We are going to be chatting about the #NGSS appendices over the next several weeks. Here is a link to the appendices. https://t.co/eMgy5ewCf8
Tonight we will tackle appendices A and B! #NGSSchat
Q1 Appendix A of the #NGSS is focused on conceptual shifts Let’s open our chat by sharing what the biggest difference in your classroom or educational experience has been since embracing the vision of the Framework/NGSS. (the more detail the better!) #NGSSchat
Q1 Appendix A of the #NGSS is focused on conceptual shifts Let’s open our chat by sharing what the biggest difference in your classroom or educational experience has been since embracing the vision of the Framework/NGSS. (the more detail the better!) #NGSSchat
A1. Where do I start?!?! Ss can now see the connection between not only different realms of science, but also how science and engineering are dependent on one another. My students' views of engineering have completely changed. #ngsschat
A1: Using phenomena to anchor science lessons connects what is going on in the classroom to the real world. Using local phenomena, something that students may have experienced, even better. #NGSSchat
We are just starting to focus on the NGSS and are in teh second year of implementing PLTW Launch for engineering and scientific design models. Lots of changes in the future but baby steps at this time.#NGSSchat
We were talking about the power of phenomena today in a workshop-- can you share your location in the US + some of the local phenomena you have used? #NGSSchat
I did this engineering challenge last year with my 9th grade bio students for HS-LS2-7. They designed insect traps to monitor an invasive species problem in IL. Here's the website for it #ngsschat --->https://t.co/C1dADGWBO0
Just learned about it in our 2 week class thats ending tomorrow, but loved the tanker car imploding used in a 5th grade lesson. Bensenville, Illinois. #NGSSchat
A1: So many shifts! One is my Ss' willingness to participate in discussions and answer questions in ALL of their classes. Overheard so many times this year: "he/she has really come out of their shell - I could never get them to participate last year! #ngsschat
Q2 Shift3 =science concepts in #NGSS build coherently from K-12 (“progressions...assume that previous material has been learned by the student”) What are challenges that result from this (in this transition period of this new vision) + how do you mitigate this challenge?#ngsschat
I try to pull problems from my students' community. Ex: water pollution from runoff, sustainability, etc and go from there. I always use the same formula to create the challenges that has worked for me so far #ngsschat
Agreed-- I felt like I was going slow, but the pay-offs were huge once we got going. I just had to adjust to how the time was spent i the classroom-- well worth it! #NGSSchat
Teachers worked with this phenomenon during our science class to help give us a better understanding of how we can incorporate others into our own lessons.
#NGSSchat
A1: So many shifts! One is my Ss' willingness to participate in discussions and answer questions in ALL of their classes. Overheard so many times this year: "he/she has really come out of their shell - I could never get them to participate last year! #ngsschat
I feel the exact same way. I am always walking around thinking how the things we interact with on a daily basis hold so many questions as to "how" and "why" they function the way that they do. I know if I am asking Qs my Ss will as well! #ngsschat
Student excitement, agency, partnership... the community of practice created in an #NGSS classroom-- It all changes EVERYTHING about learning :) #NGSSchat
What other ways has shifting your teaching impacted the culture of your classroom for your students and for you that has enriched those students that you teach? #ngsschat
A2: Ss don't always have the experiences that we want to build from, so my job is to find a way to scaffold so that every S has a place to join in and build understanding from. #ngsschat
#NGSSchat hello from Pittsburgh PA! Though the NGSS are not formally approved here, there is a growing push for learning by doing... much aligned with the science and engineering practices of the NGSS. Excited to lead the way for quality science education locally and broadly. ✊
I have not-- thanks so much for sharing. We can check that out in our workshop tomorrow (we talked instructionally productive phenomena today) #NGSSchat
Consider the quote below. What resonates with you about this quote? How has this vision begun to take shape in your classroom or educational context? #NGSSchat
#ngsschat Max deleted my intro TWICE. Hi I'm Holly Hereau Bio and Env Sci teacher from Redford MI near Detroit. So excited to see you all! Might look like a #lurker but I'm writing 3x the tweets 😅#LateIntro
Consider the quote below. What resonates with you about this quote? How has this vision begun to take shape in your classroom or educational context? #NGSSchat
Consider the quote below. What resonates with you about this quote? How has this vision begun to take shape in your classroom or educational context? #NGSSchat
It is! I have a science background and am always thinking "What if?" I have experienced that this year with our Ss. They have been able to take the learning out the classroom and into their little worlds. #NGSSchat
I love that you have a consistent protocol that is working-- it is great when you can find a system that works for the students in YOUR room. (beauty of the #NGSS vision-- all students) #NGSSchat
A2. We have to make a lot of assumptions about what was learned from previous science courses. This is especially difficult for me because I teach at a lab school where my 9th grade students come from about 20 different schools! Not everyone is on the #NGSS train yet #ngsschat
A2: My students do not always have the content background, but they also do not have a background in what it means to do the SEP. Requires much scaffolding for them to get up to speed on asking questions, designing investigations, making models, developing arguments #NGSSChat
I feel the exact same way. I am always walking around thinking how the things we interact with on a daily basis hold so many questions as to "how" and "why" they function the way that they do. I know if I am asking Qs my Ss will as well! #ngsschat
This is a great example of ensuring that our classrooms provide equitable instruction for our Ss. It is what we mean when we say all students all standards #ngsschat
A2: Ss don't always have the experiences that we want to build from, so my job is to find a way to scaffold so that every S has a place to join in and build understanding from. #ngsschat
#NGSSchat A1: SEPs were the most significant aspect for me. When Ss are granted agency to explore and argue upon problems just as a scientist would, their learning becomes that much more impactful. (that means REAL inquiry btw! NOT cookbook labs as in my childhood!)
This is so important in an #NGSS classroom! What are ways you provide scaffolding to students to think and communicate using the 3 dimensions? #NGSSchat
A2: Ss don't always have the experiences that we want to build from, so my job is to find a way to scaffold so that every S has a place to join in and build understanding from. #ngsschat
What is a way that you communicate your expectations to your Ss? Do your Ss have voice in what the classroom expectations for learning will be like? #ngsschat
THE TWEET REMINDERS THAT GO OUT BEFORE THE CHAT DO NOT SEEM TO BE WORKING PLEASE SIGNUP FOR A "REMIND" TO GET REMINDERS ON THE DAY OF #NGSSCHAThttps://t.co/BH80wnEMoM
A2: at the HS level there were always teachers that complained "how are we supposed to teach them X when they didn't learn Y yet" Progressions make it easier for teachers to meet students where they are to build knowledge from there. Less room for the complaining 😜 #ngsschat
It is! I have a science background and am always thinking "What if?" I have experienced that this year with our Ss. They have been able to take the learning out the classroom and into their little worlds. #NGSSchat
A3. When we use the SEPs and DCIs consistently from K-12, Ss stop seeing science as just a collection of facts and start viewing science as a way of THINKING. They can picture themselves doing science and being scientists, increasing the #STEM profession pipeline #ngsschat
A4. You can sneak #CCSS into engineering design challenges or data interpretation. We started include statistics into our 9th grade bio curriculum when when Ss write CERs. Ex: Using Chi-squared analysis for a genetics lab #ngsschat
A4: I love how teachers (particular elementary teachers) are drawn to that diagram. I think there must be more to it than the pretty colors I used. (I forget how many layers there were in the powerpoint to make it look right. #ngsschat
I see what you are saying. When my kids struggle with understanding the SEP elements I am targeting then I look at some of the previous elements in different grade-bans for that SEP. The way my students are still using the SEPs to engage in the science ideas! #ngsschat
I think when we look at connections between Science, Math, and ELA, it's important to note whether we are just using the ideas and practices from one discipline during the teaching and learning of another discipline, or there is learning of both disciplines going on. #ngsschat
Agreed-- I still struggle there too. I did the bee colony scimath task w/ @MrsJHolman mentoring though & it was great. The collab gave me the confidence! https://t.co/vViAsySIsh#NGSSchat
I just want you to know that I seriously fan-girling over the fact that you are the author of this diagram that I use to explain the interconnectedness of the disciplines to many of my colleagues! Thanks for that! #ngsschat
We start with phenomena (or lab experience). Ss work in groups, I give them time to think on own, talk in small groups, then share in large group. I strategically pick who shares first, so that understanding builds as Ss share. I expect them to ask ?s of each other #ngsschat
Q5: Several rounds of review were built into the development of the #NGSS +over 10,000 comments were received. Here is a list of themes about the initial feedback. What is this list might be considered a concern today + why? #NGSSchat
Hadn’t thought of this in this way before. Important distinction. I think this requires more verbalizing what we are doing and why which should lead to a more integrated approach #ngsschat
#NGSSchat A3: I believe intentional practices are key. It can be easy to involve Ss in projects, for example, that bridge art making and the cell - - but if they don't explicitly reflect upon their models and the ideas they're investigating, then their learning is dampened.
The maps I am making of the three dimensions should help with that.
Here are maps of
Developing and Using Models
Constructing Explanations and Designing Solutions
#ngsschat
I would like to share this resource with your all that I stumbled upon today...it's a collection of different models for HS life science that allow Ss to hypothesize, ask questions, collect data, analyze, etc. Excellent for #NGSS#NGSSchathttps://t.co/4d9f5qvrfo
Q5 Several rounds of review were built into the development of the #NGSS +over 10,000 comments were received. Here is a list of themes about the initial feedback. What is this list might be considered a concern today + why? #NGSSchat
The diagram itself was originally developed by Tina Chuek at Stanford. I just made a pretty version of it.
(I have a thing for making pretty diagrams)
#ngsschat
Q5 Several rounds of review were built into the development of the #NGSS +over 10,000 comments were received. Here is a list of themes about the initial feedback. What is this list might be considered a concern today + why? #NGSSchat
A5 - I would think support is the biggest concern. It seems like many districts still are not implementing NGSS or have an understanding of what it looks like in the classroom. #NGSSchat
A5: The support is still a concern. There are a LOT of districts that expect these to be the "same old" standards and for us to treat them the same ways we used to. NGSS is not a checklist, but I still hear from a lot of Ts/districts that treat it that way. #ngsschat
A5: I feel support for implementing the standards is our biggest obstacle. This includes not only getting the understanding of what is expected but also the time and funds to support the investigations.#NGSSchat
A5 - I would think support is the biggest concern. It seems like many districts still are not implementing NGSS or have an understanding of what it looks like in the classroom. #NGSSchat
Q6: Changes were made based on feedback to the public drafts. We continue to iterate our approaches to implementation today based on new understandings & experience. What suggestions can you offer for the concerns expressed in Q5? #NGSSchat
A5: I love how the 1st two bullets "compliment" each other! Talking to teachers who haven't made the shift yet many of these concerns still exist. I make it my job to convince people to try it. I share my experiences and I can't imagine ever going back #NGSScheerleader#ngsschat
A5 also fascinating that a concern was too much material. I like there is “less” because it creates time needed for Ss to dive deeply into learning #ngsschat
Q6: Changes were made based on feedback to the public drafts. We continue to iterate our approaches to implementation today based on new understandings & experience. What suggestions can you offer for the concerns expressed in Q5? #NGSSchat
I love how you have captured that. How can we support Ts in other districts so they can learn and self-evaluate what they know and don't know? #NGSSChat
Q5 Several rounds of review were built into the development of the #NGSS +over 10,000 comments were received. Here is a list of themes about the initial feedback. What is this list might be considered a concern today + why? #NGSSchat
