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A strange hobby…

I’ve been tinkering around with the Next Generation Science Standards a lot lately, mostly out of a sense of curiosity about how they line up with my current practice. 15 years of teaching biology has made me rather opinionated about what’s important for students to learn, so its always a good reality check to see where my practice lands in comparison to the “latest research,” which in this case is the NGSS. This post will discuss what I’ve found so far (at least in HS biology), and what we as science teachers can do to make the NGSS useful to ourselves and our students.

First, a warning of sorts. I teach in Colorado, which doesn’t subscribe to the NGSS, at least not yet. The science gurus at the Colorado Department of Education are seemingly content to stick with their latest revision of their science standards, which is relatively new. They are currently busy snuggling up with Pearson to develop online science tests for next year’s senior class, so I doubt there’s much pressure to switch to the NGSS at this point in time. Unfortunately, this means I’ve got two masters to serve, assuming I pay any attention to the NGSS. Keep that in mind as you read the rest of this proposal.

NGSS HS Biology overview

Regardless of my state’s stance on the NGSS, I’ve bought into them just enough to give them a good look-through to see what’s new, what’s the same, and what’s missing compared to what I do at the moment.

-New: The NGSS nicely integrates the Science and Engineering Practices into the teaching and learning of biology. If you’ve worked on upgrading your AP Biology curriculum to the latest version, you’re already pretty familiar with what the NGSS is aiming for in terms of science performances by your students. Also “new”: there are several places where “computer simulations” are mentioned along with the emphasis on modeling (the Colorado standards love computer simulations too). What these simulations are and who will sell them to me remains to be seen.

-Same: Most of the key content area knowledge domains are still there in the NGSS (with a few notable exceptions).

-Missing: Enzymes, cell structure, and membrane transport. I know that the writers of NGSS wanted to pare down the amount of stuff we have to teach in order to allow for deeper experiences, but wow, those are topics that have amazing labs that I think are perfect for the kind of science performances that the Practices are aiming at.

In short, the NGSS are a great step forward, but have some gaps that I think we can fill.

Who are the NGSS for?

Here’s the key question going forward with adopting any new set of standards like the NGSS: Who are the standards for? There’s been a lot of discussion of who wrote the NGSS and for what purpose, which are pretty darn good questions. Unlike the Colorado standards, the NGSS don’t appear to be written with specific test items in mind. That doesn’t mean that they won’t be used to develop tests, but the greater potential of the NGSS lies in how teachers will use them to focus more on the practice of science and less on the lame “testable” stuff. As in all thing education-related, its going to be how the NGSS change actual classroom practice that matters. So how will we make use of the NGSS in a valuable way as science educators? First, we need to know what they recommend that we should be teaching and how we should approach that material.

A crowdsourced NGSS biology curriculum

In the spirit of thumbing my nose at those companies that want to make money by selling us “NGSS-ready” materials, I propose that we crowdsource a freely-available collection of documents that are aligned to the NGSS and link to resources that we can use in our classrooms. I don’t pretend to be an expert on the niceties of curriculum design and generally hate being pigeonholed into someone else’s formatting, so the stuff I’m proposing as a starting point isn’t going to win any awards with your administrators. Adapt it as you see fit. Its just a beginning.

I had recently developed curriculum docs for the Colorado standards so I did some cross-walking to see where the NGSS matched up to my existing unit structure. This was the result (in public GoogleDocs):

Biology units aligned to NGSS and Colorado Standards

These docs include:

    • A checklist for the 8 Science and Engineering Practices for each unit. This could be improved and made more detailed, but for now the simple checklist is a survey of which practices will be demonstrated (often its all 8, but not always).
    • A list of NGSS and Colorado standards for each unit.
    • Essential Questions and Big Ideas for each unit, primarily based on the NAP Frameworks for disciplinary core ideas, but also drawing on my teaching experiences.
    • Activities for each unit, based on what I do now with students, which could certainly be expanded and improved upon.
    • A Correlation Matrix that shows roughly in which units the different standards are encountered, both for NGSS and Colorado standards.
    • A guide for adapting the NGSS practices and topic areas for standards-based learning in biology.

Next steps

Right now the whole folder of goodies is shared publicly so you can at least view what’s there. Feel free to copy anything into your Drive and adapt it as needed. It’d be more fun, of course, if you are willing to share activities and help edit the documents to make them more useful “NGSS-ready” tools for teachers. If you want to help edit the docs, leave a comment here or drop me a note on Twitter and I’ll set your google account as an editor. Or, if you prefer, you can send me links to good activities and labs and I’ll add them to the appropriate units. Thanks in advance for joining me in the strange hobby of curriculum writing!

 

Image credit: CoolTownStudios

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I’ve updated my list of biology standards slightly over the past few days.  The latest version with some explanatory notes can be seen here.

The motivation for the changes came from a great post by Paula White. She inspired me to add a couple more standards that are less about content and more about community. She reminded me that I should be assessing the 3P’s: performance, progress, and process. I had a lot of performance standards, which are easy to write for an upper level science class, but was lacking in the progress (self-assessment, metacognition) and process (group work, attitude, etc.) standards. I added two more standards and combined two others so that my total number of major standards sits at 9, which will translate into 9 columns in the gradebook.

This 9 standard system, assuming it doesn’t morph much more, will probably become the foundation for all of my classes, regardless of content. Only the first standard is content-specific and will vary between courses, but the other standards represent outcomes that should be achieved in any upper-level science class. I’ll keep a midterm and final in each course per semester, as well, to keep kids on their toes as far as standardized testing goes.

Although its a work in progress, if you see any glaring problems this system creates down the road, feel free to share a comment. Lots of folks are interested in SBG/sbar right now and as a collective unit we’ll come up with better plans than we can alone.

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I’ve made a little progress towards implementing standards-based grading (sbar) for next year and thought I would throw it out there for those of you in the same boat and for the sbar pros to critique.  It was actually pretty easy to choose the standards that will go in the grade book for my classes, since I teach mostly concurrent credit classes which need to be articulated with Colorado’s Community College Common Courses guidelines.  The guidelines are very handy in that they have lists of “standard competencies” that students are supposed to master in the course.  I have simply reworked those a bit to give my students the learning targets to achieve during the school year.

So far I’ve worked on my chemistry and biology preps and it is remarkable the difference between them in terms of the standards that are linked to each course. I am currently thinking of trying out 8 biology standards and 10 chemistry standards. As Shawn Cornally has pointed out here and here, there seems to be a difference between qualitative courses like biology (lots of facts to memorize) and quantitative courses like chemistry (lots of procedural skills to master) in terms of the standards one focuses on.

The biology standards are much more process-oriented and not necessarily tied to specific content topics. I like this set of standards because it downplays the sometimes disconnected trivial knowledge tidbits that we biology teachers get hung up on. Sure, the content is still important, but it will no longer make up the bulk of the grade.

Chemistry standards were much easier to organize, as I suspect physics standards would be, because we tend to teach sets of skills that build on each other as the course progresses. Understand atoms to understand compounds to understand reactions and so on. Hopefully with a standards-based system in place, I can have an easier time of reevaluating and assisting students who may take longer to acquire some of the skills taught earlier in the course so that they are not so lost in the later stages.

What I have yet to figure out, and some of you sbar pros can weigh in on this, is how to translate the standards that I have into what actually appears in the gradebook for students to see. I want students and their parents to know where their strengths and weaknesses are in terms of content and procedural knowledge, but I also want to keep the reporting and grade calculation as simple as possible: mutually exclusive goals, perhaps.

My initial thought is to have only the 8 or 10 major standards appear in my online gradebook along with midterm and final exam grades.  Progress towards the standards would be tracked separately, perhaps in a student-accessible spreadsheet or using Shawn’s SBG gradebook. I’ve wondered, too, about visualizing student progress using Roambi if I go the spreadsheet route.

I’ll be working on the standards for my other two preps, Anatomy and Physiology and AP Biology, over the next few weeks, but I suspect that the standards for those classes will look a lot like the biology standards, given their qualitative content. I’ll also be working out the mechanics of how to track grades, keep students informed of their progress, assess and reassess, and compute final grades in an sbar system. No small task, but that’s what summers are for. (Update: revised standards and the philosophy behind them are discussed here)

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