NGSS EQu IP RUBRIC SMD EPO PD Part

NGSS EQu. IP RUBRIC SMD EPO PD Part 1: Alignment to NGSS March 18, 1: 00 -2: 00 pm ET Hilarie B Davis, Ed. D. Bradford Davey, Ed. D. TLC Inc.

The Goal If implemented properly, • the NGSS will lead to coherent, rigorous instruction that will result in • students being able to acquire and apply scientific knowledge • to unique situations and • to think and reason scientifically

The purpose of these webinars is to investigate. . . The EQu. IP Rubric Recognize Transform Create NGSS Lesson and Units

NGSS Three Dimensional Learning

EQu. IP Educators Evaluating the Quality of Instructional Products • Provide constructive feedback to developers • Provides a tool for thinking about existing lessons and how to improve them • Can be used as a guide to plan new lessons and units • Not really even a rubric in the sense of articulating criteria and describing levels of quality. They say rubric “scoring guides” will be developed eventually • One of a several EQu. IP tools created by Achieve http: //www. achieve. org/

Alignment to NGSS • Be explicit about disciplinary core ideas, practices, and cross -cutting concepts (3 D learning) • Organize lessons into a coherent whole so students want to know more

Instructional Supports • Keep the end in mind (performance expectations) • Know the order in which most people develop ideas (learning progressions) • Build on students’ prior knowledge • Develop investigations, questions or challenges that engage students with 3 D learning

Monitoring Student Progress Collect data all along the way on how students are learning so they know and you know • Self-assessment • Formative assessment • Summative assessment

Evaluating for Alignment with Three Dimensional Learning

What is three dimensional learning? Shifts the focus of the classroom to having students explore, examine, and use scientific ideas • Disciplinary Core Ideas • Crosscutting Concepts • Scientific and Engineering Practices Lessons must provide opportunities for students to construct and use specific elements of each dimension to: • Make sense of phenomena and/or design solutions • Explicitly state the elements of each dimension • Clearly point out how students use those elements

Practice – Water Cycle, grades 6 -8 Water. Cycle. Unit. Final p. 8 -16

Practice – Earth Systems Evolution Earth. Systems. Evolution_Gr 9 -12

Evaluating for Coherence

Is the unit coherent? How do the lessons fit together to coherently develop student proficiency in a set of performance expectations? b. How does each lesson link to the others creating a need to know or interest in each lesson? c. How do the lessons develop connections between different science disciplines? (if appropriate) d. How do the lessons provide grade-appropriate connection(s) to the Common Core State Standards in Mathematics and/or ELA, and/or State Science or Math Standards? a.

Practice – Water Cycle Water. Cycle. Unit. Final pp. 3 -4, 5 -7 Inquiry-Application Instructional Model, p. 49 Watershed Unit Reasoning Tools Pathways Tool (p. 42, 43) Drivers and Constraints (p. 44, 47)

Conclusions • Three-dimensional learning is powerful, achievable but not yet common in curriculum materials • EQu. IP can help identify true three-dimensional learning where three dimensions work together rather than treated as separate learning goals • EQu. IP can help identify the curriculum coherence needed to make science practice meaningful rather than rote skills, and build connections across science strands

Please complete evaluation xxx

Contact Info Hilarie Davis Hilarie@techforlearning. org Brad Davey Brad@techforlearning. org

For further reading http: //www. achieve. org/EQu. IP Schwarz, C. V. , Reiser, B. J. , Davis, E. A. , Kenyon, L. , Achér, A. , Fortus, D. , et al. (2009). Developing a learning progression for scientific modeling: Making scientific modeling accessible and meaningful for learners. Journal of Research in Science Teaching, 46, 632 -654. http: //www. umt. edu/watertools/teaching_materials/default. a spx http: //www. umt. edu/watertools/learning_progression. aspx

EQu. IP Rubric Webinar Series Wednesdays 1: 00 -2: 00 pm ET March 4 March 18 April 15 Part 1 – Alignment to the NGSS Part 2 – Instructional Support Part 3 – Monitoring Student Progress Part 4 – Evaluating More Lesson(s)