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Assessing Three-Dimensional Learning

Boston, MA
April 1-2, 2020
Learn how to leverage student artifacts as part of a formative assessment cycle and use science assessment task screening tools


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This monthly e-newsletter delivers timely information, insights, resources, and PD opportunities on NGSS and three-dimensional instruction.

From NGSS Blog

March 24th, 2020

Teaching and Learning Through PBL-Informed Storylines

Storylines are essentially the learning trajectory of project-based learning (PBL), according to third-grade teacher Mary Modaff and Emily Miller, research associate and professional learning facilitator in schools across Wisconsin. Modaff and Miller share their experience working with PBL storylines, anticipating how to build from students’ interests and extending learning on a trajectory with students’ questions as its impetus.

March 24th, 2020

Storylines Allow Students to Own Their Learning

Veteran science educators Scott Goldthorp and Lauren Pasanek discuss how using storylines with an intentional focus on equitable science instruction allows all students to build their identities as science learners.

March 24th, 2020

Implementing Storylines: A Meaningful, Effective Way to Practice the NGSS

Jason Crean, Illinois science educator and leader of the NGSS Biology Storylining Working Group, discusses how students engaged in sensemaking through storylines focus on figuring out how the world works, not on learning facts, which increases students’ engagement and gives them the contextualized learning they need.