Delaware science teachers are gearing up to implement the NGSS and transform science education for students. Educators are attending intensive professional development sessions geared at helping them translate the broad ideas of the standards into instruction. Officials expect it to be a gradual process over the next three years with all classroom materials and assessments aligned to the new standards by the 2016-17 school year.
“When you work as a scientist, or an engineer, or whatever you do, it isn’t all about what you know. Companies are trying to find people who can innovate, who can solve problems, who can come up with new ideas,” said Ross Armbrecht, a former DuPont engineer and current executive director of the Delaware Foundation for Science and Mathematics Education. “This requires a fundamental rethinking of how we teach.”
Click here to read the article in The News Journal. (August 2, 2014)
In a commentary in Education Week, Arthur H. Camins explores the next steps for the Next Generation Science Standards (NGSS) and what it will take for success as states and districts begin to adopt them. Camins notes that the NGSS have avoided some of the major problems experienced by the Common Core Sate Standards because the NGSS development process has been open and transparent, state adoption has been voluntary and not leveraged by federal funds, and that the guiding premises of A Framework for K-12 Education–the foundation of the NGSS–were already widely embraced. Moving forward, he identifies five state actions that will support success:
- First, states should resist the temptation to tinker with the standards.
- Second, states should interpret NGSS performance standards as they were intended—examples of what integration of the three framework strands and incorporation of engineering might look like in practice.
- Third, states that adopt the standards must declare a moratorium on high-stakes science testing.
- Fourth, from an accountability perspective, it is important to recognize two characteristics of the new science standards. They represent a new learning sequence in which understanding builds over a child’s entire K-12 educational experience. Therefore, quick achievement of its expectations for students at all grade levels is unrealistic. In addition, some of the standards stretch current ideas about concepts students are able to master at particular grade levels. These aspirational expectations require teachers to adopt a practical, action-oriented research perspective.
- Fifth, federal, state, and district policymakers should give first priority to ensuring equity and adequacy of resources and long-term sustained professional development.
Click here to read the article in Education Week (July 22, 2014)
Congratulations, New Jersey! Voting to adopt the Next Generation Science Standards.
“New Jersey historically has adopted curriculum standards that establish a high bar for student learning. Today’s re-adoption of six content areas and the adoption of the Next Generation Science Standards maintain the state’s commitment to providing schools with curriculum frameworks that convey higher-level skills and advanced learning,” said State Board President Mark W. Biedron. “The Next Generation Science Standards will enable schools to take science to the next level and to challenge and inspire students to embrace scientific inquiry both in and out of the classroom.”
To read the full press release, click here.
A guest opinion piece in the Times of Trenton by educators from three NJ colleges call on New Jersey’s education community to support the Next Generation Science Standards (NGSS) because of its power to best prepare students for the 21st century. The piece examines the important changes promoted in the standards based on what we now know about teaching and learning science and the needs of the 21st century.
“It is critical for New Jersey’s education community to join together in support of the NGSS and that we all do our part to prepare our students for the realities of the 21th century.”
Click here to read the full article. (July 7, 2014)
According to the Casper Star-Tribune, local school districts in Wyoming probably can use the Next Generation Science Standards (NGSS), despite a ban prohibiting the Wyoming Dept. of Education and state Board of Education from using funds to review or adopt the standards.
“The budget footnote prohibiting the Wyoming Department of Education and state Board of Education from spending money to review or adopt the Next Generation Science Standards does not apply to the budgets school districts use to buy educational materials like textbooks, said Mary Kay Hill, chief of staff to Gov. Matt Mead.”
Click here to read the article as it appears in the Billings Gazette
A number of school districts in Wisconsin are not waiting for state lawmakers to make a decision on state science standards and are beginning to use the Next Generation Science Standards. Some school districts in Green Bay are using the new standards to develop new curriculum, saying “instructors can’t teach today’s students using guidelines written more than a decade ago.” The current Wisconsin science standards were adopted in 1998.
“The state Department of Public Instruction had planned to move forward with Next Generation, but held off as backlash grew against Common Core State Standards — which Wisconsin adopted in 2010.”
Click here to read the article in the Green Bay Press Gazette.
A group of 46 science and math educators at the University of Wyoming recently issued a position statement urging the state board of education to reconsider its position on the Next Generation Science Standards (NGSS). The statement, “Why the Critics of the Next Generation Science Standards are Wrong,” is intended to help the board fully understand the research upon which the NGSS is based. The statement explores in depth the questions “What is science?” “What is the nature of science literacy?” and “How do students learn science?”
According to the statement, “Those of us who are involved in training teachers or providing professional development have already revised our programs to align with the NGSS and we have no intention of going back to standards that we know to be out of date and inferior. The NGSS provide the most research-based road map that exists for teachers, administrators and those of us in higher education to make these changes. The actions of the legislature and Governor Mead have denied teachers and students access to the most powerful tool available to make this happen. As a result, our students will not be as well prepared for college or the world of work as students from states who have implemented NGSS.”
Click here to read the position statement
Click here to read an article in the Wyoming Star Tribune
TV station WDRB in Louisville, KY, explores the work of science teachers in Jefferson County Public Schools who are in the early stages of implementing the Next Generation Science Standards (NGSS). According to middle school teacher Amy Strite, teachers will be “much more explicit in making connections to previous learning — connections to these cross-cutting concepts that hopefully will let students see science learning as much more connected.”
Click here to view the segment.
Recent news articles highlight political attempts to derail new science standards because of science content, such as climate change. In March, Wyoming’s legislature passed a bill preventing the Department of Education from spending money to review or adopt the NGSS despite a unanimous recommendation of the state’s standards revision committee (made up of Wyoming educators) to adopt the standards. NSTA sent the Department of Education a letter encouraging them to adopt the standards.
- Click here to read The New York Times article: “Science Standards Divide a State Built on Coal and Oil” (May 18, 2014)
- Click here to read an article in the Sheridan Press: “Board of Ed. continues review of Next Generation Science Standards” (April 30, 2014)
- Click here to read NSTA’s letter to the Wyoming State Board of Education.
Last week in Ohio, a key piece of legislation (HB 487) which would prohibit the state from adopting science and social studies standards not developed in Ohio was approved by a Senate committee. NSTA is encouraging Ohio supporters of science to speak up and reject this language.
- Click here to read an article on Cleveland.com: “Legislation positions Ohio to dial back support for Common Core state standards” (May 20, 2014)
- Click here to read NSTA’s letter to Ohio science educators.
And in Oklahoma, a joint resolution in the House which would reject the state department of education’s rules implementing Oklahoma’s new science standards, was passed by the Oklahoma House of Representatives on a 55-31 vote on May 21, 2014. The effort was stymied on May 23 when the Oklahoma legislature adjourned without action.
- Click here to read an article in the Tulsa World (May 22, 2014)
- Click here to read an update by the National Center for Science Education (May 23, 2014)
Other interesting reads:
- Huffington Post article by Bill Chameides: “States of Denial: We Don’t Need No Climate Education” (May 21, 2014)
- Education Week blog by Liana Heitin:”Pushback’ to the Common Science Standards: Real or Overblown?” (May 20, 2014)