Promoting Reflection through Community: PLN- We need your Help!

The NGSSblogs project is an initiative created by the Multi-Tools Online Community (MTOC) facilitators to encourage teacher reflection and collective conversation around the Next Generation Science Standards.  The goal of this community is to change the culture of science education by providing a space for educators to learn, connect and share as well as to provide opportunities for teachers to lead from the classroom.  There is not an instruction manual on how to implement the Next Generation Science Standards, but there are thousands of science teachers who can play a central role in transforming science teaching and learning and creating a path for translating the Next Generation Science standards into instruction. The Multi Tools Online Community seeks to centralize these voices and connect these educators with one another to work together from a common language of the NGSS with a common vision of advancing student science achievement. The pillars of the MTOC community: Reflection, Relationships, Resources:

  • Collect, create, and curate resources for NGSS implementation
  • Encourage and empower teacher leadership from the classroom through active participation in this global community and building both online and face to face relationships.
  • Support reflection that leads to educator professional growth.

The first project of the MTOC is to focus on the reflection pillar of our community.  We are promoting the practice of reflection through writing and sharing blogs around NGSS, science teaching and learning, and professional learning.  Through blogging, teachers are telling their stories, sharing their voice, and carving out the path for NGSS implementation. We have been inspired by reading the blogs of other educators working to learn about and implement the Next Generation Science Standards.  We are launching a campaign to add more bloggers to our family and encourage more educators to join in this reflection by reading blogs and providing feedback to our bloggers.

We need your help.  

  1. Do you know of any educators who might be willing to and join share a blog post?  Here is an invitation to take the leap and reap the benefits of reflection around classroom teaching and learning      http://bit.ly/1qHJe5V  Please share this invitation with any educators you would like to nominate to participate in this initiative.
  2. Do you know any educators who would be willing to read and provide feedback to our bloggers by posting comments?  Here is a link to our @NGSSblogs Twitter account and #NGSSblogs hashtag as well as our NGSS Peer Learning Network Google Community.  Educators can read and provide feedback to bloggers. Educators not quite ready to blog themselves can become part of the community by reading and commenting on blogs.  New and existing bloggers can support others by providing feedback.
  3. Are you an educator who uses blogging as a vehicle for reflection and professional growth?  We need your help to encourage other bloggers as well as to develop supports for providing feedback to our NGSS bloggers with the goal of moving their thinking and learning forward. Would you consider taking a minute to respond to our brief 3 question Google survey?     http://goo.gl/forms/NIrWkPtOLK

To transform science education, we need more than just a set of standards that capture a vision.  We need stakeholder voice to drive and sustain the work needed to create STEM classrooms that prepare students for a successful future. We need you help- please support our NGSSblogs project by sharing our invitation, supporting our bloggers, or sharing our thoughts around blogging through our survey.

We would love to have your voice in our community.  This community is for all educators and educational stakeholders (not just for science teachers :D).  Please contact us for more information:

Trish Shelton @tdishelton  or @NGSSblogs

tdishelton@gmail.com

NGSS PLN Google Plus Community

NGSSPLN.com

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NGSS 3 -Dimensional Learning: Hands-on Minds-on Science

“The more hands on the experience, the more excited students will be about the learning.  The more minds-on the experience, the deeper the understanding will become.”

How do we design experiences for students that are both hands-on and minds-on?  The Next Generation Science Standards provides us with a beautiful vision for science education for all students obtained by engaging in the Science and Engineering practices and applying Cross-cutting Concepts to gain an understanding of Disciplinary Core Ideas.  This 3- Dimensional Learning (the blending of the three dimensions of Disciplinary Core Ideas, Science and Engineering Practices, and Crosscutting Concepts driving both the instructional progression and the assessment) is the most significant way that the NGSS differs from prior standards and is thus a challenge for many teachers.  In the NGSS, the 3 -Dimensional Learning in the classroom leads to proficiency demonstrated in the Performance Expectations. This blog uses a learning progression around Performance Expectations LS1-2 and LS1-3 as a context for sharing thinking around how NGSS 3- Dimensional Learning can provide students with hands-on minds-on experiences that lead to engagement and understanding.

Urinary PEs

This summer, I transitioned from focusing on understanding the Next Generation Science Standards to focusing on understanding how to translate the NGSS into student learning within my classroom.  I developed a unit, Introduction to Anatomy and Physiology: Systems, Subsystems, and Balance: Conceptualizing a Single System, to serve as the foundation for my course and the start of our NGSS road together.  I designed the learning progression around this core principles:

  • All NGSS aligned instruction must have students working to explain a phenomenon or solve a problem.

 Joe Tweet

  • Understanding develops as learners make new connections between their prior knowledge and the new experience. Understanding is built over time with each new experience.  This evolution is ongoing and flexible.

Making the unit’s center an evidence-based explanation of a phenomenon and student’s building/revising understanding of the science needed to communicate this explanation over time is key to designing a unit storyline that exemplifies 3-dimension learning while providing coherence between learning experiences. The progressions of these learning experiences involved a deliberate planned iteration of:

Exploration- learner actively constructing understanding

Reflection- making internal connection as well as external sharing of the experience through discussion and feedback

Extension– transferring understanding to a new context/ cements the experience and leads to deep understanding of the core ideas

The Exploration is Hands-on. The Reflection is minds-on. The Extension gives students the opportunity to transfer knowledge gained from these stages to a new context leading to deep understanding.

Over the next month, I will share a blog reflection around how each of the critical elements listed above were integrated into my unit plan. My hope is that by making my thinking public and sharing my unit, I can receive feedback from the Science education community so I can grow in my capacity to design NGSS experiences for my students.  I also hope that my reflections may support others on their NGSS journey and contribute to the collective conversation and effort to shift science education to prepare our students for career, college and life.

The framework and NGSS can provide us with a beautiful vision.  It is the work of classroom teachers and those that support classroom learning that makes the vision come to fruition.  Teachers sharing classroom stories and practical applications of the standards are the impetus that leads to improved science practice for all.

Please support my growth by providing feedback on my unit and my blog reflections and consider sharing your classroom stories, instructional and assessment designs, and reflections around the NGSS with me and the NGSS PLN so you can move our learning and thinking.

Thank you

Trish