NGSS EQuIP RUBRICSMD EPO PD

Part 1: Alignment to NGSS

March 18, 1:00-2:00 pm ET

Hilarie B Davis, Ed.D.

Bradford Davey, Ed.D.

TLC Inc.

The Goal

If implemented properly,• the NGSS will lead to coherent, rigorous instruction that

will result in• students being able to acquire and apply scientific

knowledge• to unique situations and • to think and reason scientifically

The purpose of these webinars is to investigate...

The EQuIP Rubric

Recognize

Transform

Create

NGSS Lesson and Units

NGSS Three Dimensional Learning

EQuIP

Educators Evaluating the Quality of Instructional Products• Provide constructive feedback to developers• Provides a tool for thinking about existing lessons and how to

improve them• Can be used as a guide to plan new lessons and units• Not really even a rubric in the sense of articulating criteria

and describing levels of quality. They say rubric “scoring guides” will be developed eventually

• One of a several EQuIP tools created by Achieve http://www.achieve.org/

• Be explicit about disciplinary core ideas, practices, and cross-cutting concepts (3D learning)

• Organize lessons into a coherent whole so students want to know more

Alignment to NGSS

• Keep the end in mind (performance expectations)

• Know the order in which most people develop ideas (learning progressions)

• Build on students’ prior knowledge

• Develop investigations, questions or challenges that engage students with 3D learning

Instructional Supports

Collect data all along the way on how students are learning so they know and you know• Self-assessment• Formative assessment• Summative assessment

Monitoring Student Progress

Evaluating for Alignment with Three Dimensional Learning

What is three dimensional learning?

Shifts the focus of the classroom to having students explore, examine, and use scientific ideas• Disciplinary Core Ideas• Crosscutting Concepts• Scientific and Engineering Practices

Lessons must provide opportunities for students to construct and use specific elements of each dimension to:• Make sense of phenomena and/or design solutions• Explicitly state the elements of each dimension• Clearly point out how students use those elements

Practice – Water Cycle, grades 6-8

WaterCycleUnitFinal p. 8-16

Practice – Earth Systems Evolution

EarthSystemsEvolution_Gr9-12

Evaluating for Coherence

Is the unit coherent?

a. How do the lessons fit together to coherently develop student proficiency in a set of performance expectations?

b. How does each lesson link to the others creating a need to know or interest in each lesson?

c. How do the lessons develop connections between different science disciplines? (if appropriate)

d. How do the lessons provide grade-appropriate connection(s) to the Common Core State Standards in Mathematics and/or ELA, and/or State Science or Math Standards?

Practice – Water Cycle

WaterCycleUnitFinal pp.3-4, 5-7 Inquiry-Application Instructional Model, p.49

Watershed Unit Reasoning Tools Pathways Tool (p.42, 43) Drivers and Constraints (p.44, 47)

Conclusions• Three-dimensional learning is powerful, achievable but

not yet common in curriculum materials• EQuIP can help identify true three-dimensional learning

where the three dimensions work together rather than treated as separate learning goals

• EQuIP can help identify the curriculum coherence needed to make science practice meaningful rather than rote skills, and build connections across science strands

Please complete evaluation

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Contact Info

Hilarie Davis

Hilarie@techforlearning.org

Brad Davey

Brad@techforlearning.org

For further reading

http://www.achieve.org/EQuIP

Schwarz, C. V., Reiser, B. J., Davis, E. A., Kenyon, L., Achér, A., Fortus, D., et al. (2009). Developing a learning progression for scientific modeling: Making scientific modeling accessible and meaningful for learners. Journal of Research in Science Teaching, 46, 632-654.

http://www.umt.edu/watertools/teaching_materials/default.aspx

http://www.umt.edu/watertools/learning_progression.aspx

EQuIP Rubric Webinar Series Wednesdays 1:00-2:00 pm ET

March 4 Part 1 – Alignment to the NGSS

March 18 Part 2 – Instructional Support

April 1 Part 3 – Monitoring Student Progress

April 15 Part 4 – Evaluating More Lesson(s)