What Is the Role of Lecture in NGSS?
Posted: Tuesday, August 11th, 2015
by Peter A’Hearn
Is there a role for lecture in NGSS classrooms? Anyone who has spent much time working on the NGSS knows that NGSS is learner centered, more about helping students to develop the tools to investigate the world than about teachers supplying knowledge. The traditional teaching style of the teacher talking and students taking notes seems to be opposite of this vision.
This vision is supported by research indicating that traditional lecture is not an effective way to teach science. Nobel Prize winning physicist Dr. Carl Wieman makes a strong case against lecture as a way to teach science. Click here to read a summary of his findings.
The biggest problem with lecture is that there is too much new information delivered too fast for deep processing and integration with existing knowledge. The people who get the most out of lecture already have strong prior knowledge about the subject. Novice learners end up understanding very little and fail to integrate what they learn into meaningful knowledge structures.
I have done a bit of lecture bashing on Twitter.
On the other hand, lecture is still the most common method of instruction in college classes. They are also a form of entertainment. People enjoy lecture in informal settings as a way to learn. Museums, universities, and libraries hold popular public lectures. TED talks are very popular way for people to learn about new and challenging ideas. The key is that people attend (or download) these lectures because they are interested in finding out what is being presented. As a teacher it might be good to ask yourself how many of your students would choose to attend your lectures in their free time.
NGSS wants students to engage in the Science and Engineering Practices, which means that students should be learning by doing what scientists do.
Do scientists attend lectures? Absolutely. A lecture is a place to get the latest information from an expert in the field. Lectures are a place where scientific argument takes place- claims are made and supported by evidence and reasoning in front of very tough and skeptical audiences. Is this the goal of lectures in your class?
So teachers should teach students to use lecture the way that that scientists use it – as a way to help answer questions that arise from the work they are engaged in. The way Common Core sees lecture, it’s a form of text. Text doesn’t just mean THE TEXT, but the many ways to obtain information in the modern world. So teachers should treat lecture as a form of text that students will use to answer questions. Students need to be taught how to get information out of many forms of text and lecture is no exception. So how to use lecture in an NGSS classroom?
- Your students should use lecture like a scientist would- to get expert knowledge about a subject that they are deeply involved in. Find an expert (probably online) and teach your students how to access the information.
- We teachers tend to use lecture as a way to regurgitate predigested information to our students. This might be okay in younger grades, but our job is to get them to digest solid food. Just as with reading under Common Core, this means using challenging material and teaching them the tools to get meaning out of it.
- Are you the expert? Unless this is the subject of your own study you probably aren’t. I could give a solid lecture on brewing beer (which I did professionally for a while), but I would be a raging ego-manic if I thought I could lecture as an expert on evolution or photosynthesis. Find an expert in a YouTube video or in your community.
- Prior knowledge is a huge key to understanding what is said in a lecture. Ideally your students already know something about the subject and have questions before they look to a lecturer for answers.
- Lectures are best approached critically. Good listeners, like good readers, are constantly questioning what they hear. “How does this compare with what I already know or think?” What is the evidence for this?” “Does this make sense?” “If I don’t understand this, where can I get answers?” These skills of active listening will serve your students well in college or career.
- Use frequent checks for understanding and frequent opportunities for students to talk to each other about what they are learning. This is a key to making lecture interactive and keeping it from going over the audience’s heads.
- Make sure the big picture is part of the lecture- how do the details fit into the bigger picture of the subject. Using graphics like concept maps to organize the content can help with this.
- Good lectures tell a story. If you’ve ever seen a TED talk, you know they are popular because they have a storyline where a problem is solved in a novel and surprising way. People learn better when information comes in the form of a story.
- You might be thinking,” Most lectures are ineffective…but MINE are GREAT! I am a GREAT lecturer!” Reality check- You probably aren’t. But you might be a raging ego-maniac.
- You might be thinking, “I really like to be an expert and talk about what I know in front of a captive audience!” – You are a raging ego-maniac.
- A Mini-lecture is a different animal. A mini-lecture is short, focused, and used to make sure there is a common understanding of a topic. Mini-lectures are a fine way to summarize learning that has already happened and to provide formal terminology for ideas that students have already begun to understand.
So lecture does have a place under NGSS. It’s not the Queen of the classroom anymore, but does get to go to the ball.
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…