Teaching with the Next Generation
Science Standards

May 9, 2016 by Sara Goodman

Data Results: Urban Schools in Massachusetts' Lynn District Try the Next Gen Science Approach

The Lynn Public School district faces all of the challenges of an urban school district serving near 20,000 students daily. Lynn is also one of a few cities nationwide that serves as a refugee relocation point for the United Nations.

Due to low student performance on state science assessments and a desire to increase student engagement and teacher resources, Lynn Public Schools began partnering with GE Aviation to pilot KnowAtom in 2009, phasing in a pilot cohort of four schools over three years.

The dramatic increases in student engagement and proficiency levels on state-level science standardized testing (Massachusetts Common Assessment Program) led the Lynn Public Schools to scale the program to half the district for test year 2012 and finally district-wide in the following school year.

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Topics: NGSS, 3-dimensions, Case study, Three dimensions

Mar 2, 2016 by Francis Vigeant

The NEW Definition of Effective STEM Instruction

One of the key pieces that we need to consider is the new definition of effective STEM instruction.

The National Research Council (NRC) developed the definition back in 2011 and today it is very clearly reflected in the new Next Generation Science Standards. An ongoing trickle-down effect from the NRC’s thinking accounts for the multi-state collaboration we have today: the Next Generation Science Standards. Now, if we want to stay on the same page, we must all share a common definition of what it means to teach STEM concepts effectively. 

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Topics: NGSS, 3-dimensions, STEM, STEM schools

Feb 17, 2016 by Francis Vigeant

The Difference Between Standards and Curriculum in 3 Dimensions

Many people make the mistake of assuming that standards and curriculum are the same thing, but this is not the case. Next Generation Science Standards tell us the minimum expectations of what students will be able to demonstrate as a result of classroom instruction, but they do not tell us how students are to learn it. That is up to curriculum.

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Topics: science and engineering practices, 3-dimensions, curriculum

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