NextGenScience

This week we’re in #Pennsylvania supporting the #PennSEL north cohort in using the NextGen TIME process to evaluate science instructional materials.

“But there’s one big reason for hope: Educators know more about improving teaching and learning than ever before." Read more: the74million.org/article/for-st…

"...not all genuinely meaningful and engaging phenomena might sound exciting to students right away. Teachers might need to facilitate student thinking to help them realize that something really IS interesting and relevant to them." Read more: ngs.wested.org/nemo/

Every Friday we share a quote from @theNASEM's A Framework for K-12 Science Education. Let's see your favorite quotes for #FrameworkFriday!

“We already have a unit on this topic. Can't we just repurpose those materials for the NGSS?" See some lessons learned from designing materials for the NGSS and advice on how to determine which existing lessons can be adapted for new standards: ngs.wested.org/wp-content/upl…

Once school systems select high-quality and aligned materials designed for today’s science standards and establish a professional learning plan, teachers need a safe space to learn, try out strategies, and receive feedback. Read more key takeaways here: ngs.wested.org/key-takeaways-…

Nearly a decade since the release of the NGSS, teachers are still struggling to implement key shifts. However, research suggests that there are effective ways to move the needle. Read more about the study from @KatyNilsen and Ashley Iveland: bit.ly/3fPL74b

Excited for the next two days with #PennSELnetwork! @nextgenscience @IU13 @PADeptofEd

Designing instructional materials that prepare students to meet the goals of today’s science standards is complex but critical work. #MaterialsMatter Learn more about our work to create a shared vision of quality science units, lessons and assessments: bit.ly/3UcV0aT

Such a big support for teachers is the opportunity and *time* to collaborate and dig into what works best for students.

Every month, we share the latest news and success stories along with proven resources to inspire, support, and improve science educator and leader practice in the NGSS Now newsletter. Subscribe here: bit.ly/3WpP7sW

🎃🧪 #thankateacher #teacherappreciation

Every #FrameworkFriday we share a quote from @theNASEM's Framework for K-12 Science Education, which provides a foundation for standards by drawing on scientific research — including the ways students learn science effectively and what all K–12 students should know.

With a lot of questions about assessing students as we begin the implementation process of new standards in PA, resources like this are so valuable. #STEMinPA #STEELS

The Science Task Screener was used in both the development & evaluation of the tasks. Each task is accompanied by a document highlighting the strengths & areas for improvement that can support educators to evaluate tasks & develop a common understanding of features of HQ tasks.

The TDSciN Task Library is a set of science tasks for all grade bands that can provide a starting point for the design of a student assessment, an instructional sequence, or professional learning experiences for educators. See the library here: #library" target="_blank" rel="nofollow noopener">ngs.wested.org/tennessee-dist…

See also the The Task Annotation Project in Science (TAPS), which was launched to provide an answer to the questions “what does it look like to demonstrate progress toward 3D standards?” and “what are the key features of high-quality science tasks?” 👉 nextgenscience.org/taps

What we value about the shift from “learning about” to “figuring out” in science instruction can indeed be reflected in assessments. Check out these examples! 👇

How often do you integrate math in your science or engineering lessons? Read our latest blog and let us know in the comments! ngs.wested.org/parking_lot/

"Integrated instruction works most effectively when the integration comes naturally and using contexts like engineering, art, and/or technology for mathematics and science encourages students to think outside of disciplinary boundaries."