Welcome! Please feel free to use the chat to pose questions for our panelists!

A very important and helpful report !

I hope so -- very much a collective effort-- thanks!

Hello Everyone

YAY NGSSCHAT

Would love to see everyone on NGSSchat :)… wonderful community of educators- very appreciative of them!

Feel free to post questions in the chat as we go-- we will monitor and revisit those in the Q&A.

Special Issue: https://www.tandfonline.com/toc/uste20/32/7

Will there be another special issue of NGSS that people can submit to?

How do you help teachers to understand the difference and purpose of each of the elements of the storyline?

Science is an intrinsically social endeavor so students must engage in that social element to learn in authentic ways.

What is an example of an “open ended question?”

Love this way of framing sci & language from the SCALE project - “Specialized language is a product of learning the science, not a prerequisite.”

Is it SAIL or SCALE?

How do you encourage teachers who might not feel confident in science in being flexible in their approach?

SAIL

Okhee says it’s ok if I don’t spell correctly as long as I have the right idea.

Sorry about the typo…

LOL!

Thanks for the questions posed so far. Feel free to drop q’s in the chat along the way and I’ll work to highlight as many as possible during out Q&A

https://www.nyusail.org/curriculum

As Brian wrote, precision of disciplinary meaning comes first before precision of language. In other words, language in service of disciplinary meaning, or ideas first (something to talk about).

Special greetings from Colombia, South America, and congratulations for the articles and the work done by the team and especially for the article by Emily Miller.

Jairo, thank you for joining from Colombia!

Link to report: https://www.nap.edu/catalog/26215/science-and-engineering-in-preschool-through-elementary-grades-the-brilliance

I am the Director of STEM Education for University of Southern California’s Joint Educational Project (an informal STEM educator) and I run STEM education program for low-income elementary students of color in Los Angeles and I’d love to work with some of these researchers and educators

I see the SAIL emphasis on having students use their own language really resonant with that 4th approach of changing what we see as science. Science isn’t just fancy terms, we can do alot of our science in our everyday languages

@ Betsy I would like to hear more about justice movements in elementary materials? Will you please provide an example to help me understand?

@Betsy Davis- I’d love to connect with you. https://www.linkedin.com/in/dieuwertje-kast/

@James One example is related to the Flint water crisis -- Natalie Davis' work. I'd have to dig up the reference but we talk about it in the report. https://www.nap.edu/catalog/26215/science-and-engineering-in-preschool-through-elementary-grades-the-brilliance

@James Another example is the awesome COVID units BSCS, OpenSciEd, Learning in Places, and others developed!

Thank you, I will dig in to learn more...Do you recall which chapter the Flint (my home town) work is in?

We have a 5th grade unit that uses the Flint Water Crisis and local access to clean water as the phenomenon for understand interacting ecological systems. That is in ML-PBL

@James Box 4-1 and throughout chapter 4 and also elsewhere in the report.

@James, start on page 90 of the full PDF.

I am a middle school and high school science teacher from WA state. I have field tested OpenSciEd middle school and HS units with my students. I benefited greatly from the multiple cycles of professional development to implement these units successfully and shift my practice to be more aligned to NGSS. My concern is that teachers will implement NGSS-aligned Open Education Resources (OER) without receiving proper professional development, limiting the effectiveness of the curriculum. How do we scale up professional learning opportunities to support teachers who want to use OER NGSS-aligned curriculum such as OpenSciEd?

Agreed William, I have see this happen firsthand, teachers get very overwhelmed implementing OpenSciEd for the first time without Professional Learning

The only way we can make progress is as a community.

Thank you @Betsy and @Emily...and @James(?)

"Learning while teaching"

Stole that from Dr. Reiser :)

Are there resources that exist to support that reflection?

The OSE - OpenSciEd- Teacher Handbook would be a great resource

Curriculum materials like this require professional learning for teachers-- what about preservice teachers? How can science teacher educators grapple with not knowing what materials our students will eventually be expected to understand and implement?

Thank you!

Teachers deserve the highest quality professional learning to support the implementation of HQIM. Carnegie Corporation published The Elements of Curriculum-Based Professional Learning to help provide guidance. OpenSciEd's PL design is one of the examples highlighted in the report. www.carnegie.org/elements

We sometimes call this a "multiple track agenda" --- learning ABOUT the units, but also learning to teach WITH the units, and learning to use the instructional routines FOR the benefit of the students' understanding.

@ASTE, in Michigan new teacher prep standards are being developed designed from 3 dimensions of NGSS. The hope is that they will push colleges of ed to work more collaboratively with science

@Okhee, I hadn't thought about that shift in teacher's role!

I agree strongly with how Emily framed this and Okhee is building on. We need to be honest with our teacher partners - there is no off the shelf solution to most of these goals. The research says we should try to do 3D learning, we should try to support science practices. We have some ideas about how to get started. But you guys know stuff that we don’t know and we need to work together to figure out how to make this work.

^^^

@Brian, your pragmatic recommendations for how we talk with teachers about curriculum is valued and appreciated.

Emily's example birds phenomenon and Brian's related phenomena ideas both speak to localizing

Teachers also have their own lived experiences and passions to bring to curriculum/classroom/students

Agreed Hannah

Teachers learn by building on their own knowledge and experiences :-)

https://www.amnh.org/learn-teach/curriculum-collections/five-tools-and-processes-for-ngss

https://bscs.org/resources/educator-resource-center/nextgen-time/

Would love to see a paper that we can use with teacher who are still holding on to textbooks as their guide. Maybe a title like "What the textbook doesn't offer...." ---(Not bashing textbooks, but they don't seem to include the elements we're talking about - storyline, discourse, evidence driven learning, etc.)

Thanks Trish. The establishment of teacher learning communities around this teacher growth is vital.

How can we help teachers see that this isn't just another "fad" that is going to phase out in a few years to help build that buy in?

Amen to that!!!

Yes!!!

YES, Helen!!!

@James I would love to talk with you about this. Cindy Passmore and I are writing a paper for teachers intended to get them to think about what we have traditionally meant by “rigor” in science, and how NGSS asks us to think about it.

+1 +1 +1 Helen!

Yes! Thank you Helen! This is a constant challenge for those of us who work on writing curriculum and training teachers.

YES, YES, YES!

Yes, Helen! Many elementary students have limited learning in science.

@Brian, Yes! My colleague Jessica Ashley wants to join in on this effort too!

@Trish, your reminder that the projects in the special issue were all well-funded and were able to bring resources to enable shifts in the places where we have worked directly. I think that’s important to recognize, but I don’t think the answer is to figure out how to be successful in low-resource environments. Instead, I think we need to stand up and argue for the resources that our students and teachers deserve.

Amen to elementary science!

The Brilliance & Strengths report takes up this issue of instructional time in elementary, a lot. https://www.nap.edu/catalog/26215/science-and-engineering-in-preschool-through-elementary-grades-the-brilliance

Collaborate = Co labor

Becky I may point to Okhee's example about the Framework and phenomena and also Betsy's sharing of that new research out of the NAS.=--- meaning we are evolving our thinking as new research comes out - but we are keeping our cause to serve ALL kids at the center.

@Danny - yes!!! Teachers and students deserve these resources

Thanks Tricia, I like that framing- focus on the student centered aspect and other things are evolving and changing.

@Danny- I totally agree. In the meantime, I hope teachers find communities to begin the work while we do the work to advocate for funding as a community

Thank you for attending! If you'd like to receive JSTE and have an opportunity to connect with other science teacher educators, we encourage those of you who are not already members to join ASTE! http://theaste.org

We can never overemphasize the importance of community as a resource. However, it’s not enough.

@Danny adding on to my answer... that is why the OER materials like these are so critical

I always try to listen to Okhee

Thank you so much!

Thank you very much to all!

Thank you!

Thank you!

The recent Call to Action for Science Education from BOSE at the National Academies helps make the argument for our country to make science a higher priority in education. https://www.nap.edu/catalog/26152/call-to-action-for-science-education-building-opportunity-for-the

Thank you panelists!

Thank you, everyone.

Thank you all so much! Appreciate ASTE and JSTE giving us this opportunity!

Thank you to all!

Thank you!

Thank you, this was so interesting!

Thank you, excellent discussion!