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Blending the new Science and the literacy practices as part of Middle School Teaching and Learning. Investigating the Framework for K-12 Science Education and the ELA/Literacy Framework of the Common Core of State Standards
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2014 CSDE Education Reform District K-8 Science Improvement Grant Blending the new Science and the literacy practices as part of Middle School Teaching and Learning Investigating the Framework for K-12 Science Education and the ELA/Literacy Framework of the Common Core of State Standards A Partnership between Meriden Public School and Central Connecticut State University
Activity 1: Lecture and Q&A (20 minutes) Project Goals and Schedule
Overarching Project Goal Deepen one’s content knowledge and competency of the science (K-12 Framework) and ELA/Literacy (CCSS).
Project Outcomes • Understand the science (K-12 Framework) and the ELA/Literacy (CCSS). • Align classroom pedagogy to science (K-12 Framework) and to the ELA/Literacy (CCSS). • Increase higher-order questioning strategies to promoting student collaboration and depth of thinking. • Create 1-2 interdisciplinary science units that embed science K-12 Framework and ELA Literacy CCSS teaching strategies. • Create a mini-action research project to assess changes of student understanding of the concepts from the science K-12 Framework and the ELA/Literacy CCSS.
Project Team Lois Lehman—Director of Curriculum and PD Project Director Lincoln Middle School Washington Middle School • Central Connecticut State University—PD Team • Marsha Bednarski—science education • Sally Drew—teacher education—literacy specialist • Jeff Thomas—secondary science education
PD Schedule Academic Year Schedule 2013-2014 • Friday, February 7: Lincoln MS • 8am to 12pm (teachers report at individual schools at 1pm) • Thursday, March 20: Washington MS • 8am to 12pm (teachers report at individual schools at 1pm) • Friday, April 11: Lincoln MS • 8am to 2:30pm • Friday, May 2: WashingtonMS • 8am to 2:30pm • Friday, June 6: Lincoln MS • 8am to 2:30pm • Summer Schedule—CCSU, Copernicus Hall Room 501 • Monday, June 23 to Friday, June 27 • 8am to 1pm
Benefits of this PD Project Professional • Collaboration with peers/colleagues • Improved content and pedagogical knowledge • Science & Engineering Practices, Crosscutting Concepts, Disciplinary Core Ideas • ELA/Literacy Practices • Best practices for instruction and assessment • Higher-order thinking, student-centered approaches • Development of teacher-generated units Financial • Summer Session Stipend: June 23-27 • $125 per day for five days ($625) • Food
Activity 2: Project Team Introductions (20 minutes) Names and Faces
Names and Faces Activity DIRECTIONS: Learn more about your peers and the project team. Collect signatures of those who can honestly state these items are true for them. Do NOT have your peers sign more than one blank. 1. I was born more than 300 miles from here. 2. I can speak 3 languages. 3. I have more than 1 tattoo. 4. I eat raw oysters. 5. I can write my name upside down 6. I have a hole in my socks. 7. I have never changed a diaper. 8. I have attended 3 Shakespeare plays. 9. I play a musical instrument. 10. I do not have my own credit card. 11. I can wiggle my ears. 12. I can name the seven dwarfs. 13. I have never gotten a speeding ticket. 14. I like jazz music. 15. I can name 10 movies I have seen in the last year. 16. I have scuba dived. 17. I have never flown in an airplane. 18. I eat anchovies on my pizza. 19. I am the baby in my family. 20. I am engaged to be married. 21. I am a parent. 22. I drive a red car. 23. I own three (or more) pets. 24. I read the newspaper every day. 25. I have never been to New York City. 26. I take public transportation to work.
Activity 3: Group Activity (50 minutes) Teacher Needs Assessment
Brainstorming-Needs Assessment In groups to 2-3 members, obtain a post-it poster paper. Create quadrant similar to the graphic organizer below. Then, respond to the questions that are inside each section. You will share your results.
STEM-Literacy Pedagogical Practices Survey Please think about the class you teach most often. Please rate how often students use these STEM-Literacy practices during your class. If students do not use the practice at all, please circle never. A completed item is shown below. This item shows that students highlight text daily. Example: Students highlight text:
Activity 4: Scavenger Hunt (60 minutes) An Introduction to the ELA/Literacy Common Core of State Standards
Common Core State Standards • K-12 student expectations in English Language Arts, Literacy in History (SST) and Science and Technical Subjects & Math to prepare for “college and career” • Fewer, clearer, higher order • Internationally Benchmarked • “of the States, by the States;” states adopt by choice (46states) • $700 million Race to the Top funds tied to adoption (22states) • Corporate money behind the organizations (ACT, College Board, ETS, Pearson Education, Scholastic, etc.)
CCSS Mission “The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.” www.corestandards.org
What do Educators need to Know • CT has adopted the Standards • They are not the curriculum • SMARTER Balanced tests are on the way • Specific ELA and Math standards for each grade span with spiral effect; Literacy Standards for SST/History, Science & Technical Subjects at each grade span
Literacy Organization Standards Documents • K−5 (cross-disciplinary) • 6−12 English Language Arts • 6−12 Literacy in History/Social Studies, Science& Technical Subjects All map onto College & Career Readiness Standards Shared responsibility for students’ literacy development
Literacy Organization • CCR: College and Career Readiness Standards (AS) • Reading: Science and Technical Subjects (10 standards) • Grade Band 6-8 • Grade Band 9-10 • Grade Band 11-12 • Writing: Science and Technical Subjects (10 standards) • Grade Band 6-8 • Grade Band 9-10 • Grade Band 11-12
SHIFTS in Literacy • Disciplinary Literacy • Close Reading of Complex Texts (staircase of complexity) • Writing about Text, using Evidence from Text • Academic Vocabulary
Common Core Expectations Text Complexity • Consideration of Reader needs and Task • Quantitative: readability formulas • Qualitative: purpose, structure, knowledge demands, levels of meaning www.corestandards.org
What is Close Reading? • Analyzing text at the whole text, sentence, and word level for particular purpose • Examples: • Content vocabulary—consistent across text? • Structure of scientific/technical texts • Language choice within scientific/technical text • Author’s purpose • Author’s use of data, evidence, reasoning
Necessary, but insufficient The Standards do not define: • Pedagogy— “the how” • The entire curriculum • Enrichment beyond the core • Interventions for students not at grade level • Support for English language learners and students with special needs • Everything needed to be college and career ready (including digital literacy)
Where to find the common core standards Website: www.corestandards.org
Where to find the common core standards Hard Copy:
Scavenger Hunt • What is the relationship between the Literacy College and Career Readiness Anchor Standards (CCR) and the grade band literacy standards? • Find a literacy standard that doesn’t make sense to you after the first reading. • Find a literacy standard that in a CMT world would be a huge stretch for your students. • Find a literacy standard that you could easily integrate into your existing curriculum. • What Literacy Standard(s) would students be using if they created a powerpoint? Wrote a lab report? Challenge: Where do you see the shifts we discussed reflected in the Standards? 2014 CSDE Education Reform District K-8 Science Improvement Grant
Activity 5: Lecture with Q&A (60 minutes) An Introduction to The Framework for k12 Science Education and the NGSS
Next Generation Science Framework, Standards and Assessment:Fall 2013 Update Liz Buttner, Science Education Consultant CT State Department of Education Elizabeth.buttner@ct.gov
NRC Framework and the NGSS Framework describes a reformed “vision” of what it means to be proficient in science: • “knowing science” means applying the Practices to demonstrate understanding of Core Ideas and Crosscutting Concepts; • Details the Practices, Core Disciplinary Ideas, and Crosscutting Concepts NGSS adds assessable Performance Expectations: • Adds performances students should be able to achieve at the conclusion of instruction (end of year; end of grade band; or on a large-scale assessment). • Assigns Performance Expectations to each grade (K-5) and to 6-8 and 9-12 grade bands.
NGSS Adoption Reflections NGSS present an opportunity to improve curriculum, instruction, teacher development, assessment, accountability, and ultimately student interest and achievement in science. Will NGSS adoption improve science teaching and learning in Connecticut? Can teaching new standards using current approaches yield improved results?
NGSS ADOPTION MEANS… Much more than teaching new topics
A Reformed Vision of Science Proficiency Are educators and parents ready to embrace a new vision of what it means to be “proficient” in science? • “ Focus on understanding and application as opposed to memorization of facts devoid of context.” (NGSS Appendix A) • “The integration of content and application reflects how science is practiced and experienced in the real world.” (NGSS Appendix A) • “Most state standards and assessments express these dimensions as separate entities, leading to their separation in both instruction and assessment.” (NGSS Appendix A)
New Ways of Assessing for Accountability Are educators ready to prepare students to succeed on state assessment questions like this? “Analyze and interpret data to determine scale properties of objects in the solar system.” (MS-ESS1-3)
Inclusion of Engineering Design in K-12 Science Curriculum • ETS1.A: Defining and Delimiting Engineering Problems • A situation that people want to change or create can be approached as a problem to be solved through engineering (K-2) • ETS1.B: Developing Possible Solutions • Tests are often designed to identify failure points or difficulties, which suggest the elements of the design that need to be improved (Gr. 3-5) • ETS1.C: Optimizing the Design Solution • The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution (Gr. 6-8) Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy* (HS-PS3-3)
Coordinating Science with CCSS-ELA and Math An opportunity for science to be an integral part of students’ comprehensive education by supporting student learning of ELA/literacy and math expectations within the context of science instruction. • TURN AND TALK: • What are the benefits? • What are the potential pitfalls
How do NGSS Assessment Expectations Compare to CT Assessment Expectations? CT Science Framework Gr. 5 Earth/Space NGSS – Gr. 5 Earth/Space 5-ESS1-2: Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. CMT Expected Performances • B22. Explain the cause of day and night based on the rotation of Earth on its axis. • B23. Describe the monthly changes in the appearance of the moon, based on the moon’s orbit around the earth.
Key Implications of NGSS Adoption Will require: • Preparing students for new, more rigorous, assessments (not just remembering facts). NGSS Performance Expectations ARE assessment outcomes. • 3 years of high school science for all students; • All students to learn biology, physics, chemistry and Earth/Space science in a progression laid out for K-2, 3-5, 6-8 and 9-12 grade bands; • Inclusion of Engineering Design concepts, practices and outcomes at all grade bands; • Standards to be translated into coherent curriculum learning units; • Curriculum performance expectations be developed; • Modifications to existing teaching approaches and materials; • Substantial professional learning opportunities (see MSP 2013-2015 project categories); May require more teachers certified to teach high school Earth Science and Physics.
Moving Toward Next Generation Science in CT PHASE 1: REFLECTION (2011-2013) • NGSS Draft feedback to Achieve • Collaborate with other states (BCSSE) • Progress reports to State Board of Education • Content Crosswalk • District Survey • Policy implications • Adoption Decision PHASE 2: PREPARATION (2012-2013) • Policy decisions (MS/HS courses; cumulative or end-of year tests, certification) • Stakeholder awareness PHASE 3: TRANSITION (2014-2018) • Professional development system ; new teaching approaches (MSP) • Teacher preparation program upgrades • Curriculum transition timeline • Curriculum and materials modifications • Teaching and learning PHASE 4: FULL IMPLEMENTATION (2017-18 school year) • New assessments introduced
Possible Connecticut Transition Timeline STANDARDS: • 2013-14 school yr: 2004 Science Framework, GLCs, GLEs in effect • Early 2014: CT adoption decision anticipated POSSIBLE CURRICULUM TRANSITION: • 2014-17: Districts develop and transition to new science curriculum and instructional approaches • 2014 and beyond: Professional development POSSIBLE ASSESSMENT TRANSITION: • March 2014-16: CMT and CAPT Science assessments administered (tentative) • Spring 2017: New or hybrid science assessments? Uncertain whether end-of-grade, end-of-course or cumulative
Connecticut’s NGSS Decision-Making Process Taking Time to Make Informed Decisions
Standards: Only the Beginning… Completed 2011 To be developed To be developed Completed 2013
Still Many “Unknowns” • How will large scale assessments measure Practices integrated with Core Ideas? For example: “Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.” (MS-PS1-5) • Who will pay for innovative, new tests? • How long will it take to develop such tests? • Will new science tests be cumulative or administered at every grade? • How many states will adopt NGSS? How will publishers address NGSS? AND…
Context Considerations Districts are currently tackling much change: - Common Core implementation - Teacher evaluation SLOs and IAGDs - Personalized learning - Competency-based report cards NGSS assessment consortia have not been formed or funded. New ways of testing “practices” not determined yet. Publishers have not yet developed new instructional materials to illustrate the NGSS vision.
