January/February 2018 – Vol. 31 No. 2

Making NGSS Informal (Is There Really Such a Thing as Formal Science?)

Posted: Tuesday, October 7th, 2014

by Peter A’Hearn

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I had a conversation with Cristina Trecha of the San Diego Science Project about NGSS and informal science, and about the work she has been doing to help science centers make the shifts to NGSS.

Peter: So I see from your Twitter feed that you have been doing lots of work with the informal science community on NGSS.

Cristina: I actually started in teacher professional development in 2007 at the Reuben H. Fleet Science Center. Now that I’m at UC San Diego, I also provide professional development for informal education staff and continue to bring teachers to explore the San Diego Natural History Museum and the Ruben H. Fleet Science Center. The work I’ve been doing with the Natural History Museum staff has been around science talk moves and the strands of science proficiency. We frame all of this work on how to engage the learner and work from their ideas. You may know the NGSS lists four strands of science proficiency for classrooms:

  • Knowing, using, and interpreting scientific explanations of the natural world (disciplinary core ideas and crosscutting concepts)
  • Generating and evaluating scientific evidence and explanations (practices)
  • Participating productively in scientific practices and discourse (practices)
  • Understanding the nature and development of scientific knowledge (practices and crosscutting concepts)

The National Research Council has added two more for informals:

  • Experience excitement, interest, and motivation to learn about phenomena in the natural and physical world.
  • Think about themselves as science learners and develop an identity as someone who knows about, uses, and sometimes contributes to science.

P: Wow, those really line up nicely with the NGSS practices and the push to make science education about understanding natural phenomena. What are some of the challenges that the informals are facing with NGSS?

C: To be really honest, science centers and museums responded to our old standards by trying to be more like a classroom, they started offering workshops that were very much like formal classroom settings and designing programs that were very driven by state science standards.

P: I definitely saw informals sending out checklists of all the standards that were covered in a field trip, and there were maybe 10 standards on a checklist. My feeling is that you shouldn’t do anything on a field trip that you could do in a classroom.

C: They were responding to what they were being asked to do. There is almost this whole “No Child Left Behind” era in informal science where they focused on direct instruction and delivering content with a lot of vocabulary to cover. Times are changing and now our message is: “in this new era of standards we need you back, we need you to do what you do best.” In my work in the San Diego Science Project, we partner with informals in a unique way focused on teacher learning. I made a “top five” list of how science centers engage teachers as learners and how they can change their identity with teachers in order to become learning spaces for teachers.

It’s time for informals to just get rid of old, direct instruction workshop curriculum and invite teachers to bring students to engage in making sense of interesting scientific phenomena and tinker like an engineer to help us solve some problems. I sat down with the staff at the Fleet Science Center last week and asked them why they worked at a science center and what they wanted kids to get out of it. None of them talked about memorizing vocabulary or knowing all of the science facts they claim to cover. They wanted excitement and engagement. I think NGSS gives a huge opportunity for organizations to take what they are doing it and make more exciting and relevant.

P: How are informals responding to the NGSS?

C: There are many different types of informals and they are responding in equally varied ways. Some want to start sending out a brochure listing the performance expectations, which will again just train teachers to look for that instead of look for unique experiences they can only get outside of the classroom.

After a recent workshop with informal educators the educators were asking , “You mean we could just send the kids out with infrared thermometers and take temperatures and explore where its warmer and cooler, then engage in a discussion to make sense of our data and that could be the workshop? Then let them explore the exhibits?” And the answer is yes, the performance expectations of the NGSS are not examples of lessons or something you can accomplish in a single lesson. Informals should breathe easier knowing that they don’t need to explain how the Earth goes around the Sun and the seasons and everything about weather in a 90-minute workshop. Instead the workshop could be 60 minutes and the open exploration time on the exhibit floor could be extended.

P: What is something specific you are working on with informal staff?

C: I am excited to be working with Beth Redmond-Jones of the San Diego Natural History Museum on her new program for all museum staff: “15 minutes can change a visit.” The idea is to pick one object, or maybe two, to contrast and focus on visitors’ ideas and engage in a dialogue with them where they are bringing prior experience and curiosity to bear on the interaction. Specifically we worked with Visual Thinking Strategies and the Talk Moves checklist from Sarah Michaels and Cathy O’Connor. These discourse moves can help us focus our engagement with the public on a shared experience, instead of direct delivery of facts and information from the staff on the exhibit floor. So instead of bringing out a bug and talking about their whole life cycle and ecology, this program is encouraging staff to perhaps instead bring out two different types of insects and ask visitors what they think about the differences and similarities between the organisms. Part of this includes something we see in NGSS and Common Core strategies, which is pressing for the learners reasoning instead of asking questions with a single answer. We are working away from “what is the name of this animal?” towards “we think these two animals are related, let’s explore our evidence and see what you think.”

I am also working on transforming museum teacher trainings to get away from direct instruction related to how kids can go on field trips, towards teacher learning about the scientific process and developing a familiarity of the core ideas in science. Earlier this month all of the regional directors of the California Science Project were in San Diego and went to the Natural History Museum to work through our growing understanding of the Crosscutting Concepts of the NGSS by using them to link different exhibits in dialogue with each other. I also took middle school teachers on a similar exploration of the exhibits at the Fleet. Overall I think this work can contribute to a larger educational community using the language of the NGSS Science and Engineering Practices and the Crosscutting Concepts. Once we start doing that in more public spaces and in more science publications the language of science will begin to seem less difficult or foreign to teachers and the general public as we all learn together.

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Written by Peter AHearn

Peter AHearn

Peter A’Hearn is the Region 4 Director for CSTA.

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California Science Test Academy for Educators

Posted: Thursday, February 15th, 2018

California Science Test Academy for Educators

To support implementation of the California Science Test (CAST), the California Department of Education is partnering with Educational Testing Service and WestEd to offer a one-day CAST Academy for local educational agency (LEA) science educators, to be presented at three locations in California from 8:30 a.m. to 3:30 p.m. As an alternative to traveling, LEA teams can participate virtually via WebEx on one of the dates listed below.

The dates and locations for the CAST Academy are as follows:

  • Monday, April 23, 2018—Sacramento
  • Wednesday, April 25, 2018—Fresno
  • Thursday, April 26, 2018—Irvine

The CAST Academy will help participants develop a deeper understanding of the assessment design and expectations of the CAST. The academy also will provide information and activities designed to assist educators in their implementation of the California Next Generation Science Standards and three-dimensional learning to help them gain an understanding of how these new science assessment item types can inform teaching and learning. The CAST Academy dates above are intended for school and district science instructional leaders, including teacher leaders, teacher trainers, and instructional coaches. Additional trainings will be offered at a later date specifically for county staff. In addition, curriculum, professional development, and assessment leaders would benefit from this training.

A $100 registration fee will be charged for each person attending the in-person training. Each virtual team participating via WebEx will be charged $100 for up to 10 participants through one access point. Each workshop will have the capacity to accommodate a maximum of 50 virtual teams. Each virtual team will need to designate a lead, who is responsible for organizing the group locally. Registration and payment must be completed online at http://www.cvent.com/d/6tqg8k.

For more information regarding the CAST Academy, please contact Elizabeth Dilke, Program Coordinator, Educational Testing Service, by phone at 916-403-2407 or by e‑mail at caasppworkshops@ets.org.

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.

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.