Oregon Science Project’s Next Generation Science Standard Hybrid Professional Development:
Phenomena, Talk, and Formative Assessment for Equity
Western Oregon University
Fall 2017/Winter 2018
Facilitators:
Ben DeCarlow ben.decarlow@hermiston.k12.or.us
Sandra Rice sandra.rice@hermiston.k12.or.us
Course Description:
In this interactive hybrid course the Oregon Science Project seeks to build capacity and community for science leadership in Oregon by bringing together educators to engage in the deeper discussion of what it means to teach and learn science as envisioned by the NGSS. Emphasis is on understanding the NGSS through current research on how students learn and how to teach the three dimensions of the NGSS as outlined by the National Research Council Framework. This course will utilize an online platform and have a focus on phenomenon, student discourse and three dimensional assessment strategies while being culturally responsive. This course is geared toward K-12 educators throughout Oregon.
Course Goals:
As a result of this course students will
Course Location and Login Information:
This course is a hybrid interactive course hosted by the Oregon Science Project facilitators. Class will be held online in 1-hour sessions. Since coursework must be completed and submitted online, you will need to own or have regular access to a computer with an Internet connection, speaker and a microphone, or a phone for call-in.
Textbooks/Classroom Resources:
The required textbooks for this course will be provided and are:
Next Generation Science Standards and Appendices
Framework for K-12 Science Education
Various Articles (provided) Other materials for this class will be available online. Additional materials will be distributed as course handouts and links at sessions.
Assignments and Grading:
Participants will engage and complete five content modules. Each module will have a series of topics that will be composed of individual work, group discussions and final individual reflections. Participants are required to engage in online discussions, providing constructive feedback and asking questions to further each other’s learning. Participants are graded on all assignments, online discussions, task-analysis, and end of topic surveys. Participants will engage in 6 hours real time with other educators in dialogues, and up to 12 hours of work on their own time connecting the work to their practice.
Course Schedule
Modules - All modules include sub topics composed of Individual Work, Group Reflections and Discussion, and a Final assessment survey.
Module #1
Discovering tools and building collaborating teams.
Topic: Why Teach Science?
Topic: Why Teach Science in Our Community?
1 hour contact
2 hours individual
Module #2: Phenomena & Equity
Topic: How Science Works
Topic: Science as Process
Topic: Phenomenon
Topic: The Process of Science in the Classroom
1 hour contact
2.5 hours individual
Module #3: Phenomena & Equity
Topic: Making Thinking Visible through Productive Discourse in the NGSS Classroom
Topic: Equity in the Framework & NGSS-Inspired Classroom
1 hour contact 2 hours individual
Module #4 Talk & Equity
Topic: Why Is Science Talk Important?
Topic: How Do We Increase Student Science Talk?
Topic: What Does Science Talk in the Classroom Look Like?
1 hour contact 2 hours individual
Module #5: Formative Assessment for Equity
Topic: Formative Assessment in the NGSS Classroom
Topic: High Leverage Practices and Formative Assessment
1 hour contact 2 hours individual
Module #5: Formative Assessment for Equity
Topic: Culturally Responsive Formative Assessment
Topic: Integrating the NGSS Practices into Assessment Tasks
1 hour contact 2 hours individual
Respect for Diversity
In this course, class discussions, projects/activities, and assignments will challenge students to think about and be sensitive to the impact of cultural, religious, gender, race, socioeconomic, physical and cognitive ability, and sexual differences. Students will be encouraged to develop or increase their respect and understanding of such differences.
Academic Misconduct
Certain student behavior will result in the lowering of the course grade by at least one grade level. These behaviors include, but are not limited to: dishonesty (including cheating, plagiarism, or knowingly furnishing false information), intentional disruption, obstruction or interference with the process of instruction.
Students with Disabilities
Appropriate accommodations will be provided for students with documented disabilities.