Teaching with the Next Generation
Science Standards

Mar 1, 2017 by Francis Vigeant

Building a Framework of Concept Knowledge Using Science & Engineering Practices

A performance expectation broken down in three dimensions: science and engineering practices, disciplinary core ideas and crosscutting concepts. Each performance expectation is part of a larger framework.

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Topics: Next Generation Science Standards, Concept Knowledge

Feb 25, 2017 by Francis Vigeant

Timeline for the Full Release of Responsibility

A full release of responsibility to students doesn’t happen overnight, but progresses in stages from a group-think to a collaborative model to independence, in which students begin operate independently or in small teams with check-ins.

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Topics: Next Generation Science Standards, release of reponsibility

Feb 24, 2017 by Francis Vigeant

Aiming for Mastery Readiness

In order to create an environment in which challenge exceeds skill, you must be aware of the different levels of readiness. While traditional models of instruction typically get students to awareness or knowledge readiness, NGSS seeks to push students into performance and mastery readiness.

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Topics: Next Generation Science Standards, Readiness Levels

Feb 22, 2017 by Francis Vigeant

Performance in Three Dimensions

In order to create an environment in which the challenge exceeds skill, you can use anchor and investigative phenomena to encourage performance in three dimensions (science and engineering practice skills, disciplinary core ideas and crosscutting concepts).

 

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Topics: Next Generation Science Standards

Feb 19, 2017 by Francis Vigeant

The 7 Habits of Highly Effective K-8 Science Teachers: Starting with "Why"

In order to be highly effective, teachers must form pedagogical habits that automatically create a culture of higher order thinking. This is a point of confusion for many, because the entire nature of inquiry is that it isn’t automatic. To be clear, teachers should not automate their lessons, their assessments, their instructional supports, their coaching style or any aspect of individual lessons. Rather, they should automate their expectations for dialogue and thinking. For example making it a habit to start with “why,” setting accurate expectations about effort and deliberate practice, giving immediate helpful feedback as a coach rather than an expert are all examples of the go-to approach teachers must possess if they’re to successfully coach students to be scientists and engineers.

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Topics: Next Generation Science Standards

Feb 18, 2017 by Francis Vigeant

Believing in Students' Words, Thoughts and Actions

Believing in students means listening to them, taking their ideas seriously, and making room for discussion in the classroom, and encouraging them to think through both “right” answers as well as “wrong” ones.


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Topics: Next Generation Science Standards

Feb 17, 2017 by Francis Vigeant

The Growth Mindset

Developed in Carol Dweck's book, a growth mindset is the idea that we can work towards our goals. It's not so much whether or not we're good at something, because we can be not good at something yet and still be working toward it. When a student says “I can’t do this,” you need to train your students to add “yet.” The understanding needs to be that they might not yet be good at something, but that hard work can get them there and in the classroom that’s what we do: get closer to that goal, even if we still don’t achieve it. As a teacher, a key piece of this is coaching. Acting as the coach rather than the sage on the stage, listening to students and believing in them, is key to developing a culture of grit in the Next Generation model.

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Topics: Next Generation Science Standards, Growth Mindset

Feb 15, 2017 by Francis Vigeant

The Culture of Grit

Grit is critical, and luckily, it is also pretty straightforward. What’s hard about it is how to hold those expectations consistent over time. Here's how you do it.

 In order to create a culture of grit in your classroom, you can follow this strategy. Doing so helps students form accurate expectations about the role of effort and deliberate practice in achieving success.

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Topics: Next Generation Science Standards

Feb 11, 2017 by Francis Vigeant

Giving Immediate Helpful Feedback as Coach Not Expert

Remember that in the next generation model of instruction, the teacher tunes the inquiry environment, gradually adjusting student supports, helping them engage appropriately with the material, redirecting and monitoring them. They are acting in every way as a coach, helping students interact with content rather than gatekeeping it.


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Topics: Next Generation Science Standards

Feb 10, 2017 by Francis Vigeant

Traditional vs. Next Generation Standards and Pedagogy

Just as the meanings of science and engineering under NGSS are different from their traditional definitions, the next generation model of science instruction is different from traditional ways it has been taught. The question is this: Why is the traditional model no longer effective under the new standards?

In the traditional model of science instruction, the teacher acts as gatekeeper between students and content.

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Topics: Next Generation Science Standards

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