Opening Keynote Speaker Spotlight: Dr. Helen Quinn
Posted: Monday, October 1st, 2012
by Bethany Dixon
Google “genius,” and you’ll get pictures of Albert Einstein. However, to bring genius into your classroom, attend the CSTA Opening Session and listen to Dr. Helen Quinn speak at the Marriot San Jose on October 19, at 9:15 a.m. Dr. Quinn is one of the few to have shared Einstein’s job title: as a theoretical physicist she proposed the near-symmetry of the universe and explained quark-hadron duality. You might say she has a proclivity for solving both large and small problems. To our great fortune she has also channeled her energy into improving science education. Dr. Quinn served as the Chairperson of the 18-member super-team (equally split between science and education experts and including two Nobel Prize winners) responsible for developing, “A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas.”
Dr. Quinn’s speech at the 2012 CSTA Conference will focus on the Framework as the basis for the Next Generation Science Standards, and while 26 states including California work to revise and release the second draft of the NGSS, teachers have the opportunity to change science education well before states can determine how to adopt and assess the new standards. “There is nothing in the framework that hasn’t happened in classrooms where people have paid attention to research about learning for the last few years,” says Dr. Quinn. This is good news for the CSTA: members will recognize that the California experimentation and investigation standards (also written by Dr. Quinn) have given teachers experience in implementing core concepts of the Next Generation Science Standards even prior to their official adoption. Have a burning question you would like Dr. Quinn to address? Let us know, email your question to firstname.lastname@example.org and we will share your questions with Dr. Quinn. Your questions can help to shape her presentation, making this a truly valuable experience for you.
Dr. Quinn is serious about engaging students: science practices are designed to provide students with a direct application of their learning. She explains that experimentation and critical thinking should be taught with content, not only cutting across scientific disciplines, but integrating math and language arts within the Common Core. This vision of education leads to a cohesive, three-dimensional format for science education that can be implemented within a curriculum, a course, or a lesson. Inquiry has been unpacked, with contextual, social, and experimental skills that would previously be taught separately or in different courses instead now aligned so that math and language arts classrooms support and reinforce each other.
Dr. Quinn says that drastically improving the education of all students requires a “connective tissue” between the disciplines, and she is committed to helping science students to develop the skills they need to succeed globally, and the lifeblood of our economy depends on it. Highly skilled professional scientists and technicians are in demand, and if we want to prepare students for a successful future, we need to increase their access to high-quality science education. The Framework provides what will be an internationally benchmarked solution for America’s decline in the STEM fields.
Although Dr. Quinn’s talk will give teachers a head start on what is coming next in science education, this shot in the arm from the National Academies isn’t a panacea. State standards, curriculum, and assessments need to be fully developed in order for the new vision to be fully implemented. The best hope for this includes science teachers, she explains. “If the people who are teaching you are excited about something, you’re more likely to be excited.” For Dr. Quinn, excitement with the building of the Stanford Linear Accelerator during her undergraduate years led to a career in particle physics. For your students it could be tomorrow’s lesson in your classroom. To implement the new science practices immediately, research the Framework at the National Academies website and come hear Dr. Quinn’s speech at the CSTA Conference.
Posted: Wednesday, February 10th, 2016
The State Board of Education (SBE) is currently seeking applications to fill up to 15 positions on a newly constituted advisory committee, which will be called the California Practitioners Advisory Group (CPAG), to provide input to the SBE on ongoing efforts to establish a single coherent local, state, and federal accountability system. The advisory committee will also serve as the state’s committee of practitioners under federal Title I requirements.
All applicants must currently meet one or more of the practitioner categories listed below:
- Superintendents or other Administrators
- Teachers from traditional public schools and charter schools and career and technical educators
- Principals and other school leaders
- Parents of student(s) currently enrolled in the K-12 public education system
- Members of local school boards
- Representatives of private school children
- Specialized instructional support personnel and paraprofessionals
- Representatives of authorized public chartering agencies
- Charter school leaders
- Education researchers
Posted: Tuesday, February 9th, 2016
The first review period for the K-12 Computer Science (CS) framework – developed by Code.org, the Computer Science Teachers Association, and the Association for Computing Machinery, along with more than 100 advisors within the computing community – begins February 3 with the release of the high school (grades 9-12) layer of concepts and descriptions of K-12 practices. We invite you to review the framework and participate in the opportunity to shape a vision for K-12 CS education. Learn More…
Posted: Tuesday, February 9th, 2016
by Lisa Hegdahl
As I write this message, it is the waning days of January. Only the first month of 2016 and yet a great deal is happening in Science education within the California Science Teachers Association and the state of California as a whole. Indeed, this an exciting time to be a science educator. Let’s take a look back at all that has taken place these past few weeks.
California Science Framework Public Review Sessions
The beginning of January 2016 found California at the end of the first public review of the draft California Science Framework. A dedicated, 25 member, CSTA NGSS Committee under the leadership of co-chairs Laura Henriques, Past President of CSTA, and Peter A’Hearn, CSTA Region 4 Director, coordinated 30 Framework review sessions in 22 California counties in which 625 educators participated. In addition, many people sent their feedback directly to the California Department of Education. The members of the NGSS committee, those that read the Framework, and those who attended and hosted review sessions, volunteered in order to make the Framework useful for all of us. This represents countless hours of personal time. You can be confident that CSTA will keep you informed about the dates for the 2nd public review of the draft CA Science Framework currently scheduled for June-July 2016. A copy of CSTA’s response to the first draft is available here (1MB). I will be attending the two meetings where public comments are considered (February 19 and March 18) by the Science Subject Matter Committee of the Instructional Quality Commission to advocate on behalf of CSTA membership. Learn More…
Posted: Monday, February 8th, 2016
by Pete A’Hearn
“How come if people evolved from monkeys, monkeys aren’t turning into people now?”
I’m going to bet that any science teacher who has taught evolution has run into this question at some point. There are a bunch of incorrect assumptions behind the question, including the idea that evolution is a process that we could observe occurring during our lifetimes. This idea is directly addressed as part of the NGSS Crosscutting Concept of Scale, Proportion, and Quantity with the idea that:
- Phenomena that can be observed at one scale may not be observable at another scale.
- Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small.
(Note that this is not the crosscutting concept called out in the middle school evolution topic. Teachers will need to used multiple crosscutting concepts as well as multiple practices in building coherent units – not just the ones highlighted in the standards). Learn More…
The Big Idea Page: A Creative Way to Emphasize the Crosscutting Concepts for Three Dimensional Learning
Posted: Monday, February 8th, 2016
by Jennifer Weibert
Making three-dimensional learning a reality in the classroom of teachers starting to implement the NGSS can be a struggle. In many cases, the Crosscutting Concepts are often an afterthought. According to A Framework for K-12 Science Education, “…the purpose of the Crosscutting Concepts is to help students deepen their understanding of the disciplinary core ideas, and develop a coherent and scientifically based view of the world” (NRC, 2012). This is achieved via the Crosscutting Concepts, “because they provide an organizational schema for interrelating knowledge from various science fields into a coherent and scientifically based view of the world” (Achieve, 2016). The NGSS were designed for all three dimensions (Science and Engineering Practices, Disciplinary Core Ideas, and Crosscutting Concepts) to work together allowing the teacher to create an environment where students make sense of real world phenomena. To measure the success of this in an NGSS aligned classroom, teachers need access to evidence of student understanding and thinking. The Big Idea Page was my solution for that. Learn More…