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: Next Generation Science Standards, Next Generation Science, Implementing New Science Standards, NGSS-Designed Curriculum, Next Generation Science Classroom Instruction, STEM Education Policy, Three-Dimensional Learning
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
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
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.Continue reading
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 anything that hasn’t been encountered before. For the expert, novelty is a nuance.”Continue reading