Revised Draft MAScience & Technology/ Engineering Standards

Launch EventNovember 16, 2013

Our goals Familiarity with the revised standards

and discuss implications. Recognize the interdependencies of each

grade-level and between disciplines Encourage collaboration among science

and technology/engineering teachers

Shifts in the draft STE standards

Preparation for post-secondary success Coherent progressions of learning (practices

and concepts) Integration of practices with concepts

PreK-8 integrated, grade-by-grade standards

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Students who are college and career ready in Science and Technology/Engineering will demonstrate the academic knowledge, skills, and practices necessary to enter into and succeed in entry-level, credit-bearing science, engineering or technical courses; certificate or workplace training programs requiring an equivalent level of science; or a comparable entry-level science or technical course at the institution. College and career ready students in Science and Technology/Engineering will be academically prepared to:• Analyze scientific phenomena and solve technical problems in

real-world contexts using relevant science and engineering practices and disciplinary core ideas.

• Use appropriate scientific and technical reasoning to support, critique, and communicate scientific and technical claims and decisions.

• Appropriately apply relevant mathematics in scientific and technical contexts.

College & Career Readiness

Science & engineering practices

1. Asking questions and defining problems2. Developing and using models3. Planning and carrying out investigations4. Analyzing and interpreting data5. Using mathematics and computational

thinking6. Constructing explanations and designing

solutions7. Engaging in argument from evidence8. Obtaining, evaluating, and

communicating information

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Science & Tech/Eng

Coherent progressions of learning Vertical alignment through

progressions of practices and concepts

Draws on learning progression research A Framework for K-12 Science Education (NRC, 2012) Learning Progressions in Science: Current Challenges and

Future Directions (Alonzo & Gotwals, 2012) Learning Progressions in Science: An Evidence-Based

Approach to Reform (CPRE, 2009) 7

Integration of practices & content Importance of opportunities to engage in

practices in authentic contexts Increased mastery of sophisticated subject

matter Increased interest in STEM

America’s Lab Report (NRC, 2005) Opportunity to Learn Audit: High School Science

(Rennie Center, 2008)

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Integration of practices & content

5-PS3 Energy5-PS3-1. Use a model to describe that the food animals

digest: a. contains energy that was once energy from the sun, and b. provides energy and materials for body repair and growth, motion and body warmth, and reproduction. [Clarification Statement: Examples of models could include diagrams and flow charts.] [Assessment Boundary: Details of photosynthesis or respiration are not expected.]

Articulates expected performance/demonstration

Not limited to modeling in curriculum and instruction

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PreK-8 grade-by-grade standards Grade-specific standards support:

Collaboration and sharing across districts on curriculum, district determined measures, etc

Consistency when students move schools/districts

All 4 disciplines in each grade encourage integrated instruction

Pre-K developed by EEC

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High school model Maintain current model of course choices,

flexibility for different pathways

Ensure all options lead to student development of science & engineering practices by end of 3 years of lab science (MassCore)

Continuing to work on the HS model with DHE and others

Based on NGSS MA participated as a Lead State in NGSS

development (26 states total)www.nextgenscience.org

Significant and ongoing input from state

Core ideas, practices, and coding system in MA draft are consistent with NGSS

Specific wording & HS model differ

Next steps for MA standards

Public draft through 2014-15 Use for planning; PD, curriculum Try out standards in curriculum & instruction Use to inform educator goals, district

determined measures Move to official public comment and

adoption process 2015-16 Add additional Framework materials

Multi-year implementation/transition period (including MCAS) after adoptionwww.doe.mass.edu/boe/docs/2013-10/

item2.html

Implications for teachingShifts in revised standards Shift in curriculum &

instruction

Organized around core explanatory ideas

The goal of teaching needs to shift from facts to explaining phenomena

Central role for science and engineering practices

Inquiry- and design-based teaching is not a separate activity; all STE learning should involve engaging in practices to build and use knowledge

Coherence: ideas and practices build across time and between disciplines

Teaching involves building a coherent storyline across time

Source: Brian Reiser, Northwestern University, 2013

Access the standards once posted:

www.doe.mass.edu/omste/review.html

Questions, Comments, Suggestions on the standards

after today:mathsciencetech@doe.mass.edu

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Breakout Sessions Session A: Heterogeneous groups

Focus on interdisciplinary connections PreK-5 Foundations for middle and high school

Session B: Homogenous groups Look at your grade span/discipline

Breakout rooms indicated on name tag Each group records key discussion points Summary of discussions will be sent to

you

Thank you!

We look forward to working together on revised science &

technology/engineering standards!

MASTMassTECMSELA

ESE

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