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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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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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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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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Curriculum is what translates the Next Generation Science Standards into a classroom experience where students can be scientists and engineers. It is what helps students gain experience performing the expectations and making connections on an everyday basis in order to reach mastery, so that over time they can generalize those skills to a variety of situations.

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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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Those educators responsible for choosing a curriculum will need to be critical consumers to avoid investing in resources that are superficially “aligned” to NGSS but don’t fully articulate the vision of the NGSS so students can achieve the levels of mastery that will be expected of them.

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