Uncovering Student Thinking in Science: Part 1
Instructor: Jennifer Sheffield
Audience: Classroom Teachers, Instructional Coaches interested in science instructional practices
Grade Levels: K-8
Time: 1.5 Hours
Prerequisites: None
About this Course: How can we move our students from passively “learning about science” through readings and canned lab experiments to actively thinking, talking, and writing like scientists using phenomena-based instruction?
In Part I, participants will:
Examine their mindset towards science instruction
Discern the differences between knowing science vocabulary and actually understanding science concepts
Re-vision the scientific method
Gain practical knowledge of how to navigate the Next Generation Science Standards (NGSS) online.
We’ll look at what the NGSS 3-Dimensional Learning Framework means in a simple-to-understand way, including using Evidence Statements to design instruction and assessments and how to find existing NGSS storyline lesson plans.
Learning Intentions/Targets:
Participants will examine their current mindset about science education and how science instruction is delivered in the classroom.
Participants will be able to discern the difference between knowing about science content and actually understanding scientific concepts.
Participants will gain knowledge of how to effectively use the Next Generation Science Standards (NGSS) and ancillary documents available online, such as the Evidence Statements.
Materials Needed:
Laptop or Chromebook with internet connection
*Optional for use throughout the school year*
Access to Allen Co. district copies of the “Uncovering Student Thinking” book series from NSTA Press (or online access) for reproducible standards-aligned formative assessment prompts across all NGSS Disciplinary Core Ideas (life science, physical science, Earth science, etc.) for use in the classroom.
Science Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction, and Learning, Page Keeley, Corwin and NSTA Press, 2008.