The Next Generation Science Standards: A Quick Guide & Resources Where did it come from? According to the Next Generation Science Standards website: “The National Research Council (NRC), the National Science Teachers Association, the American Association for the Advancement of Science, and Achieve have completed a two-step process to develop the Next Generation Science Standards.” (NextGenScience.org) First, the National Academy of Sciences developed A Framework for K-12 Education based upon current research and input from a NRC committee. From this framework, States (facilitated by the company Achieve), along with input from higher education and industry professionals, developed the Next Generation Science Standards.

When does this happen? There are several steps in the timeline for full NGSS adoption in California. We are currently in an “awareness phase.” Although California is due to begin full NGSS implementation by the 2015-2016 school year, each district is responsible for their own adoption plans. An approved textbook list has not yet been finalized by the state. Student assessment exams are expected by Spring 2016. Most districts and departments are beginning to adopt practices and activities that are aligned to NGSS, although levels of support vary greatly.

Bree Barnett Dreyfuss The Three Dimensions The NGSS are organized into three dimensions: Practices, Crosscutting Concepts, and Disciplinary Core Ideas. Practices describe skills or behaviors that scientists and engineers use. These include creating models, refining theories and engaging in civil arguments by citing evidence to support claims. Practices describe something we expect students to “do.” Crosscutting Concepts are “big ideas” that are seen in all the different disciplines of science. These are the themes we want students to be able to explore and connect over multiple courses. Disciplinary Core Ideas are taught through multiple grade levels and build upon each other as students progress in their education. These are not curriculum, but content that will be assessed in the performance expectations.

According to the National Research Council: “We use the term ‘practices’ instead of a term such as ‘skills’ to emphasize that engaging in scientific investigation requires not only skill but also knowledge that is specific to each practice.” (NRC Framework, 2012, p. 30) This represents a conceptual shift away from assessing the information students know separately from the skills students have to investigate and solve complex problems.

Figure 3. The eight engineering practices, from an infographic from www.TeachTCI.com.

What should I do?

Figure 2. Graphic from The Concord Consortium http://concord.org/ngss/

References Figure 1. The NGSS logo includes the three dimensions.

What are the Practices?

The first step is to be aware of the major pedagogical shifts in the adoption of NGSS and how it is organized. Professional Development is key for everyone; no one is expected to learn this all on their own. Many teachers already use these Science & Engineering Practices in their classrooms, and everyone should be encouraged to share resources and materials they find with their colleagues. Acknowledgments

Next Generation Science Standards website www.NextGenScience.org

Heather Pereira, Amador Valley High School

NSTA’s NGSS support website http://ngss.nsta.org/

National Science Teachers Association