What’s new? Three-Dimensional Teaching & Learning
Implications of the Framework and NGSS for Instruction
Shift in Standards
How do we get there?
How Change Looks. How Change Feels

Blake, James

English

UNL | Libraries

University of Nebraska - Lincoln
DigitalCommons@University of Nebraska - Lincoln
SciComm 2016 - Lincoln, Nebraska, September
23-24, 2016 SciComm - Effective Science Communication
September 2016
Navigating Change: Science Education Leadership
Today
James Blake
Lincoln Public Schools
Follow this and additional works at: http://digitalcommons.unl.edu/scicomm2016
Part of the Life Sciences Commons, and the Medicine and Health Sciences Commons
This Article is brought to you for free and open access by the SciComm - Effective Science Communication at DigitalCommons@University of
Nebraska - Lincoln. It has been accepted for inclusion in SciComm 2016 - Lincoln, Nebraska, September 23-24, 2016 by an authorized administrator of
DigitalCommons@University of Nebraska - Lincoln.
Blake, James, "Navigating Change: Science Education Leadership Today" (2016). SciComm 2016 - Lincoln, Nebraska, September 23-24,
2016. 3.
http://digitalcommons.unl.edu/scicomm2016/3
Navigating Change: Science 
Education Leadership Today
James Blake, K-12 Science Curriculum Specialist
Lincoln Public Schools
Why?
2010
Current LPS 
Standards
1995
Why?
Future LPS 
Standards?
1995
2013
2011
2017
Img Src: https://pixabay.com/static/uploads/photo/2012/04/14/16/56/wave-34602_960_720.png
Why?
Future LPS 
Standards?
1995
2013
2011
2017
Img Src: https://pixabay.com/en/photos/sun%20rays/?image_type=vector
What’s new?
Three-Dimensional Teaching & 
Learning
Img src: https://www.flickr.com/photos/namlhots/5473256613 
Implications of the Framework and NGSS for Instruction
Science instruction will involve less…
Rote memorization of facts and terminology
Learning ideas disconnected from questions 
about phenomena
Teachers providing information to the whole 
class
Teachers posing questions with only one 
right answer
Science instruction will involve more…
Learning facts and terminology as needed 
while developing explanations and 
designing solutions supported by 
evidence-based arguments and reasoning
Using systems thinking and modeling to 
explain phenomena and to provide a 
context for the ideas to be learned
Students conducting investigations,solving 
problems, and engaging in discussions 
with teachers’ guidance
Students discussing open-ended questions 
that focus on the strength of the evidence 
used to generate claims.
National Research Council (2015). Guide to Implementing the Next Generation Science Standards.
Implications of the Framework and NGSS for Instruction
Science instruction will involve less…
Rote memorization of facts and terminology
Learning ideas disconnected from questions 
about phenomena
Teachers providing information to the whole 
class
Teachers posing questions with only one 
right answer
Science instruction will involve more…
Learning facts and terminology as needed
while developing explanations and 
designing solutions supported by 
evidence-based arguments and reasoning
Using systems thinking and modeling to 
explain phenomena and to provide a 
context for the ideas to be learned
Students conducting investigations,solving 
problems, and engaging in discussions 
with teachers’ guidance
Students discussing open-ended questions 
that focus on the strength of the evidence 
used to generate claims.
National Research Council (2015). Guide to Implementing the Next Generation Science Standards.
Implications of the Framework and NGSS for Instruction
Science instruction will involve less…
Students reading textbooks and answering 
questions at the end of the chapter.
Having preplanned outcomes for “cookbook” 
laboratories or hands-on activities.
Using worksheets
Oversimplifying activities for students who 
are perceived to have less capability in 
science and engineering.
Science instruction will involve more…
Students reading multiple sources, including science-
related magazine and journal articles and web 
based resources; students developing summaries of 
information.
Conducting multiple investigations driven by student’s 
questions, with a range of possible outcomes that 
collectively lead to a deep understanding of 
established core scientific ideas.
Student's producing journals, reports, posters, and 
media presentations that explain and argue
Providing supports so that all students can engage in 
sophisticated science and engineering practices.
National Research Council (2015). Guide to Implementing the Next Generation Science Standards.
Implications of the Framework and NGSS for Instruction
Science instruction will involve less…
Students reading textbooks and answering 
questions at the end of the chapter.
Having preplanned outcomes for “cookbook” 
laboratories or hands-on activities.
Using worksheets
Oversimplifying activities for students who 
are perceived to have less capability in 
science and engineering.
Science instruction will involve more…
Students reading multiple sources, including science-
related magazine and journal articles and web 
based resources; students developing summaries of 
information.
Conducting multiple investigations driven by student’s 
questions, with a range of possible outcomes that 
collectively lead to a deep understanding of 
established core scientific ideas.
Student's producing journals, reports, posters, and 
media presentations that explain and argue
Providing supports so that all students can engage in 
sophisticated science and engineering practices.
National Research Council (2015). Guide to Implementing the Next Generation Science Standards.
Three Dimensional Learning
You do this (Practice) to 
show you know that (Core 
Idea) and it is connected to 
that (Crosscutting Concept)
Performance Expectations 
in Next Generation Science 
Standards
Shift in Standards 
Current: One Dimensional Learning
Standard 1
Distinguish between physical and chemical 
properties of matter as physical (i.e., density, 
melting point, boiling point) or chemical (i.e., 
reactivity, combustibility). 7.2.1a
Standard 2
Use inquiry to design and carry out a behavioral 
scientific investigation. 7.3.4.a
After: Three Dimensional Learning (NGSS)
Analyze and interpret data on the properties of 
substances before and after the substances 
interact to determine if a chemical reaction has 
occurred  MS-PS1-1
Patterns (implicit in this standard)
Shift in Standards 
Current: One Dimensional Learning
Standard 1
Distinguish between physical and chemical 
properties of matter as physical (i.e., density, 
melting point, boiling point) or chemical (i.e., 
reactivity, combustibility). 7.2.1a
Standard 2
Use inquiry to design and carry out a behavioral 
scientific investigation. 7.3.4.a
After: Three Dimensional Learning (NGSS)
Analyze and interpret data on the properties of 
substances before and after the substances 
interact to determine if a chemical reaction has 
occurred MS-PS1-1
Patterns (implicit in this standard)
Shift in Standards 
Current: One Dimensional Learning
Standard 1
Distinguish between physical and chemical 
properties of matter as physical (i.e., density, 
melting point, boiling point) or chemical (i.e., 
reactivity, combustibility). 7.2.1a
Standard 2
Use inquiry to design and carry out a behavioral 
scientific investigation. 7.3.4.a
After: Three Dimensional Learning (NGSS)
Analyze and interpret data on the properties of 
substances before and after the substances 
interact to determine if a chemical reaction has 
occurred MS-PS1-1
Patterns (implicit in this standard)
Shift in Standards 
Current: One Dimensional Learning
Standard 1
Distinguish between physical and chemical 
properties of matter as physical (i.e., density, 
melting point, boiling point) or chemical (i.e., 
reactivity, combustibility). 7.2.1a
Standard 2
Use inquiry to design and carry out a behavioral 
scientific investigation. 7.3.4.a
After: Three Dimensional Learning (NGSS)
Analyze and interpret data on the properties of 
substances before and after the substances 
interact to determine if a chemical reaction has 
occurred MS-PS1-1
Patterns (implicit in this standard)
Shift in Standards 
Current: One Dimensional Learning
Standard 1
Distinguish between physical and chemical 
properties of matter as physical (i.e., density, 
melting point, boiling point) or chemical (i.e., 
reactivity, combustibility). 7.2.1a
Standard 2
Use inquiry to design and carry out a behavioral 
scientific investigation. 7.3.4.a
After: Three Dimensional Learning (NGSS)
Analyze and interpret data on the properties of 
substances before and after the substances 
interact to determine if a chemical reaction has 
occurred MS-PS1-1
Patterns (implicit in this standard)
Shift in Standards 
Current: One Dimensional Learning
Standard 1
Distinguish between physical and chemical 
properties of matter as physical (i.e., density, 
melting point, boiling point) or chemical (i.e., 
reactivity, combustibility). 7.2.1a
Standard 2
Use inquiry to design and carry out a behavioral 
scientific investigation. 7.3.4.a
After: Three Dimensional Learning (NGSS)
Analyze and interpret data on the properties of 
substances before and after the substances 
interact to determine if a chemical reaction has 
occurred MS-PS1-1
Patterns (implicit in this standard)
Recap:
• Practice
• Content
• Crosscutting Concept
3D
Curriculum 
Instruction
Standards Assessment
Storylines  
“Did I chose the right 
phenomena?”
External and Internal 
Assessments--yet TBD
Framework Inspired Standards-
-completed now
How do we get there?
How Change Looks
Img src: https://pixabay.com/en/board-game-shoots-
ladders-play-401458/
How Change Feels
Questions?


Navigating Change: Science Education Leadership Today

DigitalCommons@University of Nebraska

University of Nebraska - LincolnDigitalCommons@University of Nebraska - LincolnSciComm 2016 - Lincoln, Nebraska, September23-24, 2016 SciComm - Effective Science CommunicationSeptember 2016Navigating Change: Science Education LeadershipTodayJames BlakeLincoln Public SchoolsFollow this and additional works at: http://digitalcommons.unl.edu/scicomm2016Part of the Life Sciences Commons, and the Medicine and Health Sciences CommonsThis Article is brought to you for free and open access by the SciComm - Effective Science Communication at DigitalCommons@University ofNebraska - Lincoln. It has been accepted for inclusion in SciComm 2016 - Lincoln, Nebraska, September 23-24, 2016 by an authorized administrator ofDigitalCommons@University of Nebraska - Lincoln.Blake, James, "Navigating Change: Science Education Leadership Today" (2016). SciComm 2016 - Lincoln, Nebraska, September 23-24,2016. 3.http://digitalcommons.unl.edu/scicomm2016/3Navigating Change: Science Education Leadership TodayJames Blake, K-12 Science Curriculum SpecialistLincoln Public SchoolsWhy?2010Current LPS Standards1995Why?Future LPS Standards?1995201320112017Img Src: https://pixabay.com/static/uploads/photo/2012/04/14/16/56/wave-34602_960_720.pngWhy?Future LPS Standards?1995201320112017Img Src: https://pixabay.com/en/photos/sun%20rays/?image_type=vectorWhat’s new?Three-Dimensional Teaching & LearningImg src: https://www.flickr.com/photos/namlhots/5473256613 Implications of the Framework and NGSS for InstructionScience instruction will involve less…Rote memorization of facts and terminologyLearning ideas disconnected from questions about phenomenaTeachers providing information to the whole classTeachers posing questions with only one right answerScience instruction will involve more…Learning facts and terminology as needed while developing explanations and designing solutions supported by evidence-based arguments and reasoningUsing systems thinking and modeling to explain phenomena and to provide a context for the ideas to be learnedStudents conducting investigations,solving problems, and engaging in discussions with teachers’ guidanceStudents discussing open-ended questions that focus on the strength of the evidence used to generate claims.National Research Council (2015). Guide to Implementing the Next Generation Science Standards.Implications of the Framework and NGSS for InstructionScience instruction will involve less…Rote memorization of facts and terminologyLearning ideas disconnected from questions about phenomenaTeachers providing information to the whole classTeachers posing questions with only one right answerScience instruction will involve more…Learning facts and terminology as neededwhile developing explanations and designing solutions supported by evidence-based arguments and reasoningUsing systems thinking and modeling to explain phenomena and to provide a context for the ideas to be learnedStudents conducting investigations,solving problems, and engaging in discussions with teachers’ guidanceStudents discussing open-ended questions that focus on the strength of the evidence used to generate claims.National Research Council (2015). Guide to Implementing the Next Generation Science Standards.Implications of the Framework and NGSS for InstructionScience instruction will involve less…Students reading textbooks and answering questions at the end of the chapter.Having preplanned outcomes for “cookbook” laboratories or hands-on activities.Using worksheetsOversimplifying activities for students who are perceived to have less capability in science and engineering.Science instruction will involve more…Students reading multiple sources, including science-related magazine and journal articles and web based resources; students developing summaries of information.Conducting multiple investigations driven by student’s questions, with a range of possible outcomes that collectively lead to a deep understanding of established core scientific ideas.Student's producing journals, reports, posters, and media presentations that explain and argueProviding supports so that all students can engage in sophisticated science and engineering practices.National Research Council (2015). Guide to Implementing the Next Generation Science Standards.Implications of the Framework and NGSS for InstructionScience instruction will involve less…Students reading textbooks and answering questions at the end of the chapter.Having preplanned outcomes for “cookbook” laboratories or hands-on activities.Using worksheetsOversimplifying activities for students who are perceived to have less capability in science and engineering.Science instruction will involve more…Students reading multiple sources, including science-related magazine and journal articles and web based resources; students developing summaries of information.Conducting multiple investigations driven by student’s questions, with a range of possible outcomes that collectively lead to a deep understanding of established core scientific ideas.Student's producing journals, reports, posters, and media presentations that explain and argueProviding supports so that all students can engage in sophisticated science and engineering practices.National Research Council (2015). Guide to Implementing the Next Generation Science Standards.Three Dimensional LearningYou do this (Practice) to show you know that (Core Idea) and it is connected to that (Crosscutting Concept)Performance Expectations in Next Generation Science StandardsShift in Standards Current: One Dimensional LearningStandard 1Distinguish between physical and chemical properties of matter as physical (i.e., density, melting point, boiling point) or chemical (i.e., reactivity, combustibility). 7.2.1aStandard 2Use inquiry to design and carry out a behavioral scientific investigation. 7.3.4.aAfter: Three Dimensional Learning (NGSS)Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred  MS-PS1-1Patterns (implicit in this standard)Shift in Standards Current: One Dimensional LearningStandard 1Distinguish between physical and chemical properties of matter as physical (i.e., density, melting point, boiling point) or chemical (i.e., reactivity, combustibility). 7.2.1aStandard 2Use inquiry to design and carry out a behavioral scientific investigation. 7.3.4.aAfter: Three Dimensional Learning (NGSS)Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred MS-PS1-1Patterns (implicit in this standard)Shift in Standards Current: One Dimensional LearningStandard 1Distinguish between physical and chemical properties of matter as physical (i.e., density, melting point, boiling point) or chemical (i.e., reactivity, combustibility). 7.2.1aStandard 2Use inquiry to design and carry out a behavioral scientific investigation. 7.3.4.aAfter: Three Dimensional Learning (NGSS)Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred MS-PS1-1Patterns (implicit in this standard)Shift in Standards Current: One Dimensional LearningStandard 1Distinguish between physical and chemical properties of matter as physical (i.e., density, melting point, boiling point) or chemical (i.e., reactivity, combustibility). 7.2.1aStandard 2Use inquiry to design and carry out a behavioral scientific investigation. 7.3.4.aAfter: Three Dimensional Learning (NGSS)Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred MS-PS1-1Patterns (implicit in this standard)Shift in Standards Current: One Dimensional LearningStandard 1Distinguish between physical and chemical properties of matter as physical (i.e., density, melting point, boiling point) or chemical (i.e., reactivity, combustibility). 7.2.1aStandard 2Use inquiry to design and carry out a behavioral scientific investigation. 7.3.4.aAfter: Three Dimensional Learning (NGSS)Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred MS-PS1-1Patterns (implicit in this standard)Shift in Standards Current: One Dimensional LearningStandard 1Distinguish between physical and chemical properties of matter as physical (i.e., density, melting point, boiling point) or chemical (i.e., reactivity, combustibility). 7.2.1aStandard 2Use inquiry to design and carry out a behavioral scientific investigation. 7.3.4.aAfter: Three Dimensional Learning (NGSS)Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred MS-PS1-1Patterns (implicit in this standard)Recap:• Practice• Content• Crosscutting Concept3DCurriculum InstructionStandards AssessmentStorylines  “Did I chose the right phenomena?”External and Internal Assessments--yet TBDFramework Inspired Standards--completed nowHow do we get there?How Change LooksImg src: https://pixabay.com/en/board-game-shoots-ladders-play-401458/How Change FeelsQuestions?

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Navigating Change: Science Education Leadership Today

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