Finding & Evaluating Resources for NGSS: The EQuIP Rubric &

the NGSS@NSTA Hub

NSTA National ConferenceBoston, Massachusetts

April 5, 2014

Basics of the rubric

The EQuIP Rubrics

• math• ELA• science

Purpose

• review existing instructional materials to determine what revisions are needed;

• provide constructive criterion-based feedback to developers; and

• identify exemplars/models for teachers’ use within and across states

Power of the Rubrics

• the review process• the constructive, criterion-based feedback on

how to revise a lesson

Future of the Rubric

• this is version 1.0 of the rubric• rating scales will be added• as it is used, it may change• as instructional materials become more

aligned and of higher quality, it may change

Development

• Achieve and NSTA• many iterations• standards writers• focus groups of teachers• states

Supporting Materials

• criterion discussion guide• professional development materials• publishers’ criteria

Rubric Layout

Response Form

A closer look at the rubric

A Focus on 3-Dimensioal Learning

• The EQuIP Rubric focus on 3-Dimensional Learning

Alignment to NGSSThe lesson/unit aligns with the conceptual shifts of the NGSS:• Elements of the science and engineering

practice(s), disciplinary core idea(s), and crosscutting concept(s), blend and work together to support students in three-dimensional learning to make sense of phenomena or design solutions.

3-Dimensional Learning

• What is it? Blending the three dimensions (core ideas, crosscutting concepts and scientific and engineering practices) to focus instruction and assessment

• Three-dimensional learning shifts the focus of the science classroom to environments where students use core ideas, crosscutting concepts with scientific practices to explore, examine, and use science ideas to explain how and why phenomena occur.

Content and Practices Work together to Build Understanding: 3 – Dimensional Learning

• To form useable understanding, knowing and doing cannot be separated

• Scientific ideas are best learned when students engage in practices

• Allows for problem-solving, decisions making, explaining real-world phenomena, and integrating new ideas

Core Ideas

Practices

Crosscutting Concepts

Kitchen Tools & Techniques(Practices)

An Analogy between 3-Dimensional Learning and Cooking

Basic Ingredients(Core Ideas)

Vegetables, Herbs, Spices, &

Seasonings(Crosscutting

Concepts)

Preparing a Meal(Three dimensional Learning)

I. Alignment to the NGSS

The lesson/unit aligns with the conceptual shifts of the NGSS:• Elements of the science and engineering

practice(s), disciplinary core idea(s), and crosscutting concept(s), blend and work together to support students in three-dimensional learning to make sense of phenomena or design solutions.– Provides opportunities to use specific elements of the

practice(s) to make sense of phenomena or design solutions.

I. Alignment to the NGSS

Provides opportunities to construct and use elements of scientific or engineering practices(s) to make sense of phenomena or design solutions • Ask:

– Is the practices explicitly cited?– Do the materials clearly point out how the practices is

used to make sense of phenomena or design solutions?

– Can you clearly see how the practice is used?

I. Alignment to the NGSS

The lesson/unit aligns with the conceptual shifts of the NGSS:• Elements of the science and engineering

practice(s), disciplinary core idea(s), and crosscutting concept(s), blend and work together to support students in three-dimensional learning to make sense of phenomena or design solutions.– Provides opportunities to construct and use the

disciplinary core idea(s) to make sense of phenomena or design solutions

I. Alignment to the NGSS

Provides opportunities to construct and use the disciplinary core idea(s) to make sense of phenomena or design solutions • Ask:

– Is the element of the disciplinary core idea explicitly cited?

– Do the materials clearly point out how the disciplinary core idea is used to make sense of phenomena or design solutions?

– Or can you clearly see how the element of the disciplinary core idea is used to make sense of phenomena or design solutions.

I. Alignment to the NGSS

The lesson/unit aligns with the conceptual shifts of the NGSS:• Elements of the science and engineering

practice(s), disciplinary core idea(s), and crosscutting concept(s), blend and work together to support students in three-dimensional learning to make sense of phenomena or design solutions.– Provides opportunities to construct and use the

crosscutting concept(s) to make sense of phenomena or design solutions.

I. Alignment to the NGSS

Provides opportunities to construct and use the crosscutting concept(s) to make sense of phenomena or design solutions.• Ask:

– Is the element of the crosscutting concept explicitly cited?

– Do the materials clearly point out how crosscutting concept is used to make sense of phenomena or design solutions?

– Or can you see how how the materials clearly point out how the crosscutting concept is used to make sense of phenomena or design solutions.

II. Instructional Supports

The lesson/unit supports instruction and learning for all students:• Engages students in authentic and meaningful scenarios

that reflect the practice of science and engineering as experienced in the real world and that provide students with a purpose (e.g., making sense of phenomena or designing solutions). – Provides students with multiple phenomena (either firsthand

experiences or through representations) that support students in engaging in the practices.

– Engages students in multiple practices that blend and work together with disciplinary core ideas and crosscutting concepts to support students in making sense of phenomena or designing solutions.

III. Monitoring Student Progress

The lesson/unit supports monitoring student progress: • Assessments are aligned to the three-dimensional

learning. • Elicits direct, observable evidence of students’

performance of practices connected with their understanding of core ideas and crosscutting concepts.

A Focus on 3-Dimensioal Learning

• The EQuIP Rubric focus on 3-Dimensional Learning

Alignment to NGSSThe lesson/unit aligns with the conceptual shifts of the NGSS:• Elements of the science and engineering

practice(s), disciplinary core idea(s), and crosscutting concept(s), blend and work together to support students in three-dimensional learning to make sense of phenomena or design solutions.

A Critical Piece of the Teacher Learning Solution

• Self-Directed Access

• 11,500+ resources

• Free tools to help teachers diagnose, organize, personalize, and document their learning

• Immediate free access to online advisors and colleagues through chat and discussion

• Recognition system with badges tied to personal profiles

http://learningcenter.nsta.org

NGSS Learning Resources:• Journal Articles• e-Chapters• e-Books/Books• Web Seminar

Archives/Podcasts

NGSS Opportunities:• Live Web Seminars• Online Short Courses• Virtual Conferences

Emily MorganNSTA Press Author

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• NGSS

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• Physical, Life, Earth/space

• Pedagogy

• Evaluation/Assessment

• Research in Science Ed

• Elementary, Early Childhood

The

Hub

The NGSS@NSTA Hub

A Digital Destination for Educators to:• Browse the Standards• Find and Share Resources• Collaborate with Colleagues• Plan Instruction and Professional Learning

Tour of the Hub

Coming Soon to the Hub…

Tools• To organize standards and resources• To conduct advanced searches of the standards

Resources• Evaluated by NGSS@NSTA Curators• Crowd sourced by educators across the country

55 Topics for CurationLife Science Earth & Space Science Physical Science Engineering

Elementary School

K K.Interdependent Relationships in Ecosystems: Animals, Plants, and Their Environment K.Weather and Climate K.Forces and Interactions: Pushes and

PullsK-2.Engineering

Design1 1.Structure, Function, and Information Processing

1.Space Systems: Patterns and Cycles 1.Waves: Light and Sound

2 2.Interdependent Relationships in Ecosystems 2.Earth’s Systems: Processes that Shape the Earth 2.Structure and Properties of Matter

33.Interdependent Relationships in Ecosystems3.Inheritance and Variation of Traits: Life Cycles

and Traits3.Weather and Climate 3.Forces and Interactions

3-5.Engineering Design4 4.Structure, Function, and Information

Processing4.Earth’s Systems: Processes

that Shape the Earth4.Energy4.Waves: Waves and Information

5 5.Matter and Energy in Organisms and Ecosystems

5.Earth’s Systems5.Space Systems: Stars and the

Solar System5.Structure and Properties of Matter

Middle

School

MS.Structure, Function, and Information Processing

MS.Matter and Energy in Organisms and Ecosystems

MS.Interdependent Relationships in EcosystemsMS.Natural Selection and AdaptationsMS.Growth, Development, and Reproduction of

Organisms

MS.Space SystemsMS.History of EarthMS.Earth’s SystemsMS.Weather and ClimateMS.Human Impacts

MS.Structure and Properties of MatterMS.Chemical ReactionsMS.Forces and InteractionsMS.EnergyMS.Waves and Electromagnetic Radiation

MS.Engineering Design

High School

HS.Structure and FunctionHS.Inheritance and Variation of TraitsHS.Matter and Energy in Organisms and

EcosystemsHS.Interdependent Relationships in EcosystemsHS.Natural Selection and Evolution

HS.Space SystemsHS.History of EarthHS.Earth’s SystemsHS.Weather and ClimateHS.Human Impacts

HS.Structure and Properties of MatterHS.Chemical ReactionsHS.Forces and InteractionsHS.EnergyHS.Waves and Electromagnetic Radiation

HS.Engineering Design

The NGSS@NSTA Curators

Special Thanks for Hub Development

NSTA Staff• Jennifer Horak• Ryan Foley• Martin Lopong• Al Byers

New City Media

Questions?