Educational leaders often speak about preparing the “next generation” for the future. In the years ahead, the next generation will work in jobs that are just emerging or don’t yet exist and will face challenges we can only theorize on today. While leaders often pay lip service to “investing” in the next generation, only one content area explicitly states that the next generation is their focus. That area? Science.Continue reading
What Does NGSS Stand For? NGSS refers to the Next Generation Science Standards (NGSS) which are used in some form by 44 US states and territories to shape instruction and excite the next generation of scientists and engineers. Developed by prominent scientists and teachers, the NGSS aims to inspire curiosity and engagement for students who might otherwise lose ambition for STEM (science, technology, engineering and math) as they enter middle school.Continue reading
The Next Generation Science Standards (NGSS) is a multi-state initiative to create new education standards for students from K-12. It establishes a progression of performance expectations spanning the elementary through high school years that promote growth in students' abilities to participate in science and engineering.
Rich in content and practice, an NGSS curriculum should delivers a coherent learning experience across disciplines for a grade specific and internationally benchmarked education in STEM subjects. There are three foundations of the NGSS standards which are the NGSS Disciplinary Core Ideas, Crosscutting Concepts, and Science and Engineering Practices, which together guide the development of K-12 science curriculum, instruction, and assessments that form the most critical areas of science education.
What are the NGSS Disciplinary Core Ideas?
NGSS Disciplinary Core Ideas ( DCI ) are fundamental scientific ideas that form the content of an NGSS curriculum. They cover four domains: physical science, life science, earth and space science, as well as engineering, technology, and applications of science.
The Next Generation Science Standards (NGSS) were released in 2013. They are research-based K–12 science content standards that aim to improve science education for all students. These Next Generation learning standards are a critical component in many STEM curriculums.Continue reading
Want to understand the Next Generation Science Standards? In three words: three dimensional learning. Figuring out exactly what those words mean and how they make NGSS different from existing standards will get you much closer to understanding exactly what is expected in the next generation of science education.Continue reading
Now that the Next Generation Science Standards (NGSS) are upon us, there has been a lot of talk about the NGSS three dimensions. One of the most significant shifts under the NGSS learning standards comes in the integration of the eight science and engineering practices with the disciplinary core ideas and crosscutting concepts.Continue reading
The STEM cycle of innovation is about relationships between the core STEM components – science, technology, engineering and math.Continue reading
What is CER? CER stands for Claim, Evidence, Reasoning. It is essentially a framework that educators use to teach the scientific method. Simplified, it looks like:
Claim (answer to a question) + Evidence (student’s data) + Reasoning (scientific principle or rule)
When we ask students to support scientific claims using CER and we model thinking moves in the process, we help spark their own curiosity about the world around them. When teachers introduce KnowAtom’s hands-on engineering labs and science experiments, they are bringing real world phenomena into the classroom. And when students make a scientific claim and back it up, they are taking charge of their own learning process.
Learning about thinking moves was one of the most transformative steps in my 20-year teaching career. One of my favorite quotes is from an American writer, Elbert Hubbard, who said, “The object of teaching a child is to enable him to get along without a teacher.” Thinking moves provide a structured approach to better understanding how we think. For teachers, it’s also a well-tested strategy to help propel students towards learning connected to their own natural curiosity and cognitive abilities. When students take the reins in the classroom, studies overwhelmingly show that engagement levels rise, and learning outcomes do too.
Thinking Moves in the Classroom, CER, and NGSS
Whether you are an educator, parent, guardian, or principal – you can learn from teachers who incorporate thinking moves into their classrooms. Thinking moves help students develop a much deeper level of understanding of the topic at hand. Here’s a list of thinking moves developed by the authors of Making Things Visible (2011):
1. Observing closely and describing what’s there
2. Building explanations and interpretations
3. Reasoning with evidence
4. Making connections
5. Considering different viewpoints and perspectives
6. Capturing the heart and forming conclusions
7. Wondering and asking questions
8. Uncovering complexity and going below the surface of things
You’ve probably already noticed how well these go along with next generation science skills (NGSS). For those teaching science and engineering practices in the classroom – here’s how thinking moves align directly with STEM:
Implementing a Next Generation Science Standards (NGSS)-based curriculum transforms educators from transmitters of information to facilitators of learning. KnowAtom’s innovative approach to teaching science helps transform classrooms into collaborative teaching laboratories – where students take the lead in their own learning process. That’s just what Northeastern University researcher Dr. Tracy L. Waters found when evaluating fourth and fifth grade science teachers implementing KnowAtom – measurable improvements in student learning, as well as changes in teaching methods, as educators began to give students more responsibility in the learning process.Continue reading
As new science curricula appear in the market claiming to be designed for the Next Generation Science Standards, more and more teachers are starting to ask what their purpose is in a next generation classroom.Continue reading
Topics: NGSS, Next Generation Science Standards, Next Generation Science, Implementing New Science Standards, NGSS-Designed Curriculum, Next Generation Science Classroom Instruction, STEM Education Policy, Teaching in 3 Dimensions
Now that the majority of states (40, to be specific, plus the District of Columbia) have adopted either the Next Generation Science Standards or very similar science standards, there is a growing focus on how to create assessments that are aligned to the new standards.
The Next Generation Science Standards were developed based on recommendations from the National Research Council’s A Framework for K-12 Science Education.
“Fully meeting the vision set forth by the Framework and Framework-aligned standards requires high-quality and aligned assessments that can provide actionable information to students, teachers, and families,” according to a recent report by the nonprofit Achieve.Continue reading
Across the United States, there isn’t adequate guidance on how much time on learning schools need to dedicate to science instruction.
According to a new report by the nonprofit group Achieve, this needs to change, and the change needs to happen at the state level.
There are 40 states plus the District of Columbia that have now adopted the NGSS or similar next generation standards for science.
Time on Learning in a Next Gen Classroom
An inadequate amount of science time on learning is not news to many teachers who struggle to incorporate science into their already full days. In fact, not enough time on learning for science is one of the most common complaints facing schools implementing the Next Generation Science Standards.Continue reading
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?Continue reading
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.Continue reading
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?Continue reading