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The text says alignment provides a foundation for coordinated decisions across curriculum, assessments, and instruction from kindergarten through twelfth grade.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How do the two standards-based classrooms differ when teaching the same thermal-energy concept?",{"text":68,"@type":64},"Classroom 1 centers on interpreting chapter ideas and lab expectations, drawing energy flow, and using notes for tests. Classroom 2 emphasizes designing a device using solar energy, defining what to investigate, building models, and iterating based on lab results.",{"name":70,"@type":61,"acceptedAnswer":71},"What learning shift does NGSS promote in how students engage with science?",{"text":72,"@type":64},"NGSS replaces recall of long lists with a smaller set of Disciplinary Core Ideas. 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Schultz, andArash Jamshidi  \nAnother school year draws to a close. You sit at a faculty  \nmeeting and the principal declares that all science  \ninstruction will need tobe NGSS-aligned next year. The  \nstate has officially adopted the Next Generation Science Standards (NGSS). You knew this change was coming, yet you’ve been dreading it. A colleague leans over and says,“What are you going to do about theNGSS? I’ll probably just use the same lessons I’ve used for years. I’m sure I can find the practices in there somewhere.” You think to yourself,“Yeah…my students already do hands-on activities, and they really seem to like science. I ask  \nNicole Holthuis is a senior research associate at the Stanford Center for Assessment, Learning, and Equity (SCALE). Rebecca Deutscheris a senior research associate atthe Stanford Center to Support Excellence in Teaching. Susan E. Schultz is the director of science education at SCALE. Arash Jamshidi is a science curriculum developer at SCALE.  \nthem lots of questions. How much will my teaching really need to change?”  \nNot everyone at your school is familiar with these new standards, so your principal explains they are based onA Framework for K–12 Science Education, a report developed by the National Research Council.1 Scientists, educators, education researchers, and engineers from 26 states wrote and reviewed the standards, which were published in 2013. Yours is one of 19 states that have adopted them to prepare students for college, careers, and citizenship by specifying the expectations and goals for learning. The standards, she says, will provide your school and district with a foundation to make coordinated decisions around curriculum, assessments, and instruction, from kindergarten through twelfth grade, across the life sciences, the physical sciences, the earth and space sciences, engineering, technology, and the application of science.  \nYour principal says that to help make the transition, she’s arranged for a tour of a neighboring school where some of the science teachers have already started implementing the NGSS.  \nILLUSTRAT IONS BY ENRIQUE MOREIRO  \nAMERICAN EDUCATOR | SUMMER 2018 23  \nYou’ve been given a release day to visit and observe two standards-based classrooms teaching the same scientific concept. You notice the following:  \n\n|  | Classroom 1 | Classroom 2 |\n| --- | --- | --- |\n| You hear the\u003Cbr>teacher say... | “Who can tell me the three ways that heat can be transferred between two objects?”\u003Cbr>“Before you can begin, you’ll need to tell me what you think will happen in this lab based on the chapter reading and lab protocol. If you haven’t done the reading on thermal energy, then how will you know if your results match what is expected?”\u003Cbr>“What did you learn about thermal energy from doing this lab?”\u003Cbr>“In a diagram, draw how the energy flows when a hot object touches a cold object.” | “How do we design a device that can bake cookies using only the sun’s energy?”\u003Cbr>“We’ve all reviewed the chapter on thermal energy, but before you can begin your investigation, you need to explain what you are trying to figure out. What do you still need to consider as you design your cooking device?”\u003Cbr>“How has this lab informed the design of your thermal device?”\u003Cbr>“Develop a model that explains how your device will use energy from the sun to bake your cookies.” |\n| You overhear students saying... | “Of course I took notes! I wrote it all down because I know this is probably going to be on the test.”\u003Cbr>“This was so cool. We got exactly what it says in the book!”\u003Cbr>“This is so frustrating. Just tell me what I need to know!”\u003Cbr>“What are we up to? We’re learning about the different types of thermal energy.” | “Let me see if something in my notebook will help us figure out why the cookies aren’t getting warm.”\u003Cbr>“Aha, so that’s how it works! NowI see ho","cbCainm4qlbtVgqn","https://ap.wps.com/l/cbCainm4qlbtVgqn","pdf",233890,"English","# NGSS transition and rationale\n## NGSS foundation for curriculum, assessment, and instruction\n# Classroom comparison: thermal energy\n## Classroom 1 focus and questioning\n## Classroom 2 design-based investigation\n# Core NGSS shifts in learning\n## Practices, Disciplinary Core Ideas, and Crosscutting Concepts\n## From recall to sensemaking\n# Building implementation support\n## Curriculum sequencing and meaningful phenomena\n## Teacher content knowledge and pedagogical intuition\n# Project-based learning approach\n## Designing curriculum with performance-based assessments","[{\"question\":\"What is NGSS and why must schools align science instruction to it?\",\"answer\":\"NGSS are the Next Generation Science Standards officially adopted by the state. The text says alignment provides a foundation for coordinated decisions across curriculum, assessments, and instruction from kindergarten through twelfth grade.\"},{\"question\":\"How do the two standards-based classrooms differ when teaching the same thermal-energy concept?\",\"answer\":\"Classroom 1 centers on interpreting chapter ideas and lab expectations, drawing energy flow, and using notes for tests. Classroom 2 emphasizes designing a device using solar energy, defining what to investigate, building models, and iterating based on lab results.\"},{\"question\":\"What learning shift does NGSS promote in how students engage with science?\",\"answer\":\"NGSS replaces recall of long lists with a smaller set of Disciplinary Core Ideas. This creates more opportunities to use NGSS practices and make connections through Crosscutting Concepts for deeper conceptual understanding.\"}]","The New NGSS Classroom - A Curriculum Framework for Project-Based Science Learning | PDF",1792070087,13]