Achieving Success with Common Core Through Community
Posted: Monday, October 19th, 2015
By Angelica E. Gunderson
As we take on the new school year and think about the shifts we are committing to make towards the Next Generation Science Standards, I have found it beneficial to read about the work that various teachers, schools, and districts are engaging in. I would like to toss my own stone in this ocean of knowledge and hopefully create my own ripples of change by sharing some of the strategies and successes happening at the Norwalk-La Mirada Unified School District.
In the last two years, one of our main common goals has been to effectively and efficiently to integrate the Next Generation Science Standards (NGSS) with the Common Core State Standards (CCSS) in all of our classrooms. NGSS and CCSS are the responsibility of language arts, mathematics, science, social studies, technology and English Language Development teachers alike. Our district has also taken the approach that the best way to achieve success is through forming and effectively participating in professional learning communities.
Through this work, we have found the connections of NGSS and CCSS to be symbiotic. As a seventh grade science teacher I personally saw the need for integrating language and mathematical literacies into my instruction in order to provide well-rounded and authentic science instruction. As an example, in order to have students create investigations, my instruction had to include guidance on: data collection, how to analyze and interpret data, researching related concepts, analyzing and summarizing texts, as well as communicating findings and citing resources. Through our collaboration, we have agreed that in order to truly engage our students in rich scientific and engineering practices, we need to incorporate the literacy skills presented in the CCSS.
One of the ways we have integrated CCSS and NGSS is by looking at specific strategies and making sure they are being used similarly across different content areas. Take for example close readings. I have personally participated in professional development sessions at my school in which science and language arts teachers discussed how to carry out a close reading for informational texts. At the end, we walked away with resources and routines our students would use in their language arts and science class. So when I went back and implemented it in my science classroom, I felt like I was speaking a familiar language and was not faced by the look of confusion students often have when we ask them to apply a language arts skill in a science class. We did the same for mathematical and computational thinking strategies. Math and science teachers have collaborated on how to conduct a “Launch, Explore, Summarize” lessons. I found it to be very similar to the BSCS 5E Instructional Model because it presents students with a mathematical problem that they address through exploration, collaboration, and explanation of their thinking process. By actively participating in developing professional learning communities at our school, I have found that sharing what we do in our classes for certain topics and skills helps us avoid reinventing the wheel.
The abundance of resources out there to help guide our work has made a significant impact on our progress. The Teaching Channel has been an essential guide used by our district to showcase the implementation of NGSS and CCSS across the country. Being able to watch how real teachers are implementing these new standards in their classrooms has allowed me to get a better picture of what it should look like in my own classroom. That is how I learned more about the “Launch, Explore, Summarize” model for looking at mathematical and computational thinking in my science class.
Two resources worth mentioning are Appendix L and Appendix M in Next Generation Science Standards. For some of our collaboration sessions, these have been valuable keystones for clarifying and directing our work. Appendix L contains a well-organized and detailed outline of when certain math topics are taught. It also spells out the connections between the Common Core State Standards for Mathematics and NGSS with a few examples that have helped me personally get ideas on how to improve my instruction. Appendix M presents the connections of NGSS to the Common Core State Standards for Literacy in Science and Technical Subjects. Like Appendix L, it contains descriptions that clarify how the CCSS relate to science and engineering practices. We are currently anticipating the publication of the California Science Framework, because it will help refine our work.
At Norwalk -La Mirada Unified, we have taken the awareness phase of NGSS to heart. Our leadership and a good number of teachers across different content areas have truly dedicated themselves to creating a sense of empowerment. For me, this has been a simple and manageable way to effectively implement the Next Generation Science Standards with the Common Core State Standards and I look forward for what else is to come.
Angelica E. Gunderson is a seventh grade science teacher at Los Alisos Middle School and is a member of CSTA. She can be reached at firstname.lastname@example.org.
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…