Science in CTE: Good Instruction is Good Instruction

Transcription

1 Science in CTE: Good Instruction is Good Instruction AMBER MCCULLOCH, K-12 SCIENCE SPECIALIST, OSPI LEARNING AND TEACHING SCIENCE REBECCA WALLACE, PROGRAM SUPERVISOR AGRICULTURE SCIENCES EDUCATION, OSPI CTE

2 Goals Explore the overlaps in science in CTE and core instruction in light of innovations in NGSS good science instruction is good science instruction Discuss models for working across departments to focus on science instruction that supports NGSS OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 8/19/2016 2

3 . Students learn science best by engaging in science and engineering practices in sustained investigations as they learn and apply disciplinary core ideas & cross-cutting concepts.

4 Science & Engineering Practices Learning Conceptualized along Three Dimensions Guided Development of New Educational Standards Crosscutting Concepts Disciplinary Core Ideas Next Gen Science Standards Standards take the form of performance expectations defined through combinations of elements of the three dimensions that progress across grade levels

5 Science and Engineering Practices 1. Asking Questions (for science) and Defining Problems (for engineering) 2. Developing and Using Models 3. Planning and Carrying Out Investigations 4. Analyzing and Interpreting Data 5. Using Mathematics and Computational Thinking 6. Constructing Explanations (for science) and Designing Solutions (for Disciplinary Core Ideas engineering) PHYSICAL SCIENCES 7. Engaging in Argument from Evidence PS1: Matter and Its Interactions 8. Obtaining, Evaluating, and Communicating Information PS2: Motion and Stability: Forces and Interactions PS3: Energy Science & Engineering Practices PS4: Waves and Their Applications in Technologies for Information Transfer Disciplinary Core Ideas LIFE SCIENCES LS1: From Molecules to Organisms: Structures and Processes LS2: Ecosystems: Interactions, Energy, and Dynamics LS3: Heredity: Inheritance and Variation of Traits LS4: Biological Evolution: Unity and Diversity EARTH AND SPACE SCIENCES ESS1: Earth s Place in the Universe ESS2: Earth s Systems ESS3: Earth and Human Activity ENGINEERING, TECHNOLOGY, AND APPLICATIONS OF SCIENCE ETS1: Engineering Dsign ETS2: Links Among Engineering, Technology, Science, and Society Crosscutting Concepts Crosscutting Concepts 1. Patterns 2. Cause and Effect: Mechanisms and Explanation 3. Scale, Proportion, and Quantity 4. Systems and System Models 5. Energy and Matter: Flows, Cycles, and Conservation 6. Structure and Function 7. Stability and Change

6 Innovations in the NGSS 1. Three-Dimensional Learning 2. Students Engaging in Phenomena and Designed Solutions 3. Engineering and Nature of Science is integrated into science 4. All three dimensions build coherent learning progressions 5. Science is connected to math and literacy 6. Equity for All Students

7 Innovations in the NGSS 1. Three-Dimensional Learning 2. Students Engaging in Phenomena and Designed Solutions 3. Engineering and Nature of Science is integrated into science 4. All three dimensions build coherent learning progressions 5. Science is connected to math and literacy 6. Equity for All Students

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9 Science Instruction in CTE Classrooms What do these changes look like in CTE classrooms? What are the similarities between CTE and core science classrooms? How do we support all learners?

10 Interest Identity Taken from P. Bell and S. Stromholt presentation, June 8, 2016 Science & Engineering Practices Crosscutting Next Gen Science Standards Concepts Disciplinary Core Ideas We actually need 5D Learning! Meaningful Next Gen Science Standards Learning Building on Prior Interest & Identity of Learners is Key

11 Equity in science education: The struggle continues Equity in science education requires that all students are provided with equitable opportunities to learn science and become engaged in science and engineering practices; with access to quality space, equipment, and teachers to support and motivate that learning and engagement; and adequate time spent on science. In addition, the issue of connecting to students interests and experiences is particularly important for broadening participation in science. NRC Framework, p. 28

12 Exploring Overlaps in CTE and Core Instruction Deep dive into Science and Engineering Practices What should all students be doing and where does this overlap between CTE and core instruction? OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 8/19/

13 What Do Scientists and Engineers Do?

14 The Science and Engineering Practices

15 The Science and Engineering Practices

16 The Science and Engineering Practices

17 The Science and Engineering Practices

18 The Science and Engineering Practices

19 The Science and Engineering Practices

20 The Science and Engineering Practices C O M P L E X I T Y

21 Let s Investigate Deeper Facilitators will group you. When you ve joined your group: Read about just your practice. Create a poster that describes students engaging in your practice and characterizes the changes in complexity. Select a speaker for your group and be prepared to share how your practice progresses.

22 Sharing Our Findings Each group will have 2 min to share their practice. As you listen, think about: Where does your program develop or use this well? Ideas for how you could engage students differently.

23 What strengths do CTE teachers offer? Use the EQuIP Rubric Form What specific evidence of SEP s do you see in your program? What opportunities for strengthening do you see? Good science instruction is good science instruction

24 Models for Collaboration What are some examples of working across CTE and core science? How can we strengthen these connections? 24

25 Thank You and Questions Contact: Amber McCulloch K-12 Science Specialist, OSPI Office: Cell: Rebecca Wallace Agriscience Program Supervisor, OSPI Office: OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 8/19/