A Framework for K-12 Science Education:

Practices, Crosscutting Concepts and Core Ideas

Implications for English Language Learners (ELLs)

Webinar Presentation by Helen Quinn (Stanford University) and Okhee Lee (New York University)

September 19, 2012

Basic Webinar Logistics

1. Tina Cheuk will be facilitating this webinar.

2. Participants will be on MUTE (via computer and/or by phone).

3. Type in your questions or comments in the CHAT box in the bottom right hand corner (addressed to Tina Cheuk or to the whole group).

4. Webinar is recorded and archived on our website: ell.stanford.edu

5. Presentation slides and recording will be available on our website by tomorrow morning.

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Context

Education in US is controlled at the state and local level.Common Core Math and Language Arts – 45 states, 3

territories, including D.C. choosing common standards1

Next Generation Science Standards (NGSS)Stage 1 NRC Framework – July 2011Stage 2 Achieve Standards – under development, first

public release in May 2012

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1Source: http://www.corestandards.org/in-the-states

Lead State Partners

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Source: http://www.nextgenscience.org/lead-state-partners

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Framework Standards

Instruction

Curricula

Assessments

TeacherPreparation

and development

Three Dimensions

Scientific and engineering practices

Crosscutting concepts

Disciplinary core ideas

Download full report at www.nap.edu

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Goals of the Framework

Coherent investigation of core ideas across multiple years of school

More seamless blending of practices with core ideas and crosscutting concepts

Multidimensional standards and assessments

ALL students learn science

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Questions

General questions about the Framework and NGSS

Please type in your questions in the CHAT box.

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Scientific and Engineering Practices

1. Asking questions and defining problems

2. Developing and using models

3. Planning and carrying out investigations

4. Analyzing and interpreting data

5. Using mathematics and computational thinking

6. Developing explanations and designing solutions

7. Engaging in argument from evidence

8. Obtaining, evaluating, and communicating information

S5. Use mathematics & computational thinkingM6. Attend to precision

M7. Look for & make use of structure

E3. Respond to the varying demands of audience, talk, purpose, & discipline

E1. Demonstrate independence

E7. Come to understand other perspectives & cultures

S2. Develop and use models

M4. Model with mathematics

M1. Make sense ofproblems & persevere in solving them

M8. Look for & expressregularity in repeated reasoning

S1. Ask questions &define problems

S3. Plan & carry outinvestigations

S4. Analyze & interpretdata

E2. Build strong content knowledgeE4. Comprehend as well as critiqueE5. Value evidenceM2. Reason abstractly & quantitativelyM3. Construct viable argument & critique reasoning of othersS7. Engage in argument from evidenceS6. Construct explanations & design solutionsS8. Obtain, evaluate & communicate informationE6. Use technology & digital mediaM5. Use appropriate tools strategically

MATH SCIENCE

ELA

Source: Working Draft, 12-6-11 by Tina Cheuk, ell.stanford.edu

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How Language Develops

Multiple opportunities to hear and use (language)

Rich contexts – desire and opportunity to engage and contribute

Appropriate supports

Acceptance of “flawed” language

How Science Understanding Develops

Multiple opportunities to hear and use (science ideas)

Rich contexts – desire and opportunity to engage and contribute

Appropriate supports

Acceptance of “flawed” language; for example non-scientific language

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Promoting Both Science and Language Learning for ELLs

ELLs can participate in classroom discourse focused on rich and exciting academic content

ELLs learn language best when they engage with academic content

Focusing on both text and discourse gives ELLs opportunities for extended engagement with complex ideas

Example: Argument from Evidence

Language tasksListen or read to understand argumentsSpeak or write to express own argumentsAnalyze arguments

Science tasksAnalyze, support, and refute claims of othersPresent and support own claims

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Questions

General questions about the theory of learning

Please type in your questions in the CHAT box.

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Teacher Role

Set culture of respectful argumentationEnsure all voices can contributeElicit contributions or expansion of contributionsAccept and support incomplete thoughts and “flawed”

language (help student to clarify)Ensure that students are understanding contributions of

others (rephrase, question)Support student questioning of others

(whether for clarification or argumentation)

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Teacher Role

Clarify rather than correct (language or concept)Provide language support as needed (offer or elicit from

other students a needed word, or the rephrasing of a poorly expressed idea)

Reward engagement (sense-making effort)Value logic of argument, not correctness of claim or

languageTrust and support both language and science learning

by the group process

Literacy Strategies for All Students

Incorporate reading and writing strategiesActivate prior knowledgePromote comprehension of expository science textsPromote scientific genres of writingConnect science process skills (e.g., describe, explain,

predict, conclude, report) to language functions (e.g., explain, compare, contrast)

Encourage use of graphic organizers (e.g., concept map, word wall, Venn diagram, KWL)

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ESOL Strategies for ELLs

Use language support strategiesUse realia (real objects or events)Encourage multiple modes of representations (gestural,

oral, pictorial, graphic, textual)Use graphic devices (graphs, charts, tables, drawings,

pictures)Use a small number of key terms in multiple contexts

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Home Language Support

Present science terms in multiple languages in the beginning of each lesson

Use cognates (and highlight false cognates) in home language

Allow code-switchingEncourage ELLs to use home language to read, discuss

or write about scienceEncourage bilingual students to assist less English

proficient students in their home language (group, not one to one)

Build on students’ lived experiences at home and in the community (i.e., funds of knowledge)

Explore culturally-based ways students communicate and interact in their home and community (i.e., cultural congruence)

Use students’ cultural artifacts, culturally relevant examples, and community resources

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Home Culture Connections

Questions

Teacher role to support science and language learning

Please type in your questions in the CHAT box.

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Resources

1. Language Demands and Opportunities in Relation to the Next Generation Science Standards, by Helen Quinn, Okhee Lee, and Guadalupe Valdés.

http://ell.stanford.edu/publication/3-language-demands-and-opportunities-relation-next-generation-science-standards-ells

2. A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas.

http://www.nap.edu/catalog.php?record_id=13165

3. Diversity and Equity in the NGSS: All Standards, All Students

http://www.nextgenscience.org/next-generation-science-standards

4. NSTA series of free webinars focused on the 8 practices. (9/11-12/18).

http://learningcenter.nsta.org/products/symposia_seminars/Ngss/webseminar.aspx

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Thank you!

Thank you to everyone who participated today.

We will post the presentation and recording on our website in the morning.

Please give us feedback on this presentation and any other information that would be helpful to our team in supporting your work.

For more information, contactUnderstandingLanguage@stanford.edu (Tina Cheuk)

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