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The “Art of Teaching NGSS”: How Phenomena and a Culture of Learning Impact Student Engagement

Jun 11, 2019 by Francis Vigeant

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?

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Topics: NGSS, Next Generation Science Standards, Time on Learning, Next Generation Science Classroom Instruction, Phenomena-Based Learning, Teaching in 3 Dimensions

Instructional Leadership is Essential for a Successful NGSS Implementation

Dec 5, 2018 by Nicole Lanoue

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.

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Topics: Next Generation Leadership, Next Generation Science Classroom Instruction, STEM Education Policy, Teaching in 3 Dimensions

What Does a Successful K12 NGSS Implementation Look Like?

Nov 28, 2018 by Sara Goodman

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 

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Topics: School Climate and Culture, Implementing New Science Standards, Next Generation Leadership, Next Generation Science Classroom Instruction, STEM Education Policy, Teaching in 3 Dimensions

Why is Culture Key to Implementing the Next Generation Science Standards?

Nov 21, 2018 by Francis Vigeant

“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.

We're modifying it to say that culture eats both strategy and programs for breakfast.

This saying is relevant for districts and classrooms implementing the Next Generation Science Standards because people often focus on programs and/or strategies for the new standards, but fail to consider a balance of both to address the 

cultural shifts needed to ensure a smooth and successful implementation.

So what is culture?

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Topics: Next Generation Science Standards, Implementing New Science Standards, Next Generation Leadership, Next Generation Science Classroom Instruction, Teaching in 3 Dimensions

How to Incorporate Formative Assessment Into Your Next Generation Science Lesson

Aug 2, 2018 by Sara Goodman

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.

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Topics: NGSS-Designed Curriculum, Next Generation Assessments, Next Generation Science Classroom Instruction, Teaching in 3 Dimensions

3 Features Shared by All Next Generation Formative Assessments

Jul 26, 2018 by Nicole Lanoue

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.
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Topics: NGSS-Designed Curriculum, Next Generation Assessments, Next Generation Science Classroom Instruction, Teaching in 3 Dimensions

Why Are Formative Assessments Essential to Effective Next Generation Science Instruction?

Jul 19, 2018 by Nicole Lanoue

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. 

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Topics: NGSS Assessments, NGSS-Designed Curriculum, Next Generation Science Classroom Instruction

How Do Formative Assessments Benefit Elementary and Middle School Students?

Jul 13, 2018 by Nicole Lanoue

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.

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Topics: NGSS-Designed Curriculum, Next Generation Assessments, Next Generation Science Classroom Instruction, Teaching in 3 Dimensions

5 Concrete Steps to Ensure Students Are Making Deep Connections

Jun 13, 2018 by Sara Goodman

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.

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Topics: Socratic dialogue, Next Generation Science Classroom Instruction, Teaching in 3 Dimensions

7 Expectations You Should Set for a Genuine Socratic Dialogue

Jun 6, 2018 by Francis Vigeant

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.

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Topics: Socratic dialogue, Next Generation Science Classroom Instruction, Teaching in 3 Dimensions

Lawrence Public Schools Sees Uptick in Science Performance Among English Learners

May 30, 2018 by Nicole Lanoue

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.

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Topics: Next Generation Science Classroom Instruction

How to Get Students to Participate in Socratic Dialogue

May 23, 2018 by Nicole Lanoue

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.

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Topics: Socratic dialogue, Next Generation Science Classroom Instruction, Teaching in 3 Dimensions

5 Features of All Socratic Dialogues

May 16, 2018 by Francis Vigeant

 

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.

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Topics: Socratic dialogue, Next Generation Science Classroom Instruction, Teaching in 3 Dimensions

5 Steps to Use Science Phenomena More Effectively in Your Classroom

Feb 9, 2018 by Sara Goodman

There are 5 steps educators can adopt in their own classrooms to use phenomena most effectively in the classroom.

 Step 1: Find a real-world anchor phenomenon.

If you're a KnowAtom user, you don't need to find anything because phenomena are the basis for all of our lessons. If you don't use KnowAtom, that's fine. These are all things you can do in your class.

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Topics: NGSS-Designed Curriculum, Next Generation Science Classroom Instruction, Phenomena-Based Learning

3 Ways Phenomena Transform Science Classrooms

Jan 29, 2018 by Sara Goodman

The Next Generation Science Standards are all about students being scientists and engineers every day in the classroom. And if a student is going to be a scientist or engineer in the classroom, if that's going to be the mode of learning, there needs to be a purpose.

That’s where phenomena come in.

Phenomena provide the real-world context for learning. For scientists, a phenomenon is an observable event, a complex, real-world context. For engineers, phenomena have to do with a problem that may be solved by extending their knowledge of science.

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Topics: Next Generation Science Classroom Instruction, Phenomena-Based Learning

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