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 email@example.com 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, April 1st, 2015
Starting this month, CSTA one-year and retired members may now select the option to have their membership dues billed automatically to the Visa, MasterCard, American Express, or Discover card of choice! We know many of our members want to make sure that their membership is maintained over the years, but that like many things that happen only once a year, we sometimes miss the reminders to renew. That will no longer be a concern for those members who select the option to auto-renew the next time they pay their membership dues. Learn More…
Posted: Wednesday, April 1st, 2015
by Robert Victor and Robert D. Miller
A predawn total lunar eclipse on Saturday, April 4. (For more on that event, see the March issue of CCS). As many as four planets can be seen at dusk. Many bright stars are gathering in the west before their annual departures later in spring.
Few people may choose to arise early to catch the start of the lunar eclipse on Saturday morning, April 4, when the Moon begins to enter the umbra, or dark central core of Earth’s shadow at 3:16 a.m. PDT. For the next 1.7 hours, progressively more of the Moon will be immersed in Earth’s circular dark shadow, until the start of total eclipse at 4:58 a.m. Even before then, the rusty color typical of the Moon in deep eclipse should be noticed, at least in the lower part of the Moon’s disk, closer to the center of Earth’s shadow. Learn More…
California State Board of Education Approves Suspension of State’s Accountability Measurement System
Posted: Wednesday, March 11th, 2015
SACRAMENTO— State Superintendent of Public Instruction Tom Torlakson today announced that the State Board of Education voted unanimously to suspend the Academic Performance Index (API) for the 2014-15 school year Learn More…
Posted: Tuesday, March 3rd, 2015
by Peter A’Hearn
I am really enjoying the creativity that NGSS is awakening in teachers. Those who want to create are taking the standards (and the freedom that comes from the lack of a test) and really exploring what engages their students. I found though, that even when trying our best to match up to the expectations of NGSS, there is a feeling that we missed something. Did we remember the crosscutting concepts? Did the students engage in the practices at the level that NGSS expects? Did we get to the engineering? How about the Nature of Science? Was the content deep enough to really teach the DCI to the point where it could be applied to a new situation? Was it engaging? About a real world phenomenon or problem? Learn More…