institute for collaborative research in education, assessment, and teaching environments for stem...
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Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM
EVALUATING CURRICULUM AND INSTRUCTIONAL MATERIALS
Joseph KrajcikMichigan State University
NGSS Annual Meeting for State Leadership Teams and National Partners
Georgia Aquarium Atlanta, Georgia
February 18-19, 2014
Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM
What will we do today?
• Build common understanding of how to evaluate materials align with the intent of the Framework for K – 12 Science Education NGSS
• Build common understanding of the EQuIP Rubric – getting you started.
Building on the Past; Preparing for the Future
7/2010 – April 2013
1/2010 - 7/2011
1990s
1990s-2009
Phase II
Phase IPhase III
Assessments
Curriculum Development
Teacher education
Instruction
Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM
The NRC Framework and NGSS
What is new?
1.Organized around disciplinary core explanatory ideas
2.Central role of scientific practices
3.Use of crosscutting concepts
4.Coherence: building and applying ideas across time
5.Focus on explaining phenomena
6.Standards expressed as performance expectations
What is new?
1.Organized around disciplinary core explanatory ideas
2.Central role of scientific practices
3.Use of crosscutting concepts
4.Coherence: building and applying ideas across time
5.Focus on explaining phenomena
6.Standards expressed as performance expectations
Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM
3-Dimensional Learning• What is it? Blending the three
dimensions (core ideas, crosscutting concepts and scientific and engineering practices) to focus instruction and assessment
• Three-dimensional learning shifts the focus of the science classroom to environments where students use core ideas, crosscutting concepts with scientific practices to explore, examine, and use science ideas to explain how and why phenomena occur.
Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM
Content and Practices Work together to Build Understanding: 3 – Dimensional Learning
• To form useable understanding, knowing and doing cannot be separated
• Scientific ideas are best learned when students engage in practices
• Allows for problem-solving, decisions making, explaining real-world phenomena, and integrating new ideas
Core Ideas
Practices
Crosscutting Concepts
Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM
Standards integrate core ideas, crosscutting ideas & practices
• “Standards should emphasize all three dimensions articulated in the framework—not only crosscutting concepts and disciplinary core ideas but also scientific and engineering practices.” (NRC 2011, Rec 4)
• A focus on 3 – dimensional learning.
Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM
How can we select materials aligned with the intent of the NGSS?
The EQuIP RubricI.Curricular alignment to the dimensions of the NGSS
II.Instructional Supports
III.Monitoring Student Progress
Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM
I. Curricular alignment to the dimensions of the NGSS
The lesson/unit aligns with the letter and spirit of the NGSS:
•Elements of the practice, CCC, and the DCI blend and work together to make sense of phenomena or problems.
Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM
II. Instructional Supports
The lesson/unit supports instruction and learning for all students:
•Purposefully engages students in multiple scientific and engineering practices blended with DCIs and CCCs.
•Developing deeper, more sophisticated understanding of the DCIs, CCCs, and practices by clearly progressing from what students already know toward deeper understanding of the three dimensions by providing sufficient supports and scaffolding throughout to elicit and build on students’ understanding.
Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM
III. Monitoring Student Progress
• Assessment is aligned to the blended DCIs, CCCs, and practices.
• Provides multiple opportunities for students to demonstrate achievement – especially formative opportunities as we move forward.
Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM
Lessons and units need to build across time
• The framework also stresses that ideas needs to build across time.
Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM
A word of caution
• You won’t find much right now• It will take time • Select with care