Rodger W. Bybee Executive Director (Retired) Biological Sciences Curriculum Study (BSCS)

1. TRANSLATING NGSS FOR CLASSROOM INSTRUCTION: TEACHERS’ PROFESSIONAL DEVELOPMENT Rodger W. Bybee Executive Director (Retired) Biological Sciences Curriculum Study (BSCS) BUILDING CAPACITY FOR STATE SCIENCE EDUCATION Denver, Colorado 20-21 June 2014

2. A STANDARD

3. ADDRESS TEACHERS’ CONCERNS The composite representation of the feelings, preoccupation, thought, and consideration given to a particular issue or task is called a concern. All in all, the mental activity composed of questioning, analyzing, and re-analyzing, considering alternative actions and reactions, and anticipating consequences is concern. Hall, G. and Hord, S. (2001). Implementing Change. Allyn and Bacon, pp. 61-62.

4. STAGES OF CONCERN: Typical Expressions of Concern about the Innovation Hall, G. and Hord, S. (2001). Implementing Change, p. 61.

5. FROM NGSS TO CLASSROOM INSTRUCTION: TEACHERS’ CONCERNS • Assessments “Will Assessments Change?” • Curriculum “Are There Curriculum Materials I Can Use?” • • Instruction “Are There Effective Instructional • Strategies I Can Use?” • Common Core State “Are There Connections to the Common • Standards Core State Standards for English • Language Arts and Mathematics?” • • Professional Education of Teachers • “What Knowledge and Skills Do • Teachers Need to Implement NGSS?”

6. TRANSLATING STANDARDS FOR SCIENCE EDUCATION:SOME INSIGHTS • Nothing perfectly aligns with the NGSS except the NGSS • Accommodating the language of NGSS for the language of • curriculum, instruction, and assessment • Recognizing different dimensions of education—purpose, • policy, program, and practice • Understanding the limits and possibilities of translating • standards and accepting the trade-offs • Designing professional development based on teachers’ • concerns and innovations implied by NGSS

7. TRANSLATING STANDARDS FOR CLASSROOM INSTRUCTION: DIMENSIONS

8. NGSS AND MAJOR INNOVATIONS FOR INSTRUCTIONAL MATERIALS • Integration of Three Dimensions (SEP, DCI, CCC) • Engineering Design and Nature of Science • Incorporated as Practices or Crosscutting • Concepts • Performance Expectations as Learning Outcomes • K-12 Learning Progressions • Connections to Common Core State Standards

9. INSTRUCTIONAL SHIFTS • FROM TO • Science Facts and Concepts Science and Engineering • Practices • Crosscutting Concepts • Disciplinary Core Ideas • Science Alone Science, Engineering, • Nature of Science • Science Facts and Concepts as Performance on • Basis for Assessment 3 Dimensional Basis for • Assessments • Grade-Level Content Coherent Progression • Across Grades of Concepts • and Practices • Science Not a Basic Science and CCSS (English • Language Arts and • Mathematics)

10. MAKING SENSE OF NGSS INNOVATIONS THE 5Cs

11. NGSS TO CLASSROOM INSTRUCTION • THERE IS A NEED FOR INSTRUCTIONAL MATERIALS DESIGNED TO ACCOMMODATE THE NGSS INNOVATIONS. • -OPTIONS- • Develop New Instructional Materials • Adapt Current Materials

12. ADAPTING CURRENT INSTRUCTIONAL MATERIALS • Think Beyond a Lesson to an Integrated Instructional Sequence • (e.g., BSCS 5E Instructional Model) • Identify a Coherent Set of Performance Expectations • (e.g., bundle PEs using a topic, theme, or context) • Clarify the Difference Between Learning Outcomes and • Instructional Strategies • (e.g., SEPs are BOTH learning outcomes and use • instructional strategies) • Consider How to Integrate Three Dimensions • (e.g., use a framework for lesson, activities) • Use Backward Design • (e.g., develop the assessment/evaluate first)

13. LEVELS OF USE OF THE INNOVATION VI RENEWAL V INTEGRATION IVB REFINEMENT IVA ROUTINE III MECHANICAL USE II PREPARATION I ORIENTATION 0 NONUSE Hall, G. and Hord, S. (1987). Change in Schools. State University of New York Press, p. 84

14. CONCLUSION THE SISYPHEAN QUESTION IN SCIENCE EDUCATION: WHAT SHOULD THE SCIENTIFICALLY AND TECHNOLOGICALLY LITERATE PERSON KNOW, VALUE, AND BE ABLE TO DO— AS A CITIZEN? (Bybee, 1985)

15. THANK YOU