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.
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…