Webinar:Supporting Elementary Teachers

with the NGSSApril 14, 2016

1:00 PM Pacific | 2:00 Mountain | 3:00 Central | 4:00 PM eastern

Organizers:Susan Sullivan, CIRES, CU Boulder & NAGT Past PresidentAida Awad, Maine East H.S. & NAGT Past PresidentEd Robeck, AGIJohn McDaris, SERC/NAGT

Webinar overview:➢ Welcome and introductions➢ Presenters

Kim Cheek (University of North Florida) Heather Petcovic (Western Michigan University) Discussion and Q&A➢ Future Events

Upcoming Events: Webinars: 2nd Thursdays, 1p PT/4p

ETMay 12, 2016 Ed Geary,

“Building a State Coalition for NGSS-ESS” 7/18-22/16 Earth Educators

Rendezvous➢ Email list and archived webinars:

http://nagt.org/nagt/profdev/workshops/ngss_summit/index.html

Supporting Elementary Teachers with the NGSS

INTRODUCTION AND OVERVIEW

Challenges and Opportunities for NGSS Implementation with Elementary Teachers

Who We Are—Kim Cheek

• Teach science methods for elementary major and combined science/mathematics methods for early childhood majors

• Taught 3rd-8th gr. for 11 years• In-service teacher professional

development (elementary and middle school)

Who We Are – Heather Petcovic• Teach earth science content course for

preservice elementary (K-8) teachers

• Teach content courses for secondary (6-12) earth and integrated science preservice teachers

• Inservice teacher (K-12, mostly secondary) professional development

NGSS = 3D Learning

http://www.nextgenscience.org/three-dimensions

The Challenges

• The content challenge (DCIs and CCs)• The “how science works” challenge (SEPs)• The time challenge—

Pressure to concentrate solely on ELA and mathematics (tested subjects)

All impact the perseverance challenge.

THE CONTENT CHALLENGE

Addressing Science Phobia and Alternative Conceptions

Addressing Science PhobiaElementary teachers often have:• Minimal science content

preparation• Math and science anxiety• Low confidence and self-

efficacy for science

And may avoid teaching science in the classroom.

http://photo.net/photodb/photo?photo_id=397189

Wenner, 1993; Tosun, 2000; Bursal & Paznokas, 2006

Addressing Science Phobia• Science is for everyone

– “Ok, scientists, let’s get to work…”– Use group work for peer support

• It’s OK not to know– Inquiry activities that start with a

question (not confirmation)

• Connect content to relevant and local issues– Lakeshore bluff erosion, local

geology, and frackingRamey-Gassert & Shroyer, 1992

Respectfully Confronting

Alternate Conceptions

http://picture-book.com/files/userimages /43u/classroom.jpg

• Elicit through probes– “Before you Begin” questions– Formative assessment

probes

• Acknowledge without judgment– Phrase as children’s ideas

• Assess– Identify and correct alternate

conceptions

Respectfully Confronting Alternate Conceptions

Transition from State Standards to the NGSS

FL 2nd Grade Benchmarks• Recognize that Earth is made

up of rocks. Rocks come in many sizes and shapes.

• Describe how small pieces of rock and dead plants and animal parts can be the basis of soil and explain the process by which soil is formed.

• Classify soil types based on color, texture, the ability to retain water, and the ability to support plant growth.

NGSS• 2-ESS2-1. Compare

multiple solutions designed to show or prevent wind or water from changing the shape of the land.

Unpacking the PEs

2-ESS2-1: Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.

What would 2nd graders (and their teachers) need to know to be able to meet the PE?

THE HOW SCIENCE WORKS AND TIME CHALLENGES

Nature of Science and Cross-Curricular Integration

Nature of Science“The practices describe behaviors that scientists engage in as

they investigate and build models and theories about the natural world and the key set of engineering practices that engineers use

as they design and build models and systems.” http://www.nextgenscience.org/three-dimensions

“Science is characterized by the systematic gathering of information through various forms of direct and indirect observations and the

testing of this information by methods including, but not limited to, experimentation. The principal product of science is knowledge in the form of naturalistic concepts and the laws and theories related

to those concepts.”http://www.nsta.org/about/positions/natureofscience.aspx

Nature of Science in the NGSS• Scientific Investigations Use a Variety of

Methods• Scientific Knowledge is Based on Empirical

Evidence• Scientific Knowledge is Open to Revision in

Light of New Evidence• Scientific Models, Laws, Mechanisms, and

Theories Explain Natural Phenomena• Science is a Way of Knowing• Scientific Knowledge Assumes an Order and

Consistency in Natural Systems• Science is a Human Endeavor• Science Addresses Questions About the

Natural and Material World

Nature of Science in the NGSS• An explicit and reflective

approach– Discuss NOS during content

work – asking questions, arguing from evidence, develop models, etc.

– Reflect on NOS during work

• Using History of Science– Case studies from history to

illustrate examples of NOS

Duschl, 2000; Lederman & Lederman, 2004; Krajcik & Merritt, 2012; Reiser, et al., 2012

Pay Attention to Vocabulary

• “The” Scientific Method• Science definition vs. common

usage: theory, law, argument • Overgeneralization: hypothesis,

experiment• Similar meanings across

academic disciplines: prediction, inference, argument, analyze

Common Practices Across Disciplines

NGSS SEP

CCSS ELA Anchor StandardsCCSSM SMP*

Reasoning with models

Mathematical andcomputational thinking

Engaging in evidence-based argumentation, including critiquing others’ reasoning (orallyand in writing)

*SMP= Standards for Mathematical Practices

Reinforcing Mathematics Skills

• Measurement—base 10 and fraction concepts• Representing data—graphs, data tables

An Example--ESS2A: Earth Materials and Systems

2nd Grade

• Composition of soil• Stream table• Wind erosion (straw

or small fan)

THE PERSEVERANCE CHALLENGETying it all Together

The Perseverance Challenge(putting it all together)

• Need for sustained interaction*, social media• Help with quality resources

Science and ChildrenASK Teachers ProjectMake it, take it

*Loucks-Horsley et al., 2010

ReferencesBursal, M. & Paznokas, L. (2006). Mathematics anxiety and preservice elementary teachers’ confidence to

teach mathematics and science. School Science and Mathematics, 106(4), 173-180.Duschl, R. (2000). Making the Nature of Science Explicit. In R. Millar, J. Leech & J. Osborne (Eds.), Improving

Science Education: The Contribution of Research. Philadelphia, PA: Open University Press.Krajcik, J., & Merritt, J. (2012). Engaging Students in Scientific Practices: What Does Constructing and

Revising Models Look Like in the Classroom? Understanding A Framework for K-12 Science Education. The Science Teacher, 79, 38-41.

Lederman, N., & Lederman, J. (2004). Revising Instruction to Teach Nature of Science: Modifying Activities to Enhance Students’ Understanding of Science. The Science Teacher, 71(9), 36-39.

Loucks-Horsley, S. Stiles, K. E., Mundry, S., Lover, N., & Hewson, P. W. (2010). Designing Professional Development for Teachers of Science and Mathematics, Third Edition. Thousand Oaks, CA: Sage

Ramey-Gassert, L., & Shroyer, G. M. (1992). Enhancing science teaching self-efficacy in preservice elementary teachers. Journal of Elementary Science Education, 4(1), 26-34.

Reiser, B., Berland, L, & Kenyon, L. (2012). Engaging Students in the Scientific Practices of Explanation and Argumentation: Understanding A Framework for K-12 Science Education. The Science Teacher, 79(4), 8-13.

Tosun, T. (2000). The beliefs of preservice elementary teachers toward science and science teaching. School Science and Mathematics, 100(7), 374-379.

Wenner, G. (1993). Relationships between science knowledge levels and beliefs toward science instruction held by preservice elementary teachers. Journal of Science Education and Technology, 2(3), 461-468.

Upcoming Events: Webinars: 2nd Thursdays, 1p PT/4p ET

May 12, 2016 Ed Geary, “Building a State Coalition for NGSS-ESS”

Fall: Introducing Teachers to NGSS, A Tour of NSTA NGSS-ESS resources 7/18-22/16 Earth Educators Rendezvous

Early-Bird Registration Deadline: May 2, 2016

➢ Email list: http://nagt.org/nagt/profdev/workshops/ngss_summit/index.html

Thank you!

Contact information:Susan Sullivan susan.sullivan@Colorado.edu, 303-492-5657Aida Awadaawad@maine207.orgEdward Robeckecrobeck@agiweb.org