OVERVIEW: As many states, districts and schools move forward with implementation of the NGSS we all invariably encounter the idea of using phenomena to anchor our units of instruction. There are many great phenomena resources and I wanted to add another to the list- Project Phenomena is a Google site run through the San Diego County Office of Education where you will find a variety of searchable phenomena with information about recommended grades, NGSS PEs, and links.
PURPOSE: Project Phenomena is a worthwhile addition to ngssphenomena.com and other resources as we continue to design NGSS-based units of instruction that are driven by engaging and anchoring phenomena. Project Phenomena is nicely organized and provides clear information with each possible phenomena.
AUDIENCE: Curriculum developers, teacher teams, PD providers, etc
OVERVIEW: Carnegie Corporation of New York recently released a report titled- Instructional Materials and Implementation of Next Generation Science Standards: Demand, Supply, and Strategic Opportunities. This report outlines current challenges and opportunities as schools and districts wrestle with identifying high quality NGSS materials when options are lacking.
PURPOSE: The brief report (only 11 pages) provides the following in a clear and concise way:
- Overview of current conditions regarding NGSS instructional materials
- Examine NGSS Innovations and how they relate to instructional materials
- A brief roadmap for the future
- Outlines Big Themes to remember when implementing NGSS
As many school districts in NGSS adopted states move forward to examine instructional materials- this is a solid resource for guiding our planning and awareness of the current state of NGSS materials.
AUDIENCE: District curriculum leaders; publishing companies; informal science providers; teacher leaders; administrators; preservice science teacher educators
OVERVIEW: Achieve and the U.S. Education Delivery Institute recently developed the NGSS Adoption and Implementation Workbook to support states (and districts) in thoughtfully adopting and implementing the Next Generation Science Standards.
PURPOSE: The workbook provides a series of scaffolded exercises that a group can use to do everything from establishing a leadership team to articulating a vision and identifying stakeholders and developing a plan.
AUDIENCE: State and district science education leaders (while I am none of these roles- I also find this helpful as a PD provider and consultant in providing guidance for my work)
LINK: https://www.achieve.org/publications/ngss-adoption-and-implementation-workbook Download the full NGSS Adoption and Implementation Workbook as a PDF here or as a Word doc here.
OVERVIEW: The Instructional Leadership for Science Practices (ILSP) is a project to support school principals and other instructional leaders in supporting shifts in science education practices. Their site provides multiple tools for instructional leaders to use in developing their own understanding of the required shifts in practices and how to support teachers in these same shifts.
PURPOSE: The ILSP project seeks to support instructional leaders in providing ambitious supervision of science teachers that provides a focus on engaging students in the science and engineering practices. The site provides supervision tools, instructional tools, example lessons and lots more. This is a great way for building principals to find science-specific support to supplement TPEP frameworks such as Danielson and CEL 5D.
AUDIENCE: Building principals, district leaders, coaches, TOSAs, lead teachers, professional development providers
OVERVIEW: You probably don’t need me to tell you this- but the STEMteachingtools.org site has created and curated an amazing set of resources for supporting the implementation of effective science teaching and learning through the NGSS. One of the latest tools in #48 titled: How can teachers guide classroom conversations to support students’ science learning? This tool makes the case for student science talk as not only an instructional move but as an equity move… and then provides a series of resources to support students (and teachers) who might just be starting this work and need some scaffolds and supports. The following tools are provided as links:
PURPOSE: To provide guidance and tools to support teachers and students in engaging in productive science talk and thinking.
AUDIENCE: teachers of science, administrators, PD providers, teacher educators, etc
OVERVIEW: Seeing Students Learn Science is a new FREE document from The National Academies Press. This publication in meant to help us improve our understanding of how students actually learn science and to provide guidance as we modify and adapt our instruction and assessment practices.
The document contains 6 sections:
- Front Matter
- What’s Really Different?
- What Does This Kind of Assessment Look Like?
- What Can I Learn from My Students’ Work?
- Building New Kinds of Assessments into the Flow of Your Instruction
- You and Your School, District, and State
You can read the document FREE in your browser or download the pdf. Enjoy!
PURPOSE: Provide support to educational systems as we continue to implement the vision of A Framework for K-12 Science Education and the Next Generation Science Standards
AUDIENCE: Teachers, administrators, PD providers, assessment developers, etc
OVERVIEW: I have had several conversations with teachers and administrators about how learning targets, objectives, and success criteria should look different in science learning than they might in other content areas. Some of these conversations have been greeted with skepticism (to say the least) so it will be nice to have a resource to help guide this topic in the future. The latest STEM Teaching Tool #46 is titled: How to define meaningful daily learning objectives for science investigations… and it looks like a brilliant overview of this important topic.
PURPOSE: This STEM Teaching tool provides clarity and examples for how learning targets in science can be public, helpful, constructed with students, and designed in a way to not “give away” the concept being learned.
AUDIENCE: district and building administrators, teachers of science, PD providers, teacher educators, curriculum writers