towards NGSS alignment. #NGSSchat
My wife is an artist, so she can help me see things in paintings that I don't initially see.
In the same way, teachers need to understand 3D so they can see the intent of the instructional materials.
#NGSSchat
A1) Part 2: That said, a critical review process to select said curriculum and thoughtful, consistent PD are absolute necessities for successful implementation. #NGSSchat
#NGSSchat other key elements include the professional learning to support the materials, K-12 conversations, setting goals, determining what success loiks like, and more. See https://t.co/mOBC1PHpQ9 and https://t.co/z82y8LK2IN
A1: Curriculum needs to provide high quality learning experiences for students, as well as educate teachers about the #NGSS since many teachers won't get any PD on it #ngsschat
#NGSSchat bootstrapping- understanding 3D helps one see the beauty and logic of the materials, but at the same time using quality curric mats helps one figure out what the vision of 3D is all about and what it looks like, sounds like, and feels like.
My wife is an artist, so she can help me see things in paintings that I don't initially see.
In the same way, teachers need to understand 3D so they can see the intent of the instructional materials.
#NGSSchat
I've had some conversation w/ our math folks about this. Formal instructional materials, if done right, go a long way to providing coherence in what we do to ensure that we meet the vision set out by the #NGSS. This is a lot harder to do for things we piece together. #ngsschat
This is such a great emphasis point-- the evolving understanding built through interaction with investigative phenomena is brilliantly orchestrated in high quality instructional materials #NGSSchat
A2: This is all about learning styles. Some Ss learn best with "stuff" others need other types of materials. It all comes down to our definition of what "materials" is. #NGSSchat
A2: Good instructional materials hopefully give the teacher moments to focus on and enact ambitious practices that allow for every student to participate. Otherwise, the teacher is so focused on their work, students don't get a chance! #NGSSchat
A2. When we are able to work with well-designed materials, we can put the emphasis on the process. Emphasizing the "doing" can level the playing field when everyone has the same opportunity to learn with the same resources! #NGSSchat
I agree! We’re lucky to have many districts across STL that are putting funds and time towards K-5 science. Our curriculum is a paid nonprofit program that supplies kits and most importantly PD to teachers. #ngsschat
A2: Quality materials give all students access. They support students needs without providing a weaker experience for some. We loose too many Ss in science b/c it is assumed they can't "handle" it #NGSSchat
I agree- some of the hardest work I have done is to have written lessons without having a strong enough grasp about NGSS. It’s somewhat easier now, but still need materials to make lessons come to life #ngsschat
Agreed-- the opportunity to converse and collaborate with other educators while teaching with high quality instructional materials is critical to implementation & shifting not only classrooms but whole programs #NGSSchat
A2 Without instructional materials many elementary teachers simply won't do much science, or will use the text that met the old standards. Supporting all our students in sense-making requires they have opportunities to do just that. #ngsschat
In the recent In this @OfficialNGSS poll, the most selected response to the question about what would be most helpful for NGSS implementation was aligned lessons/units. Why do you think so many people voted for materials, over PD and high-quality assessments? #NGSSchat
Realistically, no. Part of utilizing well-designed materials is also recognizing that relevance has to play a role. What works for some doesn't always work for others, regardless of how great the materials are! #NGSSchat
A2: High-quality #NGSS materials allow students to engage with ideas in multiple ways, and in collaboration with peers. This allows students of all backgrounds, experiences, and abilities to achieve #ngsschat
A2: Phenomenon is something that ALL students experience and relate their learning too. Communication of understanding through arguments, explations, models etc. provide teacher feedback to make sure instruction is effective for EVERY student. #NGSSchat
A2 For that to happen they must emphasize SEP + CCC = students "tell" DCI. They should engage students as scientists in explaining phenomena that is interesting and relevant to the students. This way, student engagement increases and more students access science. #NGSSChat
A2: To address equity, quality instructional resources provide intentional opportunities for student to engage in the practices. It should allows students opportunities to show what they know #NGSSChat
A2: Well-designed instructional materials can help provide a path forward and resources to ensure access to high-quality science for all students. Often times the resources of a publisher far exceed the resources of a teacher. #ngsschat
#NGSSchat - sure thing! The idea that certain practices, such as eliciting student ideas, pressing for evidence-based student explanations, and allowing for the change-making process to occur are central to allowing all students to have a voice.
A2: Instructional strategies included in high quality materials (productive talk, making thinking public, etc.) help engage all students, where traditional instruction has often fallen short. #NGSSchat
Many Ts that I’ve worked with are “burnt out” with PD or haven’t had quality PD so they think it will be easier to get curriculum and materials to teach NGSS #ngsschat
One thought on this might be that many are still struggling to conceptualize the shifts. Seeing those shifts in action can make it more visible. #justathought#ngsschat
#NGSSchat A2: materials driven by students making sense of phenomena & designing solutions to problems and that value the funds of knowledge that Ss bring to the classroom can be an equity game-changer. In a lot of ways, it's the most compelling reason for making this change
#NGSSchat Good instructional materials hopefully "pause" the classroom, giving me as a teacher a place to focus not on the things I am doing, but on the ways my students are interacting with the content.
A2: Well-designed instructional materials can help provide a path forward and resources to ensure access to high-quality science for all students. Often times the resources of a publisher far exceed the resources of a teacher. #ngsschat
A2: Instructional strategies included in high quality materials (productive talk, making thinking public, etc.) help engage all students, where traditional instruction has often fallen short. #NGSSchat
#NGSSchat other key elements include the professional learning to support the materials, K-12 conversations, setting goals, determining what success loiks like, and more. See https://t.co/mOBC1PHpQ9 and https://t.co/z82y8LK2IN
A2 quality instructional materials that are educative can shift pedagogy of all teachers. This ensures that all students gain opportunity to learn in a classroom that teaches from a 3D approach #NGSSchat
I think it’s also a time issue. Having great instructional materials can decrease planning time. PD requires more time, though I do think it shifts practice more than materials. #ngsschat
In reply to
@auntjennoelle, @tjscience, @OfficialNGSS
A2: High quality formal instructional materials can increase equity because all teachers, regardless of experience will be able to use, understand students active role in sense making. . #NGSSChat
A2 Instructional materials should be designed to "overlap" with the lives of learners and their communities. Not all materials, but students should routinely encounter culturally responsive sense-making around phenomena that are consequential to them. #NGSSchat
A2: High quality formal instructional materials can increase equity because all teachers, regardless of experience will be able to use, understand students active role in sense making. . #NGSSChat
Could possibly be related to the amount of time it takes teachers to find phenomena, develop storylines & create assessments that truly are 3D #NGSSchat
Q2) One of my favorite elements of @SEPUP_UCB programs is it's issue-based, like phenomena but richer, that makes the shared moments & exploration the common experience that ALL students share, not just the Ts (well meaning) filter of experience to make it relevant. #NGSSchat
A2 You do not need expensive equipment for high quality instruction. My students admitted that some of the best physics labs were done with hardware store materials. I built low cost and efficient dynamics tracks from aluminum and centripetal force apparatus from pvc. #NGSSchat
#NGSSchat Teachers are self-starters and, if they haven't received professional learning, they at least want some materials so they can do their best to figure it out. Also, it's a common myth that you need materials first before you can start implementing.
Agreed. One of our goals is that any teacher, regardless of background, can teach high quality science to Ss. We give background info, tutorials, descriptions, sample lab data, etc. in our curriculum. #ngsschat
A2 Embedding cultural formative assessments throughout units is one approach to making science instruction meaningful to students. Here's our @AcesseProject PD resource on that approach #NGSSchat… https://t.co/hwkfT5zRRF
So true! Instructional materials should help student explain phenomena and address issues that are relevant to them, their families and their communities! #ngsschat
A2 Instructional materials should be designed to "overlap" with the lives of learners and their communities. Not all materials, but students should routinely encounter culturally responsive sense-making around phenomena that are consequential to them. #NGSSchat
Mid #NGSSchat
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A3: CK-12 right now for research material. Other than that it's the world around us. Using phenomena and what we can find online and in places like this chat. I rely on other Ts to get my inspiration. #ngsschat
The shift is to make everyday life situations the leading activity and ongoing focus for sense-making. In one model if students are positioned to use science to take meaningful social action then you know you are engaged in it. #ngsschat
A2How materials are put together is huge especially for our learners that struggle. NGSS has really opened up science to students that didn't have access before, as they couldn't handle all the memorization. #ngsschat
One of the most engaging phenomema from @nextgenstoryli1 sound unit uses a video of a loud truck speaker making a window shake. My Ss can relate to this and want to play the video over and over and over! #NGSSchat
A3: As an instructional leader who provides PD my go to are BSCS, STEMteaching tools, #NGSSChat, California Academy, NSTA, Phenomenon databases, (forgot the name of my go to) and most importantly being asking those who are in the midst of the work.
One thought on this might be that many are still struggling to conceptualize the shifts. Seeing those shifts in action can make it more visible. #justathought#ngsschat
A3: #NGSSchat Can we differentiate between instructional materials for teachers to make and modify and those that are designed specifically for our classrooms? NGSS@NSTA for classroom @Ted_NSTA, work such as 5 Tools, @STEMTeachTools for collab work w/teachers
The shift is to make everyday life situations the leading activity and ongoing focus for sense-making. In one model if students are positioned to use science to take meaningful social action then you know you are engaged in it. #ngsschat
#NGSSchat Good instructional materials hopefully "pause" the classroom, giving me as a teacher a place to focus not on the things I am doing, but on the ways my students are interacting with the content.
#NGSSchat Definitely. Version 1.0 of this unit was identified by the Science Peer Review Panel as a quality example of NGSS design https://t.co/YdoCm6CJwX
A3 We are encouraging K-8 T's in CA to wait, we have a state review set to begin next month. @EarlyImplement grant we do lesson studies to support teachers in #NGSS -ing what they have on hand or those they find (usually on-line) - been powerful for building T knowledge #NGSSChat
#NGSSCHAT I like this idea. We've found it's not always possible to anticipate in design. So we build in steps to broaden from the anchor & have kids connect the ideas & Qs that arise from the anchor to their own experiences. They bring in additional phenomena the class works on.
A2 Instructional materials should be designed to "overlap" with the lives of learners and their communities. Not all materials, but students should routinely encounter culturally responsive sense-making around phenomena that are consequential to them. #NGSSchat
Another approach is to make sure that phenomena & unfolding lines of investigation are as meaningful to most students as possible. You can pre-survey Ss or you can focus instruction based on culturally rooted everyday phenomena from their lives… https://t.co/0BjqVfPSIN#NGSSchat
Q2) One of my favorite elements of @SEPUP_UCB programs is it's issue-based, like phenomena but richer, that makes the shared moments & exploration the common experience that ALL students share, not just the Ts (well meaning) filter of experience to make it relevant. #NGSSchat
Much of CA is in a holding pattern before looking officially at formal #NGSS instructional materials. We're definitely thankful for the work that the @EarlyImplement folks are doing to provide some model lesson sequences. #ngsschat
I agree. It is also sometimes possible to make everyday, local phenomena into the anchoring phenomena for the unit. A lot of place-based or land-based instructional approaches take this approach. #ngsschat
Getting closer.... right @ksscienceguy ??? Most importantly, we are proud of our @EarlyImplement teachers who come to the @cascience conference in full force and share their learnings #NGSSChat
In reply to
@hollybsteele, @EarlyImplement, @ksscienceguy, @EarlyImplement, @cascience
This is tough when Ts are pressed for time to review resources. Look at research base, data, field test info, see if piloting is possible, and reach out to other Ts who use the materials to hear their experience #NGSSchat
A2 Instructional materials also have to provide openings into the diverse sense-making practices that learners bring to a situation—versus dictating a single way of engaging in a science or engineering practice. The practices should be culturally variable and diverse. #NGSSchat
I'm really interested to read the responses to Q3. Honestly, it's difficult finding high-quality, 2D-3D instructional resources that help kids make sense of phenomena. That's probably why Ts use Pinterest and TPT so much. #NGSSchat#VettingMaterials
Use of the EQuIP or PEEC is important tho it can be daunting for many & made even more difficult if the reviewer isn't familiar with the program. Sometimes using/piloting a program is the only way to true see it. #NGSSchat
Isn't the point of Science-ing something to see if it's viable? Can we have students test those resources? They're going to have to have that skill at some point in their life. Why not in a safe environment? #NGSSchat
@EdReports will also be doing an instructional materials review for science (like they've done for ELA and math). This is another tool for critically evaluating instructional materials. #NGSSchat
In reply to
@HollyMcGoran, @Dora_Kastel, @EdReports
Couldn't agree more! But going out on a limb here... want to remind that Elem Ts are under crazy pressure to improve test scores for ELA & math. We HAVE to find ways to make #science relevant so it's included #NGSSchat
The shift is to make everyday life situations the leading activity and ongoing focus for sense-making. In one model if students are positioned to use science to take meaningful social action then you know you are engaged in it. #ngsschat
Mid #NGSSchat
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IN TWO WEEKS
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#NGSSchat#LIVEchat
Omni Atlanta Hotel
at CNN Center,
Dogwood A
9 PM ET
Come MEET with
Those you TWEET wth
A3 honestly, I am trying to make them up. I use evidence statements and some of the domain bundles, but it's time consuming to build new and reflect back as well #NGSSchat
This is so important as many students especially in the higher grades are in the 'one right answer' mindset. It is hard for them to grasp all the paths they can take in figuring out a science problem. #NGSSchat
A2 Instructional materials also have to provide openings into the diverse sense-making practices that learners bring to a situation—versus dictating a single way of engaging in a science or engineering practice. The practices should be culturally variable and diverse. #NGSSchat
For many years I created instructional materials with a small groups of like-minded teachers. Glad to see that quality materials are now being developed and shared. #NGSSChat
A4- we’ve been using the tools from @NGSXproject part 2- teachers find them user friendly-started with the equip rubric two years ago but found it to be too much at the time #ngsschat
Much of CA is in a holding pattern before looking officially at formal #NGSS instructional materials. We're definitely thankful for the work that the @EarlyImplement folks are doing to provide some model lesson sequences. #ngsschat
A3 I agree that training teachers on EQuiP and PEEC help! Our Middle School Science Team has benefited from using the Amplify Science Program. #NGSSchat
You are so right! It is difficult to get them on board with the new standards. But it also going to be a huge shift because many have not taught science. Especially in K-2 since it is not tested, at least in TN. But I don’t buy, “We teach science in our ELA block.” #NGSSChat
A4 What @flabellinaJG suggests ;-) Looking forward to our state rollout on instructional materials and the guidance we receive from our Community of Practice, & @K12Alliance#ngsschat
A4: Evaluate materials with a scientific lens. Is the evidence provided by a developer relevant? What are the limits of any data they provide on program success? There is no universal definition of NGSS aligned vs designed that is used commerically #NGSSchat
A2 In terms of building capacity for multiple ways of knowing in #SciEd, I tested a new section for this in the #MSTA18 PD today. I'd be interested in feedback. It starts on slide 43. I frame scenarios & ask people to ID sense-making resources… #NGSSchathttps://t.co/cqUv0eK26Q
Much of CA is in a holding pattern before looking officially at formal #NGSS instructional materials. We're definitely thankful for the work that the @EarlyImplement folks are doing to provide some model lesson sequences. #ngsschat
If people on #NGSSchat are developing #NGSS 3D units driven by phenomena/problems, get free feedback/reviews from the science PRP (as long as your materials are free and you are willing to make them publicly available). See details here: https://t.co/ogKDQZX4FN
To quickly determine if something is truly NGSS, I look to see who is doing the sensemaking. If it is not the students, it needs to be tossed or modified. #NGSSChat
A4 Yes, EQUIP and PEEC are awesome - something else maybe not mentioned is that I like seeing where the material lies on the progressions in the K-12 NGSS Quick-Reference Guide. It helps me place the work. #NGSSchat
#ngsschat Agree - love place-based where possible - but sometimes we may need to start with an anchor for which we have rich enough data to figure out the DCIs and then do connections to local contexts as part of the sensemaking. One Juncos dataset can go along way as a start.
I agree. It is also sometimes possible to make everyday, local phenomena into the anchoring phenomena for the unit. A lot of place-based or land-based instructional approaches take this approach. #ngsschat
We can barely keep up with the 10 locations in our state we do present at - eep! But, we share what we develop (and just ask that credit is given if used or adapted). You'll find materials from the first 3 here (red text) #NGSSChathttps://t.co/1jRcX0DRVi
Yes, you can’t blame teachers for what they are instructed to do. It starts with leadership. We have to get their buy in so they can be leaders of the change in science as well. But as a whole we have to emphasize the need and benefits for science in K-5. #NGSSChat
A3: I am a first year Physics teacher. I make just nearly all of my materials. I usually incorporate modeling, especially graphs and data. I primarily shape my labs using the linearization of data method to build mathematical relationships. #NGSSchat
A4: Have come to appreciate the NGSS Lesson Screener and feel like it's underutilized. Excellent scaffolding, easy for beginning implementers to use. Has become a more regular part of my PD offerings. #NGSSchat
A4: Some school districts still rely on older evaluation rubrics for program selected that are aligned toward more traditional resources, making it difficult to recognize program resources that are more 3D #NGSSchat
We use the lesson screener and EQuIP Rubric from Achieve. We also look for lessons/units that can be used in a variety of classroom settings with little modifications in order to meet the needs of all students. #ngsschat
#NGSSchat I think we need to think more about the range of different kinds of phenomena & investigations we provide to youth over years. The uniformity pressures of schooling often leads us to design for one approach. This doesn't provide learners with a genuine sense of science.
PD is essential to effective implementation of a good instructional material.
Just as good instructional materials are essential to implementing good PD
#ngsschat
A5: Instructional materials without PD is like putting together a bike without the instructions. You might be able to do it, but it could also end very, very bad #ngsschat
Do Ss have opp’s to grapple w/ phenomena? Is 3D learning explicit and visible to the Ss and T? Is it feasible? Do all Ss have the opp to learn? Can the developers speak w accuracy on the framework? Is PD and materials a barrier? #ngsschat
A4 #ngsschat Here are some tools Ts report as helpful for working with anchoring phenom to motivate Ss Qs, working with Ss Qs to develop investigations, & helping students ID where to go next based on pending Qs and gaps in models. https://t.co/bfn8dF5Dwd
A5: Instructional materials and PD go hand in hand. Teachers need an opportunity to see the materials modeled for them. They need to engage as learners so that they can go through the productive struggle in order to support students through their struggle. #NGSSChat
A5 Both are crucial. Instructional materials don’t teach themselves. Understanding of 3D learning and teaching is needed to fully utilize high-quality materials #NGSSchat
A4) This isn't an answer but - we see a lot of "NGSS" activities used in isolation. It's important that there is an intentional pathway towards the PEs (with multiple opportunities to practice) & the 3Ds actually connect. This, I believe, is what makes #NGSS powerful. #NGSSchat
A5: There are many types of professional learning - are we seeing the art, or being guided by the artist? Good instructional materials should say how they were built, so teachers see the intentions and can adapt in a way that keeps fidelity. #NGSSchat
A5 Given the paradigm shift three dimensional learning has on the classroom, it is almost more critical to find sustainable ways to provide PD #NGSSchat
By popular demand (maybe)
During breaks in the NGSS@NSTA Forum on Friday, March 16th, the full slate of 3D songs performed live. (Don't worry, I will keep my day job)
#ngsschat
Not true.
I can’t speak on behalf of an entire state, but I remember discussing
#NGSS implementation:
▪️different Districts in IL
▪️over a number of years (2013- )
#NGSS#History#ILedchat#NGSSchat
I think we get caught up in all-or-nothing instructional models when we can actually implement a diverse range of them intentionally. Same goes for culturally responsive approaches. It doesn't have to be all unit—but it should be a significant portion. #NGSSchat
A5: Curriculum is one third of the CIA triangle. High quality professional learning is also critical in supporting effective instructional practices and assessment. Ts need access for all three to be successful. #ngsschat
A5: Instructional materials without PD is like putting together a bike without the instructions. You might be able to do it, but it could also end very, very bad #ngsschat
A5 Job security ;-) We are currently selecting our instructional materials review teams. They will get 4 full days of PD on NGSS before the state has a matrix to choose from. After selection we'll have PD for implementation. They are inseparable
#ngsschat
A5. Any material, like any resource, requires understanding to take action. Professional development tied to instructional resources helps build capacity, comfort, and clarity. #NGSSchat
Love using these tools to work with teachers learning together while they are implementing high quality instructional materials! Evidence-based student focused discussions! #NGSSchat
A4 #ngsschat Here are some tools Ts report as helpful for working with anchoring phenom to motivate Ss Qs, working with Ss Qs to develop investigations, & helping students ID where to go next based on pending Qs and gaps in models. https://t.co/bfn8dF5Dwd
A5: PD around instructional materials allows teachers to engage as learners around materials they will then actually implement as instructors. This allows teachers to view the PD materials through a couple of different lenses, making it more impactful #ngsschat
I’ve done some work with the EQuip Rubric but also look for 3Dimensions of the materials. I like to do backwards mapping also based on performance tasks. #ngsschat
A5: PD, at least the first year of implementing, but preferably more, is essential. You can have the best curriculum out there, but it’s a nonstarter if people can’t figure it out. PD can be virtual or in person, but ongoing and differentiated. #ngsschat
Exactly! With guidance, support, and understanding that we are all in this together it all begins to fall in place and begins to develop mind shifts! #NGSSChat.
PD is important but can be accomplished in a variety of ways. Can be an expert in the front of the room, but can also be lesson study, online PLC, coaching model. #NGSSChat
A5 because IM is only one part of creating an NGSS-aligned classroom, the two go hand-in-hand. Sustained, quality, job-embedded professional learning support Ts making necessary shifts. #NGSSchat
By popular demand (maybe)
During breaks in the NGSS@NSTA Forum on Friday, March 16th, the full slate of 3D songs performed live. (Don't worry, I will keep my day job)
#ngsschat
#NGSSchat Love it! Still, we know how that painting was made, which helps us understand it. Hopefully instructional materials give same entrances with PD
My district pays for local events only so unfortunately no! I’ve not been to a National meeting in years! They are great fun and enlightening! #NGSSchat
A5 #ngsschat PD is great. But it's helpful to have a roadmap for how to put the vision into practice. Yet a roadmap w/out the chance to analyze it, make sense of it, and adapt it to local needs (i.e., a PLC) is just a recipe to follow by rote, which does not work for NGSS.
A4 #NGSSchat Here are some of our lessons about curriculum adaptation. It is very hard work. Our best efforts have been to integrate cognitive & cultural formative assessments, talk activities, and everyday phenomena into high quality materials. https://t.co/VbHAuvbZkc
A4 materials - maybe student centered - home cooked? design thinking #art PlaceBasedEd and then reverse engineering into the phenomena.... #Science literacy and #math#ngsschat#newtonslaws
A5) The two should be inseparable BEFORE & AFTER adoption. As a publisher of research-based curricula it makes us nuts when we still see 94% of schools adopt textbooks bc the PD wasn't there prior (and "it's just what has always been done"). #NGSSchat
