January/February 2018 – Vol. 31 No. 2

Exploring the Ecosystem That Is Your Classroom

Posted: Tuesday, March 3rd, 2015

by Laura Henriques

As you read through this month’s CCS you’ll find articles about biology, professional learning, NGSS implementation tales, and finding a job. I find the juxtaposition of the articles works. When we look for a job we need to have a good fit – we need to fill a niche in the school’s ecosystem and our needs must be met. When we look at our professional learning needs we are doing a self-assessment, finding out our own needs and meeting them

Earlier this year John Speigel, Anthony Quan and Yami Shimojyo wrote an article for CCS which discussed a pathway from NGSS awareness to implementation. If we use their awareness-transition-implementation matrix to mark our efforts we can start making changes to our instruction and have a mechanism to note progress. So let’s think of our classroom as its own teaching/learning ecosystem and start modifying the system to see what positive changes we can make to student engagement and student learning.

We know adding stressors to an ecosystem results in changes to the system. The same holds true as we make adjustments to our teaching, we change our classroom ecosystem. When we make a change to the system, we see impact and can measure the change. There are so many variable at play in our classroom ecosystem. NGSS is about asking questions, so here are a few questions we could ask.

  • What if we asked questions differently – this could be the type of question (e.g., low level vs. higher level, open ended vs. close ended)?
  • What happens when we incorporate more writing into science lessons?
  • What happens when we make our thinking and problem solving explicit, modeling for students our metacognitive practices?
  • What happens when we have students engaged in doing more science as opposed to taking notes and reading about science?
  • What happens to student motivation and persistence when I include engineering challenges in my instruction?
  • What do we see when we introduce text after science activities as opposed to before the lab activity?
  • How does student understanding change when science and engineering practices are included as a regular part of my classroom instruction?
  • What happens when I make nature of science instruction explicit and weave it throughout class discussions and investigations?
  • What impact does it have on students understanding of science concepts when I introduce cross-cutting concepts?

This list looks a little bit like potential research questions for a master’s thesis, doesn’t it? While we could do some thesis level research into these questions, I am encouraging a less intense, but no less meaningful, approach. Take one thing from the list – or come up with your own question – and see what happens in your ecosystem as you change what your practice. We know that students respond to changes in the system so it is likely that you’ll see some difference in the ecosystem. For example, research shows us that when we provide wait time after asking a question more students participate, students think more (and we all can agree that thinking is good), and students respond to each other’s comments and responses. As students talk and are engaged in discussion they are making more meaning than when they are simply listening to us and taking notes.

I encourage us to start with one innovation as opposed to trying to do too many things at once. Pick one, learn about it and try it. We know that we won’t be expert at the innovation the first time we try. Wait time, for example, is tough. We are so used to being pressed for time and it seems more efficient for us to ask and answer our own questions or to call on the kid who raises his/her hand the fastest. As we practice we get better and so do our students. Once we feel like we have some level of comfort and expertise with one innovation add another. Along the way, keep track of the impact. This is the fun part. You will notice students behaving differently, you may see them become more engaged or more motivated to learn, and you may see a change in grades. Remember that just as we need practice trying out a new teaching practice, as we change the rules for kids they will need some time as well.

Trying to use the language of NGSS, here’s my challenge to all of us as we move from stage 1 awareness to stage 4 full alignment. Just as we know students need ample practice using the science and engineering practices, so too do we. As a result I am giving us two performance expectations related to the same challenge as we take our next steps towards implementing NGSS.

  • Plan and carry out an investigation to see the effects of NGSS aligned instructional shifts on student engagement.
  • Analyze and interpret data showing how a teaching innovation impacts the classroom learning environment.

Find a colleague to be your lab partner and try out different things together. Share with your colleagues and share with us. We’d love to have you write an article for CCS where you tell us how things worked.

Written by Laura Henriques

Laura Henriques

Laura Henriques is a professor of science education at CSU Long Beach and a past-president of CSTA.

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LATEST POST

Accelerating into NGSS – A Statewide Rollout Series Now Accepting Registrations

Posted: Friday, January 19th, 2018

Are you feeling behind on the implementation of NGSS? Then Accelerating into NGSS – the Statewide Rollout event – is right for you!

WHO SHOULD ATTEND
If you have not experienced Phases 1-4 of the Statewide Rollout, or are feeling behind with the implementation of NGSS, the Accelerating Into NGSS Statewide Rollout will provide you with the greatest hits from Phases 1-4!

OVERVIEW
Accelerating Into NGSS Statewide Rollout is a two-day training geared toward grade K-12 academic coaches, administrators, curriculum leads, and teacher leaders. Check-in for the two-day rollout begins at 7:30 a.m., followed by a continental breakfast. Sessions run from 8:00 a.m. to 4:15 p.m. on Day One and from 8:00 a.m. to 3:30 p.m. on Day Two.

Cost of training is $250 per attendee. Fee includes all materials, continental breakfast, and lunch on both days. It is recommended that districts send teams of four to six, which include at least one administrator. Payment can be made by check or credit card. If paying by check, registration is NOT complete until payment has been received. All payments must be received prior to the Rollout location date you are attending. Paying by credit card secures your seat at time of registration. No purchase orders accepted. No participant cancellation refunds.

For questions or more information, please contact Amy Kennedy at akennedy@sjcoe.net or (209) 468-9027.

REGISTER

http://bit.ly/ACCELERATINGINTONGSS

DATES & LOCATIONS
MARCH 28-29, 2018
Host: San Mateo County Office of Education
Location: San Mateo County Office of Education, Redwood City

APRIL 10-11, 2018
Host: Orange County Office of Education
Location: Brandman University, Irvine

MAY 1-2, 2018
Host: Tulare County Office of Education
Location: Tulare County Office of Education, Visalia

MAY 3-4, 2018
Host: San Bernardino Superintendent of Schools
Location: West End Educational Service Center, Rancho Cucamonga

MAY 7-8, 2018
Host: Sacramento County Office of Education
Location: Sacramento County Office of Education Conference Center and David P. Meaney Education Center, Mather

JUNE 14-15, 2018
Host: Imperial County Office of Education
Location: Imperial Valley College, Imperial

Presented by the California Department of Education, California County Superintendents Educational Services Association/County Offices of Education, K-12 Alliance @WestEd, California Science Project, and the California Science Teachers Association.

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

The Teaching and Learning Collaborative, Reflections from an Administrator

Posted: Friday, January 19th, 2018

by Kelly Patchen

My name is Mrs. Kelly Patchen, and I am proud to be an elementary assistant principal working in the Tracy Unified School District (TUSD) at Louis Bohn and McKinley Elementary Schools. Each of the schools I support are Title I K-5 schools with about 450 students, a diverse student population, a high percentage of English Language Learners, and students living in poverty. We’re also lucky to be part of the CA NGSS K-8 Early Implementation Initiative with the K-12 Alliance. Learn More…

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Written by NGSS Early Implementer

NGSS Early Implementer

In 2015 CSTA began to publish a series of articles written by teachers participating in the California NGSS k-8 Early Implementation Initiative. This article was written by an educator(s) participating in the initiative. CSTA thanks them for their contributions and for sharing their experience with the science teaching community.

2018 CSTA Conference Call for Proposals

Posted: Wednesday, January 17th, 2018

CSTA is pleased to announce that we are now accepting proposals for 90-minute workshops and three- and six-hour short courses for the 2018 California Science Education Conference. Workshops and short courses make up the bulk of the content and professional learning opportunities available at the conference. In recognition of their contribution, members who present a workshop or short course receive 50% off of their registration fees. Click for more information regarding proposals, or submit one today by following the links below.

Short Course Proposal

Workshop Proposal Learn More…

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

CSTA’s New Administrator Facebook Group Page

Posted: Monday, January 15th, 2018

by Holly Steele

The California Science Teachers Association’s mission is to promote high-quality science education, and one of the best practice’s we use to fulfill that mission is through the use of our Facebook group pages. CSTA hosts several closed and moderated Facebook group pages for specific grade levels, (Elementary, Middle, and High School), pages for district coaches and science education faculty, and the official CSTA Facebook page. These pages serve as an online resource for teachers and coaches to exchange teaching methods, materials, staying update on science events in California and asking questions. CSTA is happy to announce the creation of a 6th group page called, California Administrators Supporting Science. Learn More…

Written by Guest Contributor

From time to time CSTA receives contributions from guest contributors. The opinions and views expressed by these contributors are not necessarily those of CSTA. By publishing these articles CSTA does not make any endorsements or statements of support of the author or their contribution, either explicit or implicit. All links to outside sources are subject to CSTA’s Disclaimer Policy: http://www.classroomscience.org/disclaimer.

Find Your Reason to Engage

Posted: Monday, January 15th, 2018

by Jill Grace

I was recently reflecting on events in the news and remembered that several years ago, National Public Radio had a story about a man named Stéphane Hessel, a World War II French resistance fighter, Nazi concentration camp survivor, and contributor to the United Nation’s Universal Declaration of Human Rights. The story focused on a book he had published, Time for Outrage (2010).

In it, Hessel makes the argument that the worst attitude is indifference:

“Who is in charge; who are the decision makers? It’s not always easy to discern. We’re not dealing with a small elite anymore, whose actions we can clearly identify. We are dealing with a vast, interdependent world that is interconnected in unprecedented ways. But there are unbearable things all around us. You have to look for them; search carefully. Open your eyes and you will see. This is what I tell young people: If you spend a little time searching, you will find your reasons to engage. The worst attitude is indifference. ‘There’s nothing I can do; I get by’ – adopting this mindset will deprive you of one of the fundamental qualities of being human: outrage.  Our capacity for protest is indispensable, as is our freedom to engage.”

His words make me take pause when I think of the status of science in the United States. A general “mistrust” of science is increasingly pervasive, as outlined in a New Yorker article from the summer of 2016. Learn More…

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Written by Jill Grace

Jill Grace

Jill Grace is a Regional Director for the K-12 Alliance and is President of CSTA.