January/February 2018 – Vol. 31 No. 2

NGSS, Classroom Educators, and Informal Education Centers: A Mother’s Point of View

Posted: Tuesday, October 7th, 2014

by Christie Sweeney

As a curriculum developer for an informal science institution, I have closely followed the development of Common Core and the Next Generation Science Standards. It is essential that we continue to provide teachers with programs that align with their goals for their classrooms. However, I also have another, more personal reason for my interest in the latest educational reforms: I am the parent of children who will experience these shifts in the middle of their formative education.

As an informal educator, I cheer the reforms. The focus on understanding and application as opposed to the memorization of facts is what our informal education programs do best. At the Ocean Institute, Experience is the Teacher is our trademark. Students engage daily in scientific practices that stimulate curiosity and foster problem solving skills, while increasing overall knowledge. From the smiles on their faces as they discover answers to complete their tasks to their exclamations of, “This was the best field trip ever!” I know that hands-on investigations open new worlds to these young scholars. A deeper appreciation for science is sparked and potential future scientists just may be inspired.

As a parent, I am wary of education reform. I wonder, “Will the teachers be given the resources necessary to implement these programs? Will they be provided with any necessary training, time and equipment to achieve the goals of NGSS? Isn’t the trend of increasing class sizes and overcrowded classrooms on a collision course with the requirements of small group collaborative hands on activities that would be NGSS aligned?” I also worry, “Will my kids be at a disadvantage as the new standards are implemented midstream in their education process?”

In regards to NGSS, I believe the benefits my kids will receive far outweigh the potential difficulties faced during the challenges of transition. In the schools my boys attend, I am grateful to see that their teachers have already started to meet that challenge. Old workbooks are being replaced by activities teachers have developed collaboratively, often using resources found on the Internet. In this quest to create curriculum that develops critical thinking and communication skills, using scientific practices while exploring cross cutting concepts, informal education institutions can be a formal classroom teacher’s greatest ally. In addition to fieldtrips, workshops, student internships and assemblies, informal education centers often provide educators with ideas or activities they can use in their classroom. These projects can range from simple to elaborate, but many activities are designed to be easy to set up, require a few, low cost materials and include access to extensive background information.

Over the years, the Ocean Institute has developed many pre- and post-trip activities for the teachers who have attended our programs. Our classroom activities for teachers may be found on our website under program listings as separate links or may be included in our Prep Packs. While we are currently evaluating our curriculum to ensure that it reflects the vision and achieves the goals of NGSS, the basic building blocks are solidly in place. Revisions will be necessary, however, often that revision will largely consist of a new roadmap.

Our Sea Floor Explorer Lab and Cruise programs designed for middle school students have Pre Trip Activities that explore liquefaction and the spreading of the sea floor. In the first activity, students use scientific practices to create experiments that explore the relationship between viscosity and stress. They are asked to make connections based on the evidence found while evaluating the data from their experiments. In the second activity, students create graphs based on real world data, analyze samples and make predictions based on their findings. In the past we would have categorized these as Earth Science activities. However, upon further evaluation, the activities also touch upon or set the stage for all four of the Physical Science Disciplinary Core Ideas. In addition, the activities explore five of the seven cross cutting concepts (cause and effect, Scale, proportion, and quantity, energy and matter, structure and function, stability and change). Should the teacher choose, the cross cutting concept of systems and system models could be explored while introducing the activities.

In addition to classroom activities, look to your local informal education centers for NGSS seminars, symposiums, conferences and other training and networking activities.   As we develop programs in informal settings that aid teachers as they work to achieve the goals of Common Core and NGSS, we can foster critical thinking and problem solving in the context of authentic learning experiences. Through this period of transition, together as formal and informal educators, we can cultivate young minds to be productive and successful members of society armed with working knowledge and practical skills. As an informal educator, as a parent, and as a citizen of our society, those are worthy goals for all of our children.

Christie Sweeney is Program Development Specialist at the Ocean Institute, Dana Point. She was invited to write by CSTA member Valerie Joyner.

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.

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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.