connections between practices in ngss, common core math ... · live interactive learning @ your...

LIVE INTERACTIVE LEARNING @ YOUR DESKTOP

19

February 12, 20136:30 p.m. – 8:00 p.m. Eastern time

Connections Between Practices in NGSS, Common Core Math, and

Common Core ELA

Presented by: Sarah Michaels

http://learningcenter.nsta.org20

• 10,500+ resources– 3,600+ free!

– Add to “My Library” to access later

• Community forums

• Online advisors to assist you

• Tools to plan and document your learning

• http://learningcenter.nsta.org

NSTA Learning Center

21

Introducing today’s presenters…

Sarah MichaelsClark University

Ted WillardNational Science Teachers Association

22

Developing the Standards

23

Instruction

Curricula

Assessments

Teacher Development


24

2011-2013

July 2011


25

July 2011

A Framework for K-12 Science Education

Three-Dimensions:

Scientific and Engineering Practices

Crosscutting Concepts

Disciplinary Core Ideas

View free PDF form The National Academies Press at www.nap.edu

Secure your own copy from

www.nsta.org/store 26

1. Asking questions (for science) and defining problems (for engineering)

2. Developing and using models3. Planning and carrying out investigations4. Analyzing and interpreting data5. Using mathematics and computational thinking6. Constructing explanations (for science)

and designing solutions (for engineering)7. Engaging in argument from evidence8. Obtaining, evaluating, and communicating information

Scientific and Engineering Practices

27

Crosscutting Concepts1. Patterns

2. Cause and effect: Mechanism and explanation

3. Scale, proportion, and quantity

4. Systems and system models

5. Energy and matter: Flows, cycles, and conservation

6. Structure and function

7. Stability and change

28

Life Science Physical ScienceLS1: From Molecules to Organisms:

Structures and Processes

LS2: Ecosystems: Interactions, Energy, and Dynamics

LS3: Heredity: Inheritance and Variation of Traits

LS4: Biological Evolution: Unity and Diversity

PS1: Matter and Its Interactions

PS2: Motion and Stability: Forces and Interactions

PS3: Energy

PS4: Waves and Their Applications in Technologies for Information Transfer

Earth & Space Science Engineering & TechnologyESS1: Earth’s Place in the Universe

ESS2: Earth’s Systems

ESS3: Earth and Human Activity

ETS1: Engineering Design

ETS2: Links Among Engineering, Technology, Science, and Society

Disciplinary Core Ideas

29

Life Science Earth & Space Science Physical ScienceEngineering &

TechnologyLS1: From Molecules to Organisms:

Structures and ProcessesLS1.A: Structure and FunctionLS1.B: Growth and Development of

OrganismsLS1.C: Organization for Matter and

Energy Flow in OrganismsLS1.D: Information Processing

LS2: Ecosystems: Interactions, Energy, and Dynamics

LS2.A: Interdependent Relationships in Ecosystems

LS2.B: Cycles of Matter and Energy Transfer in Ecosystems

LS2.C: Ecosystem Dynamics, Functioning, and Resilience

LS2.D: Social Interactions and Group Behavior

LS3: Heredity: Inheritance and Variation of Traits

LS3.A: Inheritance of TraitsLS3.B: Variation of Traits

LS4: Biological Evolution: Unity and Diversity

LS4.A: Evidence of Common Ancestry and Diversity

LS4.B: Natural SelectionLS4.C: AdaptationLS4.D: Biodiversity and Humans

ESS1: Earth’s Place in the UniverseESS1.A: The Universe and Its StarsESS1.B: Earth and the Solar SystemESS1.C: The History of Planet Earth

ESS2: Earth’s SystemsESS2.A: Earth Materials and SystemsESS2.B: Plate Tectonics and Large‐Scale

System InteractionsESS2.C: The Roles of Water in Earth’s

Surface ProcessesESS2.D: Weather and ClimateESS2.E: Biogeology

ESS3: Earth and Human ActivityESS3.A: Natural ResourcesESS3.B: Natural HazardsESS3.C: Human Impacts on Earth

SystemsESS3.D: Global Climate Change

PS1: Matter and Its InteractionsPS1.A:Structure and Properties of

MatterPS1.B: Chemical ReactionsPS1.C: Nuclear Processes

PS2: Motion and Stability: Forces and Interactions

PS2.A:Forces and MotionPS2.B: Types of InteractionsPS2.C: Stability and Instability in

Physical Systems

PS3: EnergyPS3.A:Definitions of EnergyPS3.B: Conservation of Energy and

Energy TransferPS3.C: Relationship Between Energy

and ForcesPS3.D:Energy in Chemical Processes

and Everyday Life

PS4: Waves and Their Applications in Technologies for Information Transfer

PS4.A:Wave PropertiesPS4.B: Electromagnetic RadiationPS4.C: Information Technologies

and Instrumentation

ETS1: Engineering DesignETS1.A: Defining and Delimiting an

Engineering ProblemETS1.B: Developing Possible SolutionsETS1.C: Optimizing the Design Solution

ETS2: Links Among Engineering, Technology, Science, and Society

ETS2.A: Interdependence of Science, Engineering, and Technology

ETS2.B: Influence of Engineering, Technology, and Science on Society and the Natural World

Note: In NGSS, the core ideas for Engineering, Technology, and the Application of Science are integrated with the Life Science, Earth & Space Science, and Physical Science core ideas

30

Instruction

Curricula

Assessments

Teacher Development


2011-2013

July 2011

31


2011-2013

32

Closer Look at a Performance ExpectationMS-PS1 Matter and Its Interactions Students who demonstrate understanding can: MS-PS1-d. Develop molecular models of reactants and products to support the explanation that atoms,

and therefore mass, are conserved in a chemical reaction. [Clarification Statement: Models can include physical models and drawings that represent atoms rather than symbols. The focus is on law of conservation of matter.] [Assessment Boundary: The use of atomic masses is not required. Balancing symbolic equations (e.g. N2 + H2 -> NH3) is not required.]

The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Developing and Using Models Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to support explanations, describe, test, and predict more abstract phenomena and design systems. • Use and/or develop models to predict, describe,

support explanation, and/or collect data to test ideas about phenomena in natural or designed systems, including those representing inputs and outputs, and those at unobservable scales. (MS-PS1-a), (MS-PS1-c), (MS-PS1-d)

---------------------------------------------Connections to Nature of Science

Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena • Laws are regularities or mathematical descriptions

of natural phenomena. (MS-PS1-d)

PS1.B: Chemical Reactions • Substances react chemically in

characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. (MS-PS1-d), ( MS-PS1-e), (MS-PS1-f)

• The total number of each type of atom is conserved, and thus the mass does not change. (MS-PS1-d)

Energy and Matter • Matter is conserved because

atoms are conserved in physical and chemical processes. (MS-PS1-d)

Note: Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed. They are not instructional strategies or objectives for a lesson.

33















34















35















36

What’s Common Across the Common Core (ELA and Math)

and the Next Generation Science Standards?

Presented by:Sarah Michaels

(Clark University)

37

Who am I?

• Professor of Education at Clark University

• Sociolinguist by training• Co-author of Ready, Set, SCIENCE!• Senior Research Scholar at the Hiatt

Center for Urban Education

38

Plan for the next hour:

• What’s common in math, ELA and science?

39



• What does the shift from recitation to reasoning look like in practice?

40




• What’s the evidence that this will work?

41




• What’s the evidence that this will work?

• What is needed and what’s already available?

42

What’s common?

ALL the standards —math, ELA and science —

require that teachers focus more attention on disciplinary

“practices.”

43

An Examination of “Practices”

Science and Engineering Practices1. Asking questions and defining problems 2. Developing and using models3. Planning and carrying out investigations4. Analyzing and interpreting data5. Using mathematics, information and computer

technology, and computational thinking6. Constructing explanations and designing

solutions 7. Engaging in argument from evidence8. Obtaining, evaluating, and communicating

information44


Mathematical Practices1. Make sense of problems and persevere in

solving them.2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the

reasoning of others.4. Model with mathematics.5. Use appropriate tools strategically.6. Attend to precision.7. Look for and make use of structure.8. Look for and express regularity in repeated

reasoning.45

Instead of “practices,” the ELA Standards identify the “capacities” of the literate individual:

46


47


48

Practices in Different DisciplinesMathM1. Make sense of problems and persevere in solving them. M2. Reason abstractly and quantitatively. M3. Construct viable arguments and critique the reasoning of others. M4. Model with mathematics. M5. Use appropriate tools strategically. M6. Attend to precision. M7. Look for and make use of structure. M8. Look for and express regularity in repeated reasoning.

ScienceS1. Asking questions (for science) and defining problems (for engineering). S2. Developing and using models. S3. Planning and carrying out investigations. S4. Analyzing and interpreting data. S5. Using mathematics, information and computer technology, and computational thinking. S6. Constructing explanations (for science) and designing solutions (for engineering). S7. Engaging in argument from evidence. S8. Obtaining, evaluating, and communicating information.

English Language ArtsE1. They demonstrate independence.E2. They build strong content knowledge.E3. They respond to the varying demands of audience, task, purpose, and discipline. E4. They comprehend as well as critique. E5. They value evidence. E6. They use technology and digital media strategically and capably. E7. They come to understanding other perspectives and cultures.

49

Let’s look in detail at shared elements in the Standards

documents• Math Practice #3:

– Construct viable arguments and critique the reasoning of others

• Science and Engineering Practice #7:– Engaging in argument from evidence

50

Where do we see “sense-making” in the math CCSS?


solving them.2. Reason abstractly and quantitatively.3. Construct viable arguments and critique

the reasoning of others.4. Model with mathematics.5. Use appropriate tools strategically.6. Attend to precision.7. Look for and make use of structure.8. Look for and express regularity in repeated

reasoning.51




information

Where do we see “sense-making” in the science Framework practices?

52

But what about ELA? Are the same sense-making practices common here as

well?

53

In the fine print:… “construct effective arguments,” “request clarification,”“ask relevant questions,” “build on others’ ideas,”“articulate their own ideas,” “question assumptions and premises,” “assess the veracity of claims,” “assess the soundness of reasoning,” “cite specific evidence,” “make their reasoning clear,” “constructively evaluate others’ use of evidence,” “evaluate other points of view critically and constructively,” “express and listen carefully to ideas,” “cite specific textual evidence to support conclusions,”“delineate and evaluate the argument and specific claims in a text including the validity of the reasoning as well as the relevance and sufficiency of the evidence,” “participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.”

54


55


56


57

Practices in Different DisciplinesMathM1. Make sense of problems and persevere in solving them. M2. Reason abstractly and quantitatively. M3. Construct viable arguments and critique the reasoning of others. M4. Model with mathematics. M5. Use appropriate tools strategically. M6. Attend to precision. M7. Look for and make use of structure. M8. Look for and express regularity in repeated reasoning.

ScienceS1. Asking questions (for science) and defining problems (for engineering). S2. Developing and using models. S3. Planning and carrying out investigations. S4. Analyzing and interpreting data. S5. Using mathematics, information and computer technology, and computational thinking. S6. Constructing explanations (for science) and designing solutions (for engineering). S7. Engaging in argument from evidence. S8. Obtaining, evaluating, and communicating information.

English Language ArtsE1. They demonstrate independence.E2. They build strong content knowledge.E3. They respond to the varying demands of audience, task, purpose, and discipline. E4. They comprehend as well as critique. E5. They value evidence. E6. They use technology and digital media strategically and capably. E7. They come to understanding other perspectives and cultures.

58

Math Science

ELA

M1: Make sense of problems and persevere in solving them

M2: Reason abstractly & quantitatively

M6: Attend to precisionM7: Look for & make

use of structureM8: Look for &

make use of regularity in repeated reasoning

S1: Ask scientific questions and define engineering problems

S3: Plan & carry out investigationsS4: Analyze & interpret data

S6: Construct explanations & design solutions

M4. Model with mathematics

S2: Develop & use modelsS5: Use mathematics &

computational thinking

E1: Demonstrate independence in reading complex texts, and writing and speaking about them

E2: Build strong content knowledge through textE7: Come to understand other perspectives

and cultures through reading, listening, and collaborations

E6: Use technology & digital media strategically & capably

M5: Use appropriate tools strategically

M3 & E4: Construct viable arguments and critique reasoning of othersE5: Value evidenceS7: Engage in

argument from evidence

S8: Obtain, evaluate, &

communicate information

E3: Obtain, synthesize, and report findings clearly

and effectively in response to task and purpose

59

There’s a common core in all of the standards documents

(ELA, Math, and Science)

At the core is:• Reasoning with evidence;• Building arguments and critiquing the

arguments of others;• Participating in reasoning-oriented

practices with others.

60

But let’s take a deeper look at the identified “practices,”

even the ones that don’t explicitly mention argument, reasoning, or talk.

61





information62



solving them.2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the

reasoning of others.4. Model with mathematics.5. Use appropriate tools strategically.6. Attend to precision.7. Look for and make use of structure.8. Look for and express regularity in repeated

reasoning.63

In order to learn HOW tomodel,

or analyze data, or use appropriate tools,

students have to participate in these practices, with others,

primarily through talk, joint attention, and shared activity.

64

Teachers will have to help allstudents:

• Externalize their thinking;• Listen carefully to one another

and take one another seriously;• Dig deeper into the data and

evidence for their positions;• Work with the reasoning of others.

65

“SOCIAL” does not just mean student-led group work.

Well-structured social interaction builds in time to think as an

individual–making robust thinking available

to each and every learner.

66

Math Science

ELA























67

Math Science

ELA























68

Because these “thinking practices”are inextricably linked to content, and

to core ideas,

participating in productive talk is not an add-on.

It’s fundamental to the learning goals in each set of standards.

69

What’s common is more than a few key practices:

Well-guided talk — scaffolded reasoning talk and discussion — will have to become the new foundation for of all the “practices” in the Common Core and NGSS.

70

This is not trivial.

71

Research:

While there is typically lots of talk going on in classrooms, it is often not “productive” talk.

72

Teachers rely on recitation and a few reliable talkers.

The “I-R-E”(Initiation – Response – Evaluation )

73

The bad news:The dominant forms of talk in classrooms —recitation and direct instruction — do NOT support reasoning.

They do NOT support the building of arguments with evidence.

They do NOT support students to do the heavy lifting of explaining, critiquing, and building common ground.

74

What is “well-guided” or “productive talk?”

What does it look like and sound like?

75

http://www.inquiryproject.terc.edu

77

78


79


80


81


A quick preview…

86

A quick preview…

87

A quick preview…

88

A quick preview…

89

A quick preview…

90

A quick preview…

91

A quick preview…

92

• What do you notice?• What characteristics do you see?• What do you notice about students?• About the teacher?

94

Let’s take a poll:What one or two characteristics are

most striking to you?

95

1. Listening 2. Explaining 3. Connecting one’s thoughts to others

4. Questioning and clarifying 5. Participating 6. Revising

7. Other

Let’s take a different poll:What scientific practices are

evident in this clip?

96

1. Asking questions 2. Developing or using models

3. Planning investigations

4. Analyzing or interpreting data

5. Constructing explanations

6. Using mathematics, computational thinking

7. Engaging in argument from

evidence

8. Obtaining, evaluating,

communicating information

• You can turn off notifications of others arriving:Edit -> Preferences -> General -> Visual notifications

• You can minimize OR detach and expand chat panelLeft arrow = minimize; right menu = detach

• Continue the discussion in the Community Forumshttp://learningcenter.nsta.org/discuss

Before We Get to Your Questions…

97

Questions???

98

There are many obstacles.

Guided productive talk is foundational.

Sounds great.

Nevertheless…

99

We don’t have time!

What if no one talks?

I don't want to put them on the spot... some of my students are too shy to talk in front of everyone. Or they are ELs or have language-related problems.

“Fear of behavior”

What if Spencer just hogs the floor, as usual?

What if we get totally off track?

What if they bring up content that I don’t know what to do with?

100

More bad news:

Teachers are not well-prepared (from their own experiences in school) to lead academically productive, reasoning-oriented discussions.

They often rely on group work, hoping that the hands-on activities, in small groups, will teach the students what they need to learn.

101

More bad news:

Even in good, NSF-funded science curricula, where the curriculum calls for “making meaning” discussions, teachers have a hard time running the discussions.

Discussions are often skipped.

102

The good news:

• “Reasoning” practices are common to all 3 sets of standards. Big bang for the buck.

• The practices of discussion transfer from one content domain to another.

• We now know a great deal about how to induct students, from all backgrounds, into these reasoning practices, through rigorous, content-rich, teacher-guided discussions.

103

We have made significant progress in helping teachers orchestrate discussion and writing activities in the service of “making thinking visible” and available.

104

What about the research?

Do talk and discussion really support learning?

105

Project Challenge

• 4-year intervention led by Suzanne Chapin at Boston University

• Purpose: to provide challenging mathematics education for potentially talented students in Chelsea, MA, the lowest-performing district in the state.

• Project Challenge served over 400 Chelsea students, starting in 4th grade, following through until 7th grade.

• Over 70% of these students qualified for lunch aid, and over 60% spoke languages other than English at home.

106

The intervention was multifaceted:

• One hour class every day

• TERC Investigations, Connected Math, Logic problems

• Monthly in-service professional development in math

• Expanded homework and weekly quizzes

• Consistent use of productive talk moves and frequent discussion.

Results?

107

ResultsIn each cohort of 100, at the end of two and a half years, the class average on the California Achievement Test math portion was at the 90th percentile of a national norming sample.

90th percentile

California Achievement Test: Computation AND Concepts108

ResultsAt the end of three years, over 80% of each PC cohort scored as "Advanced" or "Proficient" on the MCAS math portion. (State average was 38%.)

0102030405060708090

% Proficient and Advanced

Massachusetts

ProjectChallenge

109

ResultsAnd there were comparable gains in English Language Arts!

n=106

n=140

110

Accountable Talk andJunior Great Books Discussions

at Community School 134in the South Bronx

111

Community School 134 (George Bristow School)

• South Bronx, New York• Population of 725 students, 99.8%

free lunch eligible– 44.5% Black– 53.4% Hispanic– 9.2% English language learners– 5.9 % full time Special Ed.

112

Combining Levels 1 & 2 an d Levels 3 & 4 Pre- an d Post-Interven tion

0

10

20

30

40

50

60

70

80

Leve ls 1 & 2 - Below Standa rds L eve ls 3 & 4 - Mee t o r Exceed Standards

Pre -Inte rventionPost- Inte rvention

Pre- and Post-intervention scores on NY State ELA tests

114

CASE (Cognitive Acceleration through Science Education)

(Adey & Shayer, 1993, 2001; Shayer, 1999, 2011)

1. Challenge students’ thinking;2. Emphasize discussion, debate, and critique;3. Encourage metacognition.

115

National Examination Scores of CASE Schools and Controls116

Summing up the Research:

This body of work demonstrates that productive discussion, well-structured talk, produces robust learning.

It produces long term benefits for thinking and achievement, which show up in standardized tests, transfer to other content domains, and persist over years.

117

Significant Progress:• From research over the past decade,

we have identified learnable, useful tools that help teachers orchestrate “academically productive talk.”

118



• These tools work in all subject areas, and at all grade levels.

119



• These tools work in all subject areas, and at all grade levels.

• There are now a number of excellent PD resources (courses of study, video resources, etc.) that offer guidance in the use of these tools.

120

Questions???

121

Getting past these obstacles…

1. Basic goals for discussion

3. Classroom norms that support respectful and equitable discussion

2. Basic talk tools to achieve the goals: talk moves and practices

122

In the past …

We’ve told teachers to:• ask higher-order questions• use Bloom’s taxonomy• refrain from “known-answer” or “test

questions”• step to the side and get the students to

talk to one another

123

It turns out that…

• None of these “rules of thumb” is at the right level for teachers — on the fly.

• What they need are moment-to-moment tools (moves) to help students externalize, clarify, and extend their own reasoning, and to build on and critique the thinking of others.

124

Here’s where there’s been a breakthrough — in creating scalable, cost-effective “visible” ways to make these talk tools accessible and useable by teachers.

125

State-of-the-art PD with teachers

1. A simple framework of shared goals for thinking and discussion tools

Three elements:

2. Challenging, coherent content

3. Collections of classroom videos with real teachers and students demonstrating extended talk in relevant content areas

126

Here are some examples where talk tools are integrated into content domains:

Math K-6

Science 3-6

[http://www.mathsolutions.com]

[http://inquiryproject.terc.edu]

ELA K-3[http://discussions4learning.com]

Math, ELA, and science, K-12

[http://ifl.lrdc.pitt.edu/ifl]127

Classroom Discussions: Math K-6Text, Videos, Facilitators’ Guide

[http://www.mathsolutions.com/MathTalk/]

128

Each video clip stands alone, with no commentary, but is accompanied by guidelines for viewing norms, discussion questions, including black-lined masters, etc.

Grade 6 Video

129

Talk Science and the Matter Curriculum: Grades 3-5 (web-based)

[www.inquiryproject.terc.edu]130

Talk Science 3-6 (web-based)

132


133


134

Focusing teachers on talk (in PD) is a “high-leverage” practice:

In order to facilitate a productive discussion, a teacher has to think deeply about:• the disciplinary content, • the learning goals of that lesson and

performance expectations, • the demands and affordances of the task or

problem at hand, and• the students as learners, what they know or

might think they know, or might need to know.136

At the outset, I argued that at the core of all the new standards

— ELA, math, and now science —are core “practices” necessitating well-guided, group discussions.

137

Equity

• Science is fundamentally about the physical world that everyone shares.

• It is not a matter of how much you have learned at home.

• No one is a native speaker of physics.

138

Buy-In

• Science is the best place to maximize the likelihood of having a good discussion.

139

• We now have better tools and resources that are accessible, for free, on the web in science — rather than in math or ELA — to support teacher development of thinking practices.

• If teachers use these talk tools to support evidence-based discussions, the curriculum and kits that they already have will become effective sites for reasoning and learning —for kids and teachers.

Resources

140

Discussion at the Center:

• We have the chance to establish these discursive practices at the center of science teaching and learning, instead of as an add-on.

• When teachers learn these new practices in science, they’ll carry them into other subject domains, just like the kids in the research I mentioned.

141

Thank you!

Sarah Michaels ([email protected])

142

NSTA Resources on NGSSwww.nsta.org

143

NSTA Resources on NGSSwww.nsta.org/ngss

144

Community Forums

145

NSTA Print Resources

NSTA Reader’s Guide to the Framework

NSTA Journal Articles about the Framework and the Standards

146

NSTA National Conference

San Antonio, TexasApril 11-14

The place to be to learn about

147

Web Seminars on Crosscutting Concepts

Feb. 19: PatternsMarch 5: Cause and effect: Mechanism and explanationMarch 19: Scale, proportion, and quantity

April 16: Systems and system modelsApril 30: Energy and matter: Flows, cycles, and conservationMay 14: Structure and functionMay 28: Stability and change

All sessions will take place from 6:30-8:00 on Tuesdays

Also, archives of last fall’s web seminars about the Scientific and Engineering Practices are available

148

on NGSS

Formative AssessmentMembers: $179; Non-members $199April 18, 25, May 2Presenter: Page Keeley

Engineering Members: $179; Non-members $199May 16, 23, 30Presenter: Christine Cunningham

Registration opening soon at: learningcenter.nsta.org/onlinecourses149

Thanks to today’s presenters!

150

Sarah MichaelsClark University

Ted WillardNational Science Teachers Association

Thank you to the sponsor of tonight’s web seminar:

This web seminar contains information about programs, products, and services offered by third parties, as well as links to third-party websites. The presence of a listing or such information does not constitute an endorsement by NSTA of a

particular company or organization, or its programs, products, or services.151

National Science Teachers AssociationDr. David Evans, Executive Director

Zipporah Miller, Associate Executive Director, Conferences and Programs

Dr. Al Byers, Assistant Executive Director, e-Learning and Government Partnerships

Flavio Mendez, Senior Director, NSTA Learning Center

NSTA Web SeminarsBrynn Slate, Manager

Jeff Layman, Technical Coordinator152

connections between practices in ngss, common core math ... · live interactive learning @ your...

Documents