Innovative companies like iRobot face many of the same challenges as teachers and school districts that are adopting and beginning to implement the Next Generation Science Standards.Continue reading
The Common Core State Standards for English Language Arts & Literacy are the next generation of K–12 literacy standards.
In grades 6-12, Common Core State Standards require teachers of history/social studies, science, and technical subjects to use their content area expertise to help students and ELA teachers meet the particular challenges of reading, writing, speaking, listening, and language in their respective fields.
For this reason, there are a number of crossovers between the Next Generation Science Standards and Common Core ELA standards.Continue reading
When it comes to the Next Generation Science Standards, educators sometimes have more questions than answers. What are the NGSS all about? Why do they exist? Why is the approach to science and inquiry methods changing? The answer lies in the STEM cycle.Continue reading
As school leaders become more focused on successfully implementing the Next Generation Science Standards, I’ve noticed one topic is getting more attention than ever before: how important it is that principals understand the new standards and the expectations of a next generation science classroom.Continue reading
The Next Generation Science Standards call for dramatic shifts in teaching and learning. It will be important to go about implementation carefully and thoughtfully.
There are concrete steps that educators and administrators can take to ensure a successful implementation.Continue reading
Educators frequently want to know what kind of investment is expected in order to implement NGSS in schools. This is a difficult question to answer.
The Next Generation Science Standards are inquiry-based standards, which inherently require students to be put into the role of scientist and engineer.
That requires certain materials because the NGSS standards are all about investigative phenomena happening in the classroom in real time.Continue reading
Budgeting enough science time on learning will go a long way toward helping districts successfully implement the Next Generation Science Standards (NGSS).
If you don’t have enough time on learning for science, your implementation of NGSS will likely run into some significant hurdles.
This is because of the importance of effective STEM instruction under NGSS . The National Research Council definition of effective science instruction is that it capitalizes on students’ early interest experiences and builds on it.Continue reading
Summer is winding down, which means that most educators are back in the classroom.
I’ve been meeting with STEM teachers and curriculum planners about using KnowAtom in their classrooms. It has been so inspiring watching all of you dedicated educators as you prepare for a new year of engaging students in the creative, analytic, and evaluative forum that is science education.
In short, NGSS-aligned curriculum does not demonstrate the same depth of thinking as curriculum intentionally designed to help students think critically, meet the performance expectations, and step into the shoes of scientists and engineers. To see why, it’s helpful to look at specific differences between aligned and designed curriculum, then discuss how we might go about designing classrooms for true alignment to the Next Generation Science Standards.Continue reading
According to the National Research Council’s 2011 definition of effective STEM instruction (a definition that helped lay the foundation of what would become the Next Generation Science Standards), "Effective STEM instruction capitalizes on students’ early interests and experiences, identifies and builds on what they know, and provides them with experiences to engage them in the practices of science and sustain their interest."Continue reading
Because of the Next Generation Science Standards, the classroom experience is moving away from the traditional models of remembering, understanding and applying information. Memorizing information, like that there are solids, liquids and gasses, won’t cut it anymore. The idea that we know this rock is sedimentary because it has layers isn’t enough. What is going to move students forward is being able to use that knowledge to analyze a situation, evaluate a problem or create something.Continue reading
Before NGSS, you may have used textbooks, etexts, or otherwise taken a content approach centering on understanding and applying. What the new Next Generation Science Standards ask is that we go further in challenging student's higher order thinking skills: creating, evaluating and analyzing, so that students are not only consuming the content but are actually participating and interacting with it, working to develop it as a solution to a problem or answer to a question of their own within the classroom.Continue reading
Understanding the relationship between the core components in the STEM cycle is very helpful to understanding—and applying—the three dimensions: practices, disciplinary core ideas, and crosscutting concepts that we find within the Next Generation Science Standards.Continue reading