Not too long ago a reader of this blog posed the following question:

My question is how do you get kids to want to even ask questions? I teach high school and the only way most of my students learn anything is by my forcing it down their throats, because they aren't even curious about phenomena. This new model is awesome for kids who WANT to learn, but for the vast majority, school is where their parents want them to go so they aren't home all day. Any thoughts?

It got me thinking because it strikes at the very heart of teaching and learning: What is the value-add of time on learning today?

When Mahma was a child, he dreamed of being a teacher.

However, poverty made that dream out of reach to Mahma as he grew up. Instead, he became a farmer in Sinjar, a town in northern Iraq.

Then in 2014, the Islamic State in Iraq and Syria (ISIS) attacked Sinjar and surrounding villages in what has been internationally recognized as the 74th attempted genocide of the Yazidi people. Tens of thousands of Yazidis, including Mahma, fled to escape ISIS.

Now, almost five years later, hundreds of Yazidi adults and thousands of Yazidi children have found hope in an unexpected place—inside the camps for internally displaced people (IDP) in the Kurdish Region of Iraq (KRI) where they’ve ended up.

This hope has come from an innovative STEM (science, technology, engineering, and math) program for K-8 students that has taken root in the U.N. camps and surrounding schools. The STEM program, launched in 2015, is aimed at bringing relevant and lifelong skills to children living in the camps while at the same time helping them build skills to cope with conflict.

In our third post exploring how to develop a culture of success with the Next Generation Science Standards, we turn our attention to the role of professional development .

It is essential to have a professional development plan that positively shapes culture. This is because if you’re going to do something new, then you need to understand what’s involved in that new thing. This is true for any task, including implementing the Next Generation Science Standards.

Teachers teach the students. But who teaches the teachers and the administrators? That’s key because

 if you buy a program that you don’t understand, or somebody buys a program for you that you don’t understand, then how can you implement the program as it’s designed to be used?

Last week we talked about why focusing on a building or district's culture is so important for a successful implementation of the Next Generation Science Standards.

This week we turn our attention to the important role that instructional leadership plays in culture, which in turn affects how successful any implementation will likely be.

Fully implementing the Next Generation Science Standards is a growth process. Once you actually have a program that is thoughtful and well developed, it will take three to five years to get to a fully successful and effective implementation.

A quote that resonates when thinking about teaching and learning with the Next Generation Science Standards comes from Angela Duckworth in her book Grit: ‘‘Novelty for the beginner comes in one form and novelty for the expert in another. For the beginner, novelty is 

“Culture eats strategy – and programs—for breakfast.”

This quote is KnowAtom’s take on the quip attributed to management guru Peter Drucker, “Culture eats strategy for breakfast,” which emphasizes the critical role that an organization’s culture—even more than any strategy it might develop—plays in that organization’s success.

In general, it’s important to have straightforward expectations that you hold students accountable to in each part of a science or engineering lesson.

Students need to understand that they’re being held accountable to these expectations. Straightforward expectations help both parties to engage and provide feedback, and to do so in a way that's meaningful to each other.

Here we’ll walk through a KnowAtom lesson, which has 5 parts that unfold over the course of a week or a week and a half, but these ideas can be applied to any lesson.

In any part of a next generation science lesson, formative assessments provide useful feedback to both the teacher and the students in the moment.

Formative assessments can come anywhere in a lesson, so they can be verbal, written, electronic, and take a variety of different forms. However, they all share three characteristics.

3 Features Share By All Formative Assessments

1. Similar to a milestone, formative assessments occur in the moment as students are engaged in making sense of phenomena, which includes planning and carrying out investigations. This allows students to incorporate the feedback into their thinking and their work, becoming more aware of their own learning process.

The Next Generation Science Standards are all about students developing the skills to work with ideas, both their own and those of others.

That means that it's not sufficient to know about something. Students have to be able to form an opinion, have an idea, to work with that idea to be able to inform themselves, and also to refine the idea over time, perhaps through experimentation or through prototyping.

This is a significant shift from traditional science instruction, one that will require changes from both teachers and students. 

Formative assessment needs to be a key part of any next generation science instruction.

At its core, a formative assessment is an opportunity for useful insight on behalf of both parties—the teacher and the students. Often, formative assessments look a lot like a conversation because they’re bilateral, with both parties offering ideas, listening, and acting as a critical skeptic to the other.

Benefits to Students

Students get frequent, focused feedback that is useful for improving their learning in the moment.

Socratic dialogue is an important way to get students to begin working with their own ideas and the ideas of others, clarifying what they think and why they think it, and then refining their thoughts as a result of the discussion.

Socratic dialogue is an important part of a next generation science classroom because it is all about students learning how to work with their own ideas and the ideas of others. The skills students need to actively contribute to a Socratic dialogue take time to develop. 

The amount of time that it takes is really a function of how clear and consistent you are as the teacher, communicating your expectations and coaching your students.

SUMMARY:

Lawrence is one of 26 “Gateway Cities” in Massachusetts, which means it is a mid-sized urban center that was once home to industry but struggled as its manufacturing jobs disappeared. Gateway cities are home to the largest numbers of English Learners (EL) in the state. In the case of Lawrence Public Schools, 71.3% of students' first language is not English.

In 2015-2016, Lawrence Public Schools adopted KnowAtom’s K-8 science and engineering curriculum and hands-on resources because of KnowAtom’s success in helping other large urban districts significantly improve the science learning outcomes of all students, including EL students.

A strong Socratic dialogue can be helped by the layout of your class and how you organize students. We'll focus on three different formats for Socratic dialogue.

Choosing a Socratic Dialogue Format

The layout of your classroom and how students are positioned can go a long way toward getting students to be active participants. The format you choose will depend on your grade level and the familiarity of your students with Socratic dialogue.

To understand why Socratic dialogue is so important in a next generation science classroom, it’s important to first describe what exactly a Socratic dialogue is—and equally importantly, what it is not.

What a Socratic Dialogue Is:

There are 5 key features of all genuine Socratic dialogues.