revised draft ma science & technology/ engineering standards overview december, 2013
TRANSCRIPT
Revised Draft MAScience & Technology/ Engineering Standards
OverviewDecember, 2013
Why revise?
Full set of standards last developed in 2001
STE contributes to college & career readiness
Student preparation for STEM-focused jobs and postsecondary opportunities
Supports State STEM Plan; Governor’s STEM Advisory Council
Articulation with newly revised AP exams
Supports implementation of Model Curriculum Units and Educator Evaluation initiatives
Reinforces mathematics and literacy standards
Shifts in the draft STE standards
Preparation for post-secondary success
Coherent progressions of learning (practices and concepts)
Integration of practices with concepts
PreK-8 integrated, grade-by-grade standards
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Scientific & Technological LiteracyThe overarching goal of our framework for K-12 science education is to ensure that by
the end of 12th grade, all students have some appreciation of the beauty and wonder of science; possess sufficient
knowledge of science and engineering to engage in public discussions on related
issues; are careful consumers of scientific and technological information related to their everyday lives; [and] are able to
continue to learn about science outside school.
(Framework for K-12 Science Education, NRC, 2012, p.1, emphasis added)
Essential Competencies: LearningStudents who are college and career ready in Science and Technology/Engineering will demonstrate the academic knowledge, skills, and practices necessary to enter into and succeed in entry-level, credit-bearing science, engineering or technical courses; certificate or workplace training programs requiring an equivalent level of science; or a comparable entry-level science or technical course at the institution.
That lead to “economically viable career paths” (MA ESE & DHE, 2/26/13; www.doe.mass.edu/boe/docs/2013-02/item1.html)
Developed with support of the Department of Higher Education That also allow for, but may not be a complete preparation for,
postsecondary STEM degrees and majors We will be checking on this over the next year…
College & Career Readiness
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Essential Competencies: LearningStudents who are college and career ready in Science and Technology/Engineering will … be academically prepared to:
• Analyze scientific phenomena and solve technical problems in real-world contexts using relevant science and engineering practices and disciplinary core ideas.
• Use appropriate scientific and technical reasoning to support, critique, and communicate scientific and technical claims and decisions.
• Appropriately apply relevant mathematics in scientific and technical contexts.
College & Career Readiness
Science & engineering practices
1. Asking questions and defining problems2. Developing and using models3. Planning and carrying out investigations4. Analyzing and interpreting data5. Using mathematics and computational
thinking6. Constructing explanations and designing
solutions7. Engaging in argument from evidence8. Obtaining, evaluating, and
communicating information
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CCR Evidence Practices are essential
ACT (2011) College Board (2001); AP redesign Conley (2005) Employer surveys
Not an agreed-upon set of HS science content Depth over breadth, independent of subject
(Tai et al, 2005, 2006) Importance of mathematics (Sadler & Tai,
2007) All agree practices devoid of content is
not appropriate!
Coherent progressions of learning Vertical alignment through
progressions of practices and concepts
Draws on learning progression research A Framework for K-12 Science Education (NRC, 2012) Learning Progressions in Science: Current Challenges and
Future Directions (Alonzo & Gotwals, 2012) Learning Progressions in Science: An Evidence-Based
Approach to Reform (CPRE, 2009) 10
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Coherent progressions PreK-HS
Turn and talk (1) Choose an aspect of the progressions for
core ideas and practices
Do you feel they represent coherent progressions of learning?
Do the high school level practices reflect the types of skills students need for post-secondary success?
Integration of practices & content Importance of opportunities to engage in
practices in authentic contexts Increased mastery of sophisticated subject
matter Increased interest in STEM
America’s Lab Report (NRC, 2005) Opportunity to Learn Audit: High School Science
(Rennie Center, 2008)
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Findings from America’s Lab Report
Typical Lab Practice Content Mastery
No better or worse than other modes of instruction
Scientific Reasoning Aids development of
some aspects Interest in Science
Some evidence of increased interest
Integrated Dimensions
Content Mastery Increased mastery of
subject matter compared to other modes of instruction
Scientific Reasoning Aids development of
more sophisticated aspects
Interest in Science Strong evidence of
increased interest
Findings from Opportunity to Learn Audit (MA Science)
MA schools with higher performance in science: Had more science funding, materials, and real-
world experiences for students (ES-HS) Provided more science course options (HS) Offered enrichment opportunities, peer
tutoring, or science-related partnerships with universities (HS)
Had more teachers who specialized in science (ES-HS)
Provided science teachers more preparation time (HS)
Spent more time on elementary science (ES) Had school leadership who supported science
(ES) Had greater parent involvement & advocacy for
science (ES)
Integration of practices & content
5-PS3 Energy
5-PS3-1. Use a model to describe that the food animals digest: a. contains energy that was once energy from the sun, and b. provides energy and materials for body repair and growth, motion and body warmth, and reproduction. [Clarification Statement: Examples of models could include diagrams and flow charts.] [Assessment Boundary: Details of photosynthesis or respiration are not expected.]
Articulates expected
performance/demonstration
Does not limit curriculum and instruction to the included practice
MA strand maps
Arrows highlight conceptual connections (needed for learning);
not curricular connections
Turn and talk (2) Review the standards of one elementary
grade
In what ways do the disciplines support and rely on each other?
In what ways to the standards connect to math and literacy?
Consider conceptual and curricular connections
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PreK-8 grade-by-grade standards Grade-specific standards support:
Collaboration and sharing across districts on curriculum, district determined measures, etc
Consistency when students move schools/districts
All 4 disciplines in each grade encourage integrated instruction
Pre-K developed by EEC
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High school model
Maintain current model of course choices, flexibility for different pathways
Ensure all options lead to student development of science & engineering practices by end of 3 years of lab science (MassCore)
Continuing to work on the HS model with DHE and others
Implications for teaching
Shifts in revised standards Shift in curriculum & instruction
Organized around core explanatory ideas
The goal of teaching needs to shift from facts to explaining phenomena
Central role for science and engineering practices
Inquiry- and design-based teaching is not a separate activity; all STE learning should involve engaging in practices to build and use knowledge
Coherence: ideas and practices build across time and between disciplines
Teaching involves building a coherent storyline across time
Source: Brian Reiser, Northwestern University, 2013
Turn and talk (3) Consider the implications of the draft
revised standards for curriculum and instruction
What aspects of the draft revised standards do you value?
How might your district/organization use the standards?
A multi-stage (multi-year) process
Pu
blic D
raft
State Revision ProcessMA STE Review Panel & NGSS Advisory Group
www.doe.mass.edu/STEM/review.html
2009 2010 2011 2012 2013 2014 2015-16
www.nextgenscience.org
www7.nationalacademies.org/bose/Standards_Framework_Homepage.html
Adoption
To do before adoption
STEM pathways; implications for HS course sequences and/or upper-level courses
Edits based on input (should be refinements; this version is close)
Develop Framework materials
Post model curriculum units
Next steps for MA standards
Public draft through 2014-15 Use for planning; PD, curriculum Try out standards in curriculum & instruction Use to inform educator goals, district
determined measures Move to official public comment and
adoption process 2015-16 Add additional Framework materials
Multi-year implementation/transition period (including MCAS) after adoptionwww.doe.mass.edu/boe/docs/2013-10/
item2.html
Based on NGSS
MA participated as a Lead State in NGSS development (26 states total)
www.nextgenscience.org Significant and ongoing input from state
Core ideas, practices, and coding system in MA draft are consistent with NGSS
Specific wording & HS model differ
What does MA value in NGSS?
Progressions of DCIs and practices Integration of concepts and practices in
standards Move to grade-by-grade standards Inclusion of engineering Explicit links to math and ELA standards Conceptual focus Benefits of commonality across states
Why adapt NGSS for MA?NGSS MA Adaptation
4 dimensions 2 dimensions
Broadly written; inconsistent interpretation
Balances broad concepts with specificity to inform more consistent interpretation
MS grade span MS grade-by-grade
Engineering design as occasional application of science
Technology/Engineering as a discipline
No CCR definition; all HS courses expected
Define CCR; maintain HS options
NGSS construction
Standard and foundation boxes indicate what is to be learned
MA adaption of NGSS (proposed)
Standards should be able to stand on their own without need for significant interpretation
Much is consistent with NGSS
Coding system of standards Allows teachers and districts to find and use
NGSS-aligned resources created elsewhere Disciplinary Core Ideas Science and Engineering Practices K-5 standards kept in the grades NGSS
assigned them to
Thank you!Questions or Comments
Jake Foster781-338-3510
Joyce Bowen781-338-3540
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