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Visible Thinking is a flexible and systematic research-based conceptual framework, which aims to integrate the development of students' thinking with content learning across subject matters.

Visible Thinking began as an initiative to develop a research-based approach to teaching thinking dispositions. The approach emphasized three core practices: thinking routines, the documentation of student thinking, and reflective professional practice. It was originally developed at Lemshaga Akademi in Sweden as part of the Innovating with Intelligence project, and focused on developing students' thinking dispositions in such areas as truth-seeking, understanding, fairness, and imagination. It has since expanded its focus to include an emphasis on thinking through art and the role of cultural forces and has informed the development of other Project Zero Visible Thinking initiatives, including Artful Thinking, and Cultures of Thinking.

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Visible Thinking is a flexible and systematic research-based conceptual framework, which aims to integrate the development of students' thinking with content learning across subject matters. Visible Thinking began as an initiative to develop a research-based approach to teaching thinking dispositions. The approach emphasized three core practices: thinking routines, the documentation of student thinking, and reflective professional practice.

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Uploaded by CMS Video Feed on 2017-01-19.

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Module 4 Moving from Initiation-Response-Evaluation to Instructional Conversation

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The most challenging part of designing a model-based inquiry unit is finding a productive phenomena to anchor the unit. Here you will find example phenomena successfully used by science teachers in the past. They are organized by disciplinary core idea. However, like all productive phenomena, you

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Sorted by thinking goal

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Videos and stories of students taking action.

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Phenomena Explained: What is phenomena-based learning?  | Twig Science

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Lab before blab. Activity before content

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Lab before blab. Activity before content

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Best Practices in Teaching and Learning K-8 Science with Phenomena

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Complete

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California Science Framework 2016 - Introduction

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Conceptual Shifts in NGSS

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Appendix A - 4.11.13 Conceptual Shifts in the Next Generation Science Standards.pdf

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Storylines start with a phenomenon or authentic problem.

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Curriculum Spark: NGSS - Using Phenomena to Engage Students with TJ McKenna

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What are “storylines” and how are they used to produce NGSS lessons/units based on phenomena?

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The most challenging part of designing a model-based inquiry unit is finding a productive phenomena to anchor the unit. Here you will find example phenomena successfully used by science teachers in the past. They are organized by disciplinary core idea. However, like all productive phenomena, you

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See assessment board for resources by topic area.

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Phenomenon by Grade Band and Performance Expectation

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Phenomenon by Grade Band and Performance Expectation

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Phenomena Samples by Grade Band - Google Drive

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Illinois Science Teachers Association - Storylining Working Group

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After engaging in over 200 hours of professional development with national experts, we knew that in order to really understand how to bring NGSS to classrooms, teachers needed to experience the same productive struggle that kids do in an NGSS classroom.

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NGSS - Next Generation Science Standards - bozemanscience

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Anatomy and Physiology AP Biology AP Chemistry AP Environmental Science AP Physics Biology Chemistry Earth Science Educational NGSS - Next Generation Science Standards Physics Statistics & Graphing

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Academic Discourse and Language Development Stronger and Clearer

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Identify your topic and get matched to a speaker with that area of expertise.

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Nepris connects educators and learners with a network of industry professionals, virtually, bringing real-world relevance and career exposure to all students. Nepris also provides a skills-based volunteering platform for organizations to extend education outreach, and build their brand among the future workforce.

Sign up for free! Learn More...

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Nepris - Connecting Industry to Classrooms

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Nepris connects educators with a vast network of industry professionals to engage students in their learning and prepare them for their future. Professionals now have the opportunity to share their skills and knowledge with learners to inspire the next generation of the workforce.

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3 Course model - Evidence Statements

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NGSS Performance Expectations HS 3 Course

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Simulations, cartoon creators, game platforms, and MORE!

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Think outside the Textbook - Creative "Show What You Know" and Technology Integration

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Tools for purposeful integration of technology

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What are they? Why should I use them? How are they different than KWL?

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We appreciate your feedback and any suggestions on additional resources. Please complete the google form.

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NGSS Equip Rubric evaluated lessons and others submitted by teachers.

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Through a project with the New York Hall of Science (NYSCI) and Achieve, Teachers TryScience now features a growing set of resources that demonstrate how existing K-12 science lessons can be evaluated and revised to more closely align to the NGSS, using the Educators Evaluating Quality in Instructional Products (EQuIP) rubric.

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Anoushka Takla's fourth graders seek to answer the question: "What happens to our trash over time?"

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Science lesson plans for elementary, middle, and high school classrooms teaching life, earth, and physical sciences: activities for kids and students!

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Curriculum from the Monterey Bay Aquarium

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A resource for teachers to the Monterey Bay Aquarium's inquiry-based curriculum, which is designed to motivate and engage students and support the California and National teaching standards through classroom or field experiences.

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Resources K-12

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To help you develop classroom curriculum, the Department of Water Resources offers water education materials at no charge.

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Formative Assessment Probe Template -  Agree Disagree Statements

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Formative Assessment Probe Template -  Agree Disagree Statements

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A&D Statement Template Formative Assesment 

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Formative Assessment Probe Template - Justified List

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Formative Assessment Probe Template - Justified List

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Justified List Template Formative Assessment 

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Formative Assessment Probe Template - Tweet

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Formative Assessment Probe Template - Tweet

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Directions on how to use template: http://bit.ly/TweetAssessment

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Twitter Post Formative Assesment Template

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Georgia Science Teachers Association - GSE Phenomena

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communications@georgiascienceteacher.org if you have any questions about this resource.

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K-5 Performance Expectations by Grade Level

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K-5 Performance Expectations by Grade Level

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NGSS Performance Expectations by Grade Level K-5

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MS Performance Expectations by Grade Level

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MS Performance Expectations by Grade Level

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NGSS Performance Expectations by Grade Level MS-Integrated Model

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This site is a curated collection of science phenomena for the NGSS, along with phenomenon based learning resources and help for how to use phenomenon to drive student questions in the classroom centered around 3 dimensional teaching and learning.

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NGSS Rollout 4

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Phenomena Samples by Grade Band - Google Drive

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Practice Brief 46 -- Topics: Implementation Instruction

How to define meaningful daily learning objectives for science investigations

Teachers should have the authority to design instruction by involving students in developing daily objectives.

District Staff & PD Providers should help teachers learn how to define and sequence 3D learning performances across the units they teach that culminate in students understanding performance expectation bundles.

School Leaders should learn how to see and support science instruction that engages students in making sense of phenomena and should consider how daily learning objectives might be different in a 3D instruction classroom.

What Is The Issue?

Many schools require teachers to post the day's learning target, objective, or standard on the board. However, displaying the target concept to be learned-the disciplinary core idea that is the focus of instruction-"gives away" what students should actually be figuring out as they make sense of phenomena by engaging in the science and engineering practices. Many teachers face a dilemma when they try to meet their administrator's requirements. It is important for teachers and administrators to come to consensus around developing and using objectives that are consistent with 3D learning.

Authors:

WILLIAM R. PENUEL, MICHAEL NOVAK, TARA MCGILL, KATIE VAN HORNE & BRIAN J. REISER | MARCH 2017

Reflection Questions

Teachers: What shifts might be needed in your teaching for you to develop learning objectives focused on student questions?

Building Administrators: How can you support student-driven learning goals and investigation while learning about classroom learning objectives?

District Leaders: How do your district's frameworks for observing teachers support or interfere with 3D science teaching and learning?

Things to Consider

Conceptual understanding takes time and effort. It takes multiple lessons for students to understand an educational standard-i.e., a 3D performance expectation (PE) from the NRC Framework. Students should not be expected to master a PE in a single lesson. A lesson-level 3D learning performance is a more appropriate focus.

Don't short-circuit deep learning. PEs describe the science concepts students are learning, so posting it "gives away" the thing to be explained, possibly reducing student motivation to learn and their ability to explain with any depth what and how they know. Students should be able to say what they are trying to figure out in their own words-and come to use formal science terminology once they have gotten a feeling for it after multiple investigations.

Investigations should help students construct understanding. The NRC Framework vision is about students seeing that science and engineering practices are ways that can help them make sense of and change the world. Students should be deciding together what they need to investigate each day, based on what they've already figured out and what they need to learn to explain or design. They shouldn't know the outcome of an investigation ahead of time.

All three dimensions of any PE are in service of answering questions (in science) or designing solutions (in engineering) related to natural phenomena, so students' should generate questions to investigate or define problems to solve as part of any learning objective.

Attending to Equity

Schools that have been historically underresourced or that serve populations facing the most barriers to equitable education may face more pressure and direct supervision/evaluation of teaching practices. It is crucial to provide all students with meaningful instruction and maintain high educational goals.

All students should be able to understand why they are doing what they are doing in class. Students should help define learning objectives-where the class is headed as part of an unfolding investigation. You can build an objective for the next day by eliciting student responses about what they figured out and what they need to figure out next at the end of class. Aim to include many student voices in this process, rather than letting the most vocal students consistently set the agenda.

Recommended Actions You Can Take

Invite your administrator to visit at a time when students are developing a consensus model of a phenomenon through classroom discussion. They'll see students engaging in evidence-based argumentation and sophisticated understandings being articulated.

Co-construct the daily objective with students at the beginning of class to post on the board, as an answer to the question: What do we need to figure out today to help us answer our driving question/solve our design challenge? It should ideally be a question (e.g., "Today we are trying to figure out: Why don't antibiotics work like they used to?"), but it could also be a piece of a model needed to explain a phenomenon or a step needed to develop a engineering solution.

Prepare a one-pager to hand to a visiting administrator or colleague. It could be: (a) a short explanation/model from your unit storyline showing how an explanation of the phenomenon will help students master the PEs, (b) the culminating product that students will produce in the unit, (c) research supporting an equitable 3D instruction approach, or (d) a 3D learning performance for the lesson.

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This site is primarily funded by the National Science Foundation (NSF) through the Research + Practice Collaboratory (Award #1238253). Opinions expressed are not those of any funding agency.

Work is licensed under a Creative Commons Attribution-ShareAlike 4.0 Unported License. Others may adapt with attribution. Funded by the National Science Foundation (NSF). Opinions expressed are not those of any funding agency.

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How to define meaningful daily learning objectives for science investigations :StemTeachingTools

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Practice Brief 46 -- Topics: Implementation Instruction Teachers should have the authority to design instruction by involving students in developing daily objectives. District Staff & PD Providers should help teachers learn how to define and sequence 3D learning performances across the units they teach that culminate in students understanding performance expectation bundles.

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National Science Teachers Association Lesson Plans

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National Science Teachers Association Lesson Plans

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The NSTA Next Generation Science Standards Hub offers information, resources, news, professional learning opportunities, and expert advice in understanding and implementing the Next Generation Science Standards - NGSS

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Resources organized by Instructional Segments in the CA Framework

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Critical Questions for Cross Cutting Concepts

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Critical Questions for Cross Cutting Concepts

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Focus student discussion with critical questions for each CCC.

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Critical Questions for Cross Cutting Concepts- Half Page Front to Back Cards

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Help to honor student thinking, identify misconceptions, and track student learning in the 5E sequence. Read how: http://www.nsta.org/publications/news/story.aspx?id=51519

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KLEW Chart Know, Learn, Evidence, Wondering Chart Template

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Lesson Planning 5 Questions for Lesson Planning Routines

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Free teacher lesson plan sharing site. Note: there is no vetting process to submit lessons, be a careful consumer of information.

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Plan better lessons for your students in critical subjects such as algebra, reading comprehension, and the life sciences with free resouces from world-class teachers.

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K-12 Resrouces

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The K-12 EEI Curriculum uses the environment as a context to help students learn science and history-social science. The curriculum is a model for educators to demonstrate how to integrate environmental literacy into classroom instruction.
History-Social Science Units Science Units

California's Environmental Principles and Concepts (EP&Cs) in the EEI Curriculum

California's EP&Cs highlight the deep relationship between humans and the natural world and are the foundation of the environmental content taught in the model EEI Curriculum. Each EEI Curriculum unit supports at least one EP&C. In the EEI Curriculum, your students' understanding of the EP&C's builds over the course of their academic careers, strengthening their environmental literacy. Learn more.

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Curriculum - California Education and the Environment Initiative (EEI)

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The K-12 EEI Curriculum uses the environment as a context to help students learn science and history-social science. The curriculum is a model for educators to demonstrate how to integrate environmental literacy into classroom instruction.

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These are the documents that support each session of the Next Generation Science Standards Statewide Roll Out Phase 2

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Examples by DCI

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The Wonder of Science website aggregates the work of Paul Andersen around the NGSS (Next Generation Science Standards)

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Graphic organizers, strategies, testing resources, and others.