March/April 2017 – Vol. 29 No. 6

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 past-president of CSTA. She serves as chair of CSTA’s Nominating Committee and is a co-chair of the NGSS Committee.

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CSTA Endorses March for Science

Posted: Monday, March 27th, 2017

The California Science Teachers Association (CSTA) stands with our science and science education colleagues in endorsing the March For Science and its associated activities.

The decision by the CSTA Board of Directors to support the March for Science was based on the understanding that this is an opportunity to advocate for our mission of high quality science education for all and to advance the idea that science has application to everyday life, is a vehicle for lifelong learning, and the scientific enterprise expands our knowledge of the world around us. The principles and goals of the March for Science parallel those of CSTA to assume a leadership role in solidarity with our colleagues in science and science education and create an understanding of the value of science in the greater community. CSTA believes that the integrity of the nature of science and that the work of scientists and science educators should be valued and supported. We encourage your participation to stand with us.

There are over 30 satellite marches planned for the April 22, 2017 March for Science in California (to find a march near you, click on “marches” in the upper right of the main page, select “satellite marches” and use the search feature). We encourage members who participate in the March for Science to share their involvement and promotion of science and science education. Feel free to promote CSTA on your signs and banners. For those on social media, you may share your involvement via Twitter, @cascience and our Facebook groups.

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.

California Science Curriculum Framework Now Available

Posted: Tuesday, March 14th, 2017

The pre-publication version of the new California Science Curriculum Framework is now available for download. This publication incorporates all the edits that were approved by the State Board of Education in November 2016 and was many months in the making. Our sincere thanks to the dozens of CSTA members were involved in its development. Our appreciation is also extended to the California Department of Education, the State Board of Education, the Instructional Quality Commission, and the Science Curriculum Framework and Evaluation Criteria Committee and their staff for their hard work and dedication to produce this document and for their commitment to the public input process. To the many writers and contributors to the Framework CSTA thanks you for your many hours of work to produce a world-class document.

For tips on how to approach this document see our article from December 2016: California Has Adopted a New Science Curriculum Framework – Now What …? If you would like to learn more about the Framework, consider participating in one of the Framework Launch events (a.k.a. Rollout #4) scheduled throughout 2017.

The final publication version (formatted for printing) will be available in July 2017. This document will not be available in printed format, only electronically.

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.

Call for CSTA Awards Nominations

Posted: Monday, March 13th, 2017

The 2017 Award Season is now open! One of the benefits of being a CSTA member is your eligibility for awards as well as your eligibility to nominate someone for an award. CSTA offers several awards and members may nominate individuals and organizations for the Future Science Teacher Award, the prestigious Margaret Nicholson Distinguished Service Award, and the CSTA Distinguished Contributions Award (organizational award). May 9, 2017 is the deadline for nominations for these awards. CSTA believes that the importance of science education cannot be overstated. Given the essential presence of the sciences in understanding the past and planning for the future, science education remains, and will increasingly be one of the most important disciplines in education. CSTA is committed to recognizing and encouraging excellence in science teaching through the presentation of awards to science educators and organizations who have made outstanding contributions in science education in the state and who are poised to continue the momentum of providing high quality, relevant science education into the future. 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.

Call for Volunteers – CSTA Committees

Posted: Monday, March 13th, 2017

Volunteer

CSTA is now accepting applications from regular, preservice, and retired members to serve on our volunteer committees! CSTA’s all-volunteer board of directors invites you to consider maximizing your member experience by volunteering for CSTA. CSTA committee service offers you the opportunity to share your expertise, learn a new skill, or do something you love to do but never have the opportunity to do in your regular day. CSTA committee volunteers do some pretty amazing things: 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.

A Friend in CA Science Education Now at CSTA Region 1 Science Center

Posted: Monday, March 13th, 2017

by Marian Murphy-Shaw

If you attended an NGSS Rollout phase 1-3 or CDE workshops at CSTA’s annual conference you may recall hearing from Chris Breazeale when he was working with the CDE. Chris has relocated professionally, with his passion for science education, and is now the Executive Director at the Explorit Science Center, a hands-on exploration museum featuring interactive STEM exhibits located at the beautiful Mace Ranch, 3141 5th St. in Davis, CA. Visitors can “think it, try it, and explorit” with a variety of displays that allow visitors to “do science.” To preview the museum, or schedule a classroom visit, see www.explorit.org. Learn More…

Written by Marian Murphy-Shaw

Marian Murphy-Shaw

Marian Murphy-Shaw is the student services director at Siskiyou County Office of Education and is CSTA’s Region 1 Director and chair of CSTA’s Policy Committee.