Getting to Know NGSS – Facilitator Materials

Facilitator Materials for Workshop 6: Overview of PlanningInstruction to Meet the Intent of the Next Generation of Science Standards (NGSS).

Part 1. Overview

  1. Where This Workshop Fits within the Big Picture of the Program

Now that participants have a clear picture about the NGSS from previous workshops, they are ready to plan instruction to meet the intent of the NGSS. In this workshop, participants will develop an understanding of how toplan instructionusinga 10-step process. After this workshop, participants will be ready to begin using the 10-step process to developlessons they can teach in their classrooms.

  1. Summary Description

In this workshop, participants will develop an understanding of how toplan instruction to meet the intent of the NGSS. The process includes 10 steps beginning with bundling related NGSS performance expectations (PEs), understanding the PEs and their components, developing learning performance (LPs), designing assessments, addressing related standards, building storylines, and rechecking. The workshop begins with exploring teachers’ ideas and introduces one way to support planning. The workshop takes approximately 75 minutes to complete.

  1. Learning Goals as Performances

At the end of this session, participants will be able to:

  • Explain the importance of using NGSS performance expectations for planning instruction.
  • Describe strategies and steps for planning instruction to meet the intent of the NGSS.
  1. Preparation for the Trainer
  • Complete Workshops 1 through 5.
  • Review the documents listed in the Materials List.
  • Prepare the room/physical setting to accommodate the participants.
  • Checkthe Internet connections and beam projector or smart-board for presenting PowerPoint slides.
  1. Materials / Materials list
  • PowerPoint slides: Overview of Planning Instructionto Meet the Intent of the NGSS (Workshop 6)

Handout for Planning Instruction to Meet NGSS Performance Expectations

  • Breakout Sessions I & II
  • Web access to NGSS
  1. Timing / Timeline

Approximate Length: 75minutes

  • Framing: 5 minutes
  • Activating Prior Knowledge: 10minutes
  • Conceptual Introduction and Interacting with Materials: 30minutes
  • Summary/Synthesizing Discussion: 15minutes
  • Reflection on Practices: 15 minutes

Part 2. Suggested Instructional Sequence – with Educative Tips for Leaders

The instructions in this section are not prescriptive but provide a guide to support trainers using this workshop. Display Slide 1 (title slide) on the screen as participants enter the room.

Slide 1.Title Slide

  1. Framing (5 minutes)

Review the learning goals and series of activities for this session.

Show Slide 2 State: In the previous sessions, we learned about disciplinarycore ideas, science and engineering practices, crosscutting concepts, and how to read the standards. Using this information, we will move to another important topic: “Planning Instruction to Meet the Intent of the NGSS.” The learning goals for this workshop are, “To explain the importance of using NGSS performance expectations for planning instruction” and “To describe the strategies and steps for planning instruction to meet the intent of the NGSS.”

This workshop will introduceideas about how toplan instruction to meet NGSSPEs using a 10-step process. You will be able to communicate the importance ofusing the performance expectations to plan for instructionto other teachers and stakeholders. In the next two workshops,you will take part in activities to plan instructionusing the 10-step process based on lessons you can teach in your classrooms.

Slide 2. Learning Goals

  1. Activating Prior Knowledge (10minutes)

Ask participants to discuss in a group of four to five using the following questions (Slide 3):

How would you expect students todemonstrate their understanding of the following Performance Expectation?

MS-PS1-5.Develop and use a model to describehow the total number of atoms does not change in a chemical reaction and thus mass is conserved.

How could you prepare students to demonstrate that they have met this PE? How would you assess their mastery of this PE?

Give each group a flipchart or a small whiteboard to write their ideas on, ask for the volunteers to share their ideas to the entire group.

Slide 3. Group Discussion

  1. Conceptual Introduction and Interacting with the Material (30 minutes)

In this section, you will provide conceptual knowledge about “How to use the NGSS performance expectations to plan instruction” using the Workshop 6PowerPoint slides.

  1. Implication of Performance Expectations (Slide 4)

Show Slide 4 and state: In the NGSS, standards are expressed as performance expectations (PEs). Each PE provides the learning goal and defines the actual performance for achieving this learning goal by the end of the grade or grade band. PEs are not curriculum, but provide guidance for designing instruction to help our students meet the intent of the NGSSeach school year.

Slide 4:Implication of Performance Expectations

  1. PlanningInstruction to Meet NGSS PEs (Slide 5)

Show Slide 5 and state: Developing the proficiency described in any PE will require that students experience the DCIs integrated with various science and engineering practices and crosscutting concepts. Similarly for students to gain proficiency in the use of science and engineering practices, they need to use the practices with a variety of DCIs and crosscutting concepts. In this way students will build useable, integrated understanding of the DCIs and crosscutting concepts and proficiency in using the practices.

A good way to think about how to plan instruction to meet performance expectationsis that one lesson will not supply enough supportfor students to build the depth and integration of usable understanding required in a performance expectation. Thus, we need to scaffold the development of understanding expressed in the PEs. First we need to consider ideas expressed in a “bundle” of PEs (by this we mean “several related PEs”), which will need to be carefully developed in multiple lessons over time. In addition, we need to consider prior PEs that serve as the foundation for the current bundle of PEs for which we are planning instruction.

Slide 5:Planning Instruction to Meet NGSS PEs

Introduce Activity 1 to help participants develop a deeper understanding of the prior PEs that serve as the foundation for the current PEs.

Slide 6:Activity 1

  1. PlanningInstruction to Meet NGSSPerformance Expectations (Slide 7 & 8)

Show Slide 7and state:Here we propose a 10-step process to guide teachers in developing a series of lessons to build student proficiency in a bundle of related PEs. This process was developedat Michigan State University, along with colleagues from the Michigan Department of Education, and members of the NGSS Lead State Internal Review Team. Let’s take a careful look at these 10 steps. In the next two workshops, we will apply them as we develop lesson plans.

Step 1: Select performance expectations that work well together –a “bundle”of related PEs – to promote proficiency in using the ideas expressed. Often the bundle will include PEs from a single NGSS topic (see topic arrangement) or DCI (see DCI arrangement), but a bundle could draw in PEs from other topics or DCIs.

Step 2: Inspect the performance expectations, clarification statements, and assessment boundaries to identify implications for instruction.

Step 3: Examine DCI(s), science and engineering practices, and crosscutting concepts coded to the PEs to identify implications for instruction.

Step 4: Examine closely the DCI(s) and PE(s). What understandings need to be developed? What content ideas will students need to know? What must students be able to do? Take into consideration prior PEs that serve as the foundation for the cluster of PEs the lessons will address.

Step 5: Identify science and engineering practices that support instruction of the core ideas. Develop a coherent sequence of learning tasks that blend together various science and engineering practices with the core ideas and crosscutting concepts.

Slide 7: 10-Step Process for Planning Instruction to Meet PEs

Show Slide8 and state:

Step 6: Develop learning performances. Learning performances guide lesson development to promote student learning; they build to the level of understanding intended in the bundle of performance expectations.

Step 7: Determine the acceptable evidence for assessing learning performances, both formative and summative.

Step 8: Select related Common Core Mathematics Standards (CCSS-M) and Common Core Literacy Standards (CCSS-L).

Step 9: Carefully construct a storyline to help learners build sophisticated ideas from prior ideas, using evidence that builds to the understanding described in the PEs. Describe how the ideas will unfold. What do students need to be introduced to first? How would the ideas and practices develop over time?

Step 10: Ask: How do the task(s)/lesson(s) help students move towards an understanding of the PE(s)?”

Slide 8:10-Step Process for Planning Instruction to Meet NGSS PEs

  1. Summary and Synthesizing Discussion (15minutes) (Slide 9)

Make sure that each participant has the handout: “Planning Instruction to Meet the Intent of the NGSS”. Explain that we will be using an electronic version of this handout in the next two workshops to record group work. Ask participants to read and think carefully about each step of the“10-step process for developing lessons” described in the handout.” Use the“question and answer pair” technique to develop an understanding of the process

Read:Carefully read the10-step processfor planning instruction to meet the NGSS performance expectations and write down (at least two) questions you have about process.

Pair:Ask each participant to pair with their shoulder partner.

Q/A:Take turns: one participant asks his/her questions and another participant responds to the best of his/her knowledge. Switch roles.

Slide 9:Question and Answer Pair

E.Reflection on Practices (15 minutes)

Ask participants to pick one topicor DCI related to their teaching. Bundle related PEs. Describe the steps for developing instruction to help students meet thosePEs.

Slide 10:Reflection on Practices

Part 3. Reference material

  1. Outside references/ additional materials
  1. Video segment examples
  1. Links to references/more complete information