By Dr Hilarie B Davis hilarietechforlearningorg Dr Bradford T Davey bradtechforlearningorg Objectives for our time together 1 Understand what makes a question essential 2 Understand the role essential questions can play in Next Gen teaching and learning ID: 614089
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Slide1
Essential Questions & NGSS
By
Dr. Hilarie B. Davis,
hilarie@techforlearning.org
Dr. Bradford T. Davey,
brad@techforlearning.org
Slide2
Objectives for our time together
1) Understand what makes a question “essential”
2) Understand the role essential questions can play in Next Gen teaching and learning
3) Focus on using, finding, and developing essential questionsSlide3
Identify the essential questions
Reflect:
What makes a question essential?
Do you use essential questions?
How do you use them?
If you don’t use them, why are you interested in using them?Slide4
Essential Questions
Provoke
deep thought
, lively discussion, sustained inquiry, and
new understandings
culminating in meaningful
performances
Require students to consider alternatives, weigh evidence, support their ideas, and justify answersDo not yield a single straightforward answer, but produce different reasonable responses, about which thoughtful and knowledgeable people may disagree.Spark meaningful connections with prior learnings and personal experiences and create opportunities for transfer to other situations and subjects – relevant!Can be either overarching or topical in scope, cutting across units/courses, causing genuine, relevant inquiry into the big ideas and core content, or focusing on a specific topic
Boulder Valley School DistrictSlide5
NGSS Three Dimensional LearningSlide6
The Goal of NGSS
If implemented properly,
the NGSS will lead to
coherent, rigorous instruction
that will
result in
students
being able to acquire and apply scientific knowledgeto unique situations and to think and reason scientificallyWhat is intrinsically motivating to students to participate in this learning process?Slide7
How can essential questions engage students in the 3D learning process?Slide8Slide9Slide10
Gravity - Lesson Analysis
Performance Expectations
Meaningful scenario, phenomena, problems
Builds on student’s prior knowledge
Scientifically accurate grade appropriate information
Student use of practices
Differentiated instructionSlide11
Reviewing for Performance Expectations
Lesson Link -
http://saturn.jpl.nasa.gov/files/lesson3_moons_rings_relate.pdf
Wavelength
Link -
http://nasawavelength.org/list/
849Slide12
NGSS and Inquiry
Inquiry in many classrooms
Isolating which factor causes an effect
Finding relationship between variables
Testing hypotheses
Reporting findings
Goal of practice in NGSS
Explaining mechanism – building a “how and why story”Incrementally building an explanatory modelKey role for disclosure – argumentation, building consensusSlide13
Reviewing for Performance Expectations
Meaningful scenario, phenomena,
problems
Builds on student’s prior
knowledgeSlide14
Reviewing for Performance Expectations
Scientifically accurate grade appropriate
information
Student use of
practicesSlide15
Reviewing for Performance Expectations
Differentiated
instructionSlide16Slide17Slide18
How does a question
become
essential?
Is taken
up a notch
with why
, what if, under what
conditions, what do you suppose…Answers simpler questions and then asks why, how or if that is the only answerSounds like a question a child would ask, simple but profound Asks about the relationships, context, or value of ideasHas layers of ideas underpinning the main idea so students are able to peel the onion and discover the layers of meaning around a core ideaHas the “duh” factor – the question seems simple at first, but when thinking about the reasons for the answer, it gets complex quicklySlide19
Essential Questions in NGSSSlide20
Locating Essential Questions in NGSSSlide21
Essential Questions (from Storylines)
Matter and Energy in Organisms and Ecosystems
How do organisms obtain and use matter and energy?
How do matter and energy move through an ecosystem?
Ecosystems: Interactions, Energy, and Dynamics
How does a system of living and non-living things operate to meet the needs of the organisms in an ecosystem?
How and why do organisms interact with their environment, and what are the effects of these interactions?Slide22
Essential Questions
and
Performance
E
xpectationsSlide23
Kindergarten-PS2
Motion & Stability: Forces & Interactions
Essential Question:
What happens if you push or pull an object
harder?
Performance Expectation-1:
Plan and conduct an investigation to compare
the effects of different strengths or different directions of pushes and pulls on the motion of an objectPE-2: Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pullSlide24
Middle School S-PS-2
Motion & Stability: Forces & Interactions
Essential Question:
How
can one describe physical interactions between objects and within systems of objects
?
PE-1:
Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objectsPE-2: Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the objectPE-3: Ask questions about data to determine the factors that affect the strength of electrical and magnetic forcesSlide25
High School-PS-2
Motion & Stability: Forces & Interactions
Essential Question:
How can one explain and predict interactions between objects
and within
systems of objects
?
PE-1: Analyze data to support the claim that Newton’s Second Law of Motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its AccelerationPE-2: Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the systemPE-3: Apply science and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collisionSlide26
Essential Questions
and
Learning ProgressionsSlide27
Learning progressions and essential questionsSlide28
Increasingly sophisticated questions
Motion and Stability: Forces and Interactions
K- What
happens if you push or pull an object harder
?
3
-
How do equal and unequal forces on an object affect the object? How can magnets be used?”MS - How can one describe physical interactions between objects and within systems of objects?HS - How can one explain and predict interactions between objects and within systems of objects?Slide29
Reiser
, 2013
Essential Questions Are the Reason to LearnSlide30
Using Essential Questions in Instruction
Post
the essential question in a large font in the classroom, on handouts, on assignments so it is the advance organizer, the focus, and the reason to learn
Ask students to answer the question as best they can in the
beginning
, and list sub-questions that need to be addressed
Use the essential question for
reflection after every activity: Add something about how you are thinking about the question based on what you just didLook back at the questions you have about the ideas in the essential question to see how you can answer themYou may want to add to your list of questionsSlide31
Using Essential Questions in Assessment
Use those initial responses as a baseline, a needs assessment, a
pre-assessment
After learning experiences, ask students to reflect on their questions, answers and notes about the essential question and add to them to involve them in
self-assessment
Use these reflections to track students’ learning progression and adjust instruction (
formative assessment
)Use students’ last best answer to the essential question as a post assessment, comparing it with the pre (summative assessment). Ask students to compare their pre and post answers and reflect on what and how their understanding evolved (self-assessment) and where they can apply that (transfer)Slide32
Dr. Hilarie B. Davishilarie@techforlearning.org
Dr. Bradford T. Davey
brad@techforlearning.orgSlide33
For more information
NGSS Framework
http://www.nap.edu/catalog/13165/a-framework-for-k-12-science-education-practices-crosscutting-
concepts
Solar System
Learning Progression
http
://digital.nsta.org/article/Assessing_Student_Progress_Along_a_Solar_System_Learning_Progression/1778703/220071/article.html Learning Progressions in Environmental Literacyhttp://envlit.educ.msu.edu/ Learning Progressions in Science (Alonzo and Gotwals)http://www.springer.com/gp/book/9789460918247 Learning Progressions in Science: An Evidence-Based Approach to Reform (Corcoran)http://www.cpre.org/learning-progressions-science-evidence-based-approach-reform