The Instructional Shifts

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“The difference in the verbs used in the NGSS tells the story. Gone is the conception of science education as an abstract recall of facts. Instead, students demonstrate proficiency in science by engaging in actual scientific practices — in this case, developing models, designing solutions and constructing arguments. In the words of one standards author, the NGSS require that students move from demonstrating good note-taking skills to demonstrating true understanding of scientific practices, concepts and core ideas. The resulting implications for classroom practice could not be greater.”
                                                                                                                         Achieve NGSS Workbook



​NGSS Conceptual Shifts


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1. K–12 Science Education Should Reflect the real world interconnections in Science

2. All practices and crosscutting concepts are used to teach all core ideas all year

3. Science concepts build coherently across K-12

4. The NGSS Focus on deeper understanding and application of Content

5. Integration of science and engineering

6. Coordination with Common Core State Standards


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What do the instructional shifts mean to you?

-Teaching a very specific concept to help with understanding a broad idea.  Students can then apply concepts to other scenarios.
-We are part of a global, scientific community.
​-Integrating the 3 Dimensions and pulling them together - not teaching them in isolation without connection.  The infusion of the 3 Dimensions is to happen everyday in the classroom.
-The vision calls for students to be actively engaged in science.
​-Science is not just a set of steps and procedures.
​-Creating an environment of questioning.
Performance expectations are what guide what students should be able to know and do.
-use the DCIs in science performances and not reciting them.  Being able to apply to construct explanations and develop arguments.
-Learning progressions build student knowledge over time...each year builds on the year so that concepts are not disjointed.
-The bigger picture, the core ideas, is the focus.  The details and facts that make up the core ideas are important evidence to support the core ideas - not the focus of instruction.
-Every grade band sees DCI - there is a natural progression where one year builds on the next.
-Engineering is elevated as an equal among the other science disciplines.
-Math and Literacy are integrated.
​-Goal is for college and career readiness.
-Assessment takes place authentically and over time with varied and multiple opportunities to show proficiency.