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Taking the Lead with the NGSS
NSTA National Convention
Chicago, Illinois
Jody Bintz
BSCS Senior Science Educator
Connie Hvidsten
BSCS Science Educator
Goal for Today
• Deepen understanding of what it takes to support teachers in developing a shared vision enacting the NGSS.
© 2015 BSCS
Agenda
• Opening
• Teaching in light of the NGSS
• Leading change to enact the NGSS
• Closing
© 2015 BSCS
BSCS Mission
To transform science teaching and learning through
research and development that strengthens
learning environments and inspires a global
community of scientifically literate citizens.
Focus Questions
• What does it take to create a safe environment for teachers to negotiate their understandings about science teaching and learning in light of NGSS?
• What principles of change guide a leader’s facilitation of transformation of teaching and learning necessary for NGSS?
© 2015 BSCS
Characteristics of a Community of Learners
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Shared norms and values
Focus on student learning
Collaboration
Deprivatized practice
Reflective dialogue
Relational trust
© 2015 BSCS
Video Viewing Basics
• Viewing Basic #1: Look past the trivial, the little things that “bug” you.
• Viewing Basic #2: Avoid the “this doesn’t look like my classroom” trap.
• Viewing Basic #3: Avoid making snap judgments about the teaching or learning in the classroom you are viewing. 7
© 2015 BSCS
Connecting to real classrooms
• Context: 5th students engaging in lessons related to the water cycle. • Content: This is the 4th lesson in a 6 lesson series where students are discussing their observations of water changes (see page 5 of your packet). They attempt to explain their observations in light of new knowledge about the movement of molecules during phase changes. • Watch the video and take notes:
– Based on this short clip, what does this teacher know or what does he do that is in line with NGSS?
– Where would you say he is on a continuum of translating NGSS to his classroom learning experiences? • Mark specific places in the transcript to point to as evidence for your claims.
© 2015 BSCS
What did you see? • Turn to a partner and share:
– What did you see in this clip that reflects your vision of teaching and learning aligned with NGSS? (site specific timestamps in the transcript to support your thinking)
– What specific teacher moves supported students in making sense and explaining of what happened in the demonstration? (cite specific timestamps in the transcript to support your thinking)
© 2015 BSCS
What do teachers need to know and be able to do? • Based on this short clip, create a T‐chart with your table describing What do teachers need to know to successfully enact NGSS
What do teachers need to be able to do to successfully enact NGSS
© 2015 BSCS
Gallery Walk
• What common themes emerged in the charts?
• What new ideas did you get by looking at others’ charts? © 2015 BSCS
Powerful Learning Experiences
• THINK‐‐about a powerful learning experience in your life.
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What was the experience?
Where were you?
Who were you with?
What were the elements that made the experience powerful?
© 2015 BSCS
Connecting to a PD experience
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Context: An after‐school meeting of teachers preparing to collaboratively develop a series of lessons on the water cycle. •
Content: The teachers are developing their own explanations of their observations of a beaker of water. •
Watch the video and take notes:
– What is the evidence that teachers were learning (or not)?
– What did the PD Leader do (or not do) to help teachers negotiate their understanding of science subject matter?
– Based on this short clip, what can you say about this community of learners? •
Mark specific places in the transcript to point to as evidence for your claims.
© 2015 BSCS
Professional Learning
• Additive Learning ‐‐ the addition of new skills to an existing repertoire AND
• Transformative Learning ‐‐ substantial changes in deeply held beliefs, knowledge, and habits of practice
Thompson, C., & Zeuli, J. (1999). The Frame and the Tapestry.
In G. Sykes & L. Darling-Hammond. Teaching as the Learning
Profession. San Francisco, CA: Jossey Bass.
© 2015 BSCS
Requirements for TRANSFORMATIVE Professional Development
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Create cognitive dissonance
Opportunities to work to resolve dissonance
Connect 1 and 2 to teacher’s students
Develop a repertoire of practice to support new understanding
5. Support for recycling 1‐4
Thompson, C., & Zeuli, J. (1999). The Frame and the Tapestry.
In G. Sykes & L. Darling-Hammond. Teaching as the Learning
Profession. San Francisco, CA: Jossey Bass.
© 2015 BSCS
Additive and Transformative Learning
• Read “Requirements for Transformative Professional Development” (p. 9 in your packet)
• Reflect individually: – To what extent have your professional learning experiences been transformative as described in the reading?
– To what extent is “transformative learning” a requirement for effective implementation of the NGSS?
© 2015 BSCS
Reflect
© 2015 BSCS