Bundling for Performance: Grouping the NGSS Performance Expectations

Bundling for Performance: Grouping the NGSS Performance Expectations

Bundling for Performance: Grouping the NGSS Performance Expectations to Enhance Student Comprehension Washington Science Teachers Association Conference October 24, 2015 Peter J. McLaren Director State and District Support for Science Achieve, Inc.

Introductions and Overview Role of Course Maps Looking at Connections Bundling How can NGSS Evidence Statements be used to support the bundling process? Where can you find resources to support the process? NRC Framework, 2012, p.218

Standards and performance expectations that are aligned to the framework must stake into account that students cannot fully understand scientific and engineering ideas without engaging in the practices of inquiry and the discourses by which such ideas are developed and refined. At the same time, they

cannot learn or show competence in practices except in the context of specific content. Common Misconception Each performance expectation is discrete and needs to be taught separately from other performance expectations.

Organization of the NGSS Performance Expectations

From kindergarten to grade 5, the NGSS are organized by grade level, Each grade has a set of performance expectations No need to create pathways Grades 6 to 12, the NGSS performance expectations are organized by grade band, PEs in these grade bands are not assigned to any specific grade PEs must be organized into courses

Secondary courses and PEs are handled differently across the nation. As states and districts implement the NGSS Important to consider how these grade banded PEs can be organized into courses SoHow Do We Do This? Appendix K Model Course Maps

Released in 2013 the course maps are based on the structure of the NRCs Framework Models demonstrate how the performance expectations for middle school and high school can be arranged in multiple ways in a sequential and cohesive manner into courses.

Middle School Model Course Map 1. Model course maps are starting points, not finished products. 2. Model course map organization is built on the structure of the Framework. 3. All Standards, All Students.

4. Model course maps are not curriculum. 5. All Scientific and Engineering Practices and all Crosscutting Concepts in all courses. 6. Engineering for all. ***The Model Course Maps are just a few examples of the many course maps that can be developed. Educators are encouraged to develop their own maps depending on their district or schools course structure.

Course Maps Dont Do It All Model Course Maps help support the development of secondary course structures, BUT they do not address how to organize

standards within a course. SoHow Would You Do It? How Would You.. organize standards into units of study? use the standards to engage students

around a phenomenon or problems? Ill Give You A Hint Create a Bundle From Mirriam Webster: bundle Noun | bundle | bn-dl

: a group of things that are fastened, tied, or wrapped together : a group of things that are together or are associated with each other in some way : a person who has a lot of some quality or who is known for a particular kind of behavior What is bundling? Bundling refers to organizing performance expectations or

parts of performance expectations into groups based on shared characteristics in order to facilitate comprehension of an overall process or concept. Goal: student understanding of the performance expectation will build over time through the context of the focused concept. allow students to gain a deeper understanding of the concept

Students build proficiency toward the performance expectation. What Does Bundling Do? Bundling the performance expectations allows educators to have instructional goals for each unit helps to facilitate formative assessment of student proficiency toward the performance expectations

throughout the course. Bundling of Standards Will provide educators with target performance expectations and instructional goals at the unit level, Provide opportunities to create three-dimensional lessons Gauge student understanding and proficiency during the progression of the course.

Dispel the misconception that each standard is taught separately and distinct from one another. Lets Look At An Example Simple Bundle MS-LS1-7. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as

this matter moves through an organism. MS-PS1-5. Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. What are NGSS Evidence Statements? Evidence statements provide detail on how students will use the

- practices, - crosscutting concepts and - disciplinary core ideas together to demonstrate proficiency on the PEs. The Purpose of Evidence Statements Describe what teachers or assessors would

observe (not infer). Provide specific, observable components of student performance that would demonstrate integrated proficiency for 3-Dimensional Learning, including: practice to demonstrate understanding of the disciplinary core ideas (DCIs) through the lens of the crosscutting concepts (CCC).

Structure Organized by Scientific and Engineering Practice Integrate all dimensions Developed specifically for the Performance Expectations Simple Bundle MS-LS1-7. Develop a model to describe how food is

rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. MS-PS1-5. Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. MS-LS1-7 and MS-PS1-5 MS-LS1-7 and MS-PS1-5

Questions so far? Classroom Example Middle School (Patrick Goff Fayette County Schools, KY) 1) Decide on the PE Bundle that you want to use. (Natural Hazard Unit) 1) 08-ESS3-2. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.

2) 08-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.* 2) Decide on a phenomena we wanted to center this unit around. 3) Once decided on the above two items, look at the corresponding Evidence Statements to get a sense of the expectations for the student proficiency levels for the PEs. Classroom Example Middle School

Classroom Example Middle School 4. Team collaborated on culminating assessment. 5. Assessment was compared to the Evidence Statements to see what types of observable evidence would be demonstrated. 6. After this, begin the design of the instructional process, making sure to consult the Evidence Statements as the process went

on. Classroom Example Middle School 7. Once the instructional sequence is completed, review to see if it will provide opportunities for students to provide observable evidence. Evidence Statements are Not

descriptors of teacher practice (i.e. prompts, techniques) descriptions of increasing levels of cognitive difficulty, Depth of Knowledge levels, or varying levels of student proficiency (e.g., using the first category as the least difficult or first stepping stone for developing student proficiency). a checklist that denotes the ordering of steps in a students performance. instructional strategies or steps in a classroom activity.

sufficient to replace lesson plans or assessment items scoring rubrics limits on student coursework How Evidence Statements can be used Instruction Important! Evidence statements detail what students should be able to do at the end of instruction. Evidence Statements should NOT be used to plan instruction,

but they can be used to validate instructional plans. NGSS PEs and the corresponding evidence statements are not a substitute for day-to-day lesson goals that drive the learning process. Although evidence statements are listed individually for each performance expectation, this does not indicate that they should be measured individually, or that performance expectations should be taught or assessed individually. Think BUNDLING!

Questions so far? What Are Some of the Ways You Could Bundle? By DCI By Practice To Explore Phenomenon and

Problems By Crosscutting Concepts Classroom Example Crosscutting Concept Systems in 4th Grade - From Molecules to Organisms: Structures and Processes 4-LS1-1 Construct and argument that plants and

animals have internal and external structures that function to support survival, growth behavior, and reproduction. 4-LS1-2 Use a model to describe that animals receive different types of information through their sense, process the information in their brain, and respond to the information in different ways.

Classroom Example DCI Organization 4-PS3-2 Make observations to provide evidence that energy can be transferred from place by sound, light, heat, and electric currents. 4-PS3-4 Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. Energy might include developing or using models of circuits (transfer of energy by

electric currents) identifying the circuit as a system Now, how comfortable do you feel about the concept of bundling? ly me e tre bl

Ex rta 3. mfo co at wh me ble So rta 2. mfo

co ll ta t a ble No rta 1. mfo co

Model Content Frameworks anticipated release January, 2016 Model Content Frameworks To address the needs of educators, the Model Content Frameworks were created to show educators examples

of how bundling works within courses and how it can aid in the process of curriculum development. Model Content Frameworks Are not intended: to be curricula or lesson plans To prescribe how educators should teach. do not limit how many times a performance expectation can be

included in a course or a grade range do not limit the practices that can be used in each unit to the practices that appear within a certain performance expectation. Educators are encouraged to incorporate additional practices beyond the ones explicitly stated in the units performance expectations, and thus the section for additional suggested practices is included. Model Content Frameworks ARE intended:

show educators how to bundle performance expectations into units with instructional goals for each unit. It is up to the educators how they wish to meet those goals. provide EXAMPLES of how to bundle performance expectations educators are encouraged to use them as models to develop their own. Bundling will be different for each district or school depending on the context and the courses taught.

Storyline/Narrative: This section outlines the rationale behind the breakdown and bundling of the PEs in the course. Unit: This section identifies the unit names that each bundle of PEs has been placed into. Unit:

Unit: Unit: Bundle Description/ Rationale: This section explains the goal of each unit and how the unit ties into the overall course narrative. Bundle Description/ Rationale:

Bundle Description/ Rationale: Bundle Description/ Rationale: Proficiency Proficiency

Proficiency Proficiency PEs ES This column lists the bundle of PEs for the

unit This column lists whether students will be completely or partially proficient in the entire PE by the end of the unit. Partial proficiency is associated with sections of the PEs evidence statement.

Additional Suggested Practices: This section suggests additional practices. It shows educators how they can integrate multiple PEs, including engineering standards, in the instruction toward each PE. PEs

ES Additional Suggested Practices PEs ES Additional Suggested Practices

PEs ES Additional Suggested Practices Where can I find them? Nextgenscience.org/resources

Summary Bundling Performance Expectations amplify student understanding NGSS Evidence Statements provide observable evidence that can be used to help in the bundling process. Evidence Statements are not lesson plans! Model Content frameworks will help inform

educators in the process of bundling. Final Thoughts Ask yourself the question, Am I engaging in topics or am I engaging in phenomena and authentic problems Provide opportunities for students to make their thinking visible Dont necessarily teach they way you were

taught. Memorization vs Engagement Have a Joe DiMaggio Day Questions? Contact Information

Peter J. McLaren Director of State and District Support - Science [email protected] @peterjmclaren www.nextgenscience.org

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