A Teacher’s Journey: NGSS Is NOT an Add On
Posted: Tuesday, May 5th, 2015
by Peter A’Hearn
Students looking at a beaker containing 55.85g of iron-
“That is one atom of iron.”
Huh… Umm…Sinking feeling… I hope nobody who knows anything about science walks into my room right now.
My students were looking at a mole of iron (602,200,000,000,000,000,000,000 atoms more or less) and concluding that they were probably looking at one atom of iron. And this was after two weeks of learning about the periodic table and structure of the atom. My formal observation lesson that year had been about how to figure out the number of protons, neutrons, and electrons in an atom based on the periodic table. My principal gave me all “3s” and told me it was one of the best lessons he had observed that year. In the post-conference I asked about something that was starting to bother me about all of my teaching, “Why won’t they remember any of it in a month? Why doesn’t it stick?” And now, a few weeks later my students were giving me clear evidence that they didn’t have the slightest idea what an atom was.
What was wrong? I was giving clear (to me) lectures, following up with carefully selected readings, giving my students lots of practice problems, and following the logical order of topics in the textbook. My labs were very well planned with procedures thought out step by step to make sure students got the “right” result. I was teaching the way I had been taught, and everyone told me I was a good teacher. Maybe the students were lazy, not paying attention, or unmotivated. Maybe science was something that only some students were capable of learning.
I started to make changes in my teaching. If I did an activity with discussion before the reading, the reading seemed to make more sense. My lectures got shorter and shorter until they mostly disappeared. They just didn’t seem to lead to much learning. I gave more open ended questions on tests and was often disappointed with how little my students could explain. I didn’t have a plan or a strong idea of what I was trying to do, I was just doing what seemed to work better.
When I first attended a K-12 Alliance institute (a statewide science professional development organization), it was confusing. People were discussing and working hard on things like inquiry, 5E lesson planning, conceptual coherence, using student work to guide instruction. It slowly dawned on me that there was a community of practice and a research base that already knew a great deal about what I had been struggling with. They knew that you can’t put ideas into people’s heads. People only learn when they struggle with ideas and build their own understanding. Prior knowledge is huge. Facts only make sense if organized in a conceptual framework. People need opportunities to reflect on their learning.
Nobel Prize winning physicist Dr. Carl Wieman took a similar journey in his teaching. His discussion of how his frustrations teaching physics at Stanford led to his research on teaching and learning can be found in the following article:
You might have noticed that I haven’t yet mentioned NGSS in this NGSS blog. So what is the connection?
I often hear responses to NGSS along the lines of “We already do that.” Another response when the subject of NGSS expectations like engineering and modeling come up is. “We just don’t have the time for that.” These two responses are related in that they assume that most current science teaching is fundamentally sound and that NGSS must therefore be about small adjustments, calling things by different names, and some add ons.
But NGSS is NOT an add on. NGSS is NOT asking us to do everything we do now and then add NGSS on top of that. It is based on a strong body of research that shows that ways we have been teaching science don’t lead to strong understandings of science for most learners. NGSS is asking us to ask serious questions about what we teach and how. In Dr. Weiman’s article he notes that teachers might need a strong stomach to look deeply at learning. NGSS demands strong stomachs.
We know (from the research) that conceptual change is difficult and takes time. Teachers are not just going to read NGSS and change their practice overnight. They will be skeptical and demand evidence.
But I think that science teachers are better prepared than most for reflecting on and changing ideas about their discipline. After all, the history of science is all about overcoming deeply held conceptions: Earth can’t possibly move, mountains obviously last forever, there is a little person inside a sperm, living things are clearly made of something different than ordinary matter. The history of science is a history of letting go of what seemed like the most sure things.
Posted: Wednesday, October 12th, 2016
by Jessica Sawko
In June 2016 California submitted a waiver application to discontinue using the old CST (based on 1998 standards) and conduct two years of pilot and field tests (in spring 2017 and 2018, respectively) of the new science assessment designed to support our state’s current science standards (California Next Generation Science Standards (CA-NGSS) adopted in 2013). The waiver was requested because no student scores will be provided as a part of the pilot and field tests. The CDE received a response from the U.S. Department of Education (ED) on September 30, 2016, which provides the CDE the opportunity to resubmit a revised waiver request within 60 days. The CDE will be revising the waiver request and resubmitting as ED suggested.
At its October 2016 North/South Assessment meetings CDE confirmed that there will be no administration of the old CST in the spring of 2017. (An archive of the meeting is available at http://www.cde.ca.gov/ta/tg/ai/infomeeting.asp.) Learn More…
Posted: Thursday, September 22nd, 2016
by Carol Peterson
1) To celebrate the 100th anniversary of the National Park Service, Google has put together a collection of virtual tours combining 360-degree video, panoramic photos and expert narration. It’s called “The Hidden Worlds of the National Parks” and is accessible right from the browser. You can choose from one of five different locales, including the Kenai Fjords in Alaska and Bryce Canyon in Utah, and get a guided “tour” from a local park ranger. Each one has a few virtual vistas to explore, with documentary-style voiceovers and extra media hidden behind clickable thumbnails. Ideas are included for use in classrooms. https://www.engadget.com/2016/08/25/google-offers-360-degree-tours-of-us-national-parks/. Learn More…
Posted: Thursday, September 22nd, 2016
CSTA is pleased to announce the winners of the 2016 CSTA Awards for Distinguished Contributions, Margaret Nicholson Distinguished Service Award, 2014 and 2015 PAEMST-Science recipients from California, and the 2016 California PAEMST Finalists. The following individuals and organizations will be honored during the 2016 California Science Education Conference on October 21- 23 in Palm Springs. This year’s group of awardees are truly outstanding. Please join us in congratulating them!
Margaret Nicholson Distinguished Service Award
The Margaret Nicholson Distinguished Service Award honors an individual who has made a significant contribution to science education in the state and who, through years of leadership and service, has truly made a positive impact on the quality of science teaching. This year’s recipient is John Keller, Ph.D. Dr. Keller is Associate Professor, Cal Poly San Luis Obispo and Co-Director, Center for Engineering, Science, and Mathematics Education, Cal Poly San Luis Obispo. In her letter of recommendation, SDSU science education faculty and former CSTA board member Donna Ross wrote: “He brings people together who share the desire to make a difference in the development and implementation of programs for science teaching. Examples of these projects include the Math and Science Teaching Initiative (MSTI), Noyce Scholars Program, Western Regional Noyce Initiative, and the Science Teacher and Researcher (STAR) program.” Through his work, he has had a dramatic impact on science teacher education, both preservice and in-service, in California, the region, and the country. He developed and implemented the STEM Teacher and Researcher Program which aims to produce excellent K-12 STEM teachers by providing aspiring teachers with opportunities to do authentic research while helping them translate their research experience into classroom practice. SFSU faculty member Larry Horvath said it best in his letter:“John Keller exemplifies the best aspects of a scientist, science educator, and mentor. His contributions to science education in the state of California are varied, significant, and I am sure will continue well into the future.” Learn More…
Posted: Tuesday, September 20th, 2016
by Peter A’hearn
NGSS is a big shift. Teachers need to learn new content, figure out how this whole engineering thing relates to science, and develop new unit and lesson plans. How could NGSS possibly make life easier?
The idea that NGSS could make our lives easier came to me during the California State NGSS Rollout #1 Classroom Example lesson on chromatography. I have since done this lesson with high school chemistry students and it made me think back to having my own students do chromatography. I spent lots of time preparing to make sure the experiment went well and achieved the “correct” result. I pre-prepared the solutions and organized and prepped the materials. I re-wrote and re-wrote again the procedure so there was no way a kid could get it wrong. I spent 20 minutes before the lab modeling all of the steps in class, so there was no way to do it wrong. Except that it turns out there were many. Learn More…
Posted: Tuesday, September 20th, 2016
by Robert C. Victor. Twilight sky maps by Robert D. Miller. Graph of evening planet setting times by Dr. Jeffrey L. Hunt
Our evening twilight chart for September, depicting the sky about 40 minutes after sunset from SoCal, shows brilliant Venus remaining low, creeping from W to WSW and gaining a little altitude as the month progresses. Its close encounter within 2.5° N of Spica on Sept. 18 is best seen with binoculars to catch the star low in bright twilight. The brightest stars in the evening sky are golden Arcturus descending in the west, and blue-white Vega passing just north of overhead. Look for Altair and Deneb completing the Summer Triangle with Vega. The triangle of Mars-Saturn-Antares expands as Mars seems to hold nearly stationary in SSW as the month progresses, while Saturn and Antares slink off to the SW. Learn More…