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RI PPT 3-28-22 FINAL - PARTICIPANT COPY - NYU

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Okhee is widely recognized for advancing research, policy, and practice that simultaneously promote science and language learning for all students, including English learners. She has directed research projects funded by the National Science Foundation, U.S. Department of Education, Spencer Foundation, and other national and state organizations. Read More

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Okhee is widely recognized for advancing research, policy, and practice that simultaneously promote science and language learning for all students, including English learners. She has directed research projects funded by the National Science Foundation, U.S. Department of Education, Spencer Foundation, and other national and state organizations. Read More

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Research, Instruction, and Professional Learning Team
Division of Multilingual Learners
New York City Department of Education

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Article: Asset-oriented framing of science and language with multilingual learners

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Article: Asset-oriented framing of science and language with multilingual learners

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Which statement indicates contemporary thinking?
1) Vocabulary is a precursor or prerequisite: Pre-teach and frontload vocabulary.
2) Language is a product of use.

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NSTA: Elementary Science at Beaver Acres

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NSTA: Elementary Science at Beaver Acres

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As you watch the video, think about how science instructional shifts promote language use and development with all students, including multilingual learners.

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Improving Science Education Through Three-Dimensional Learning

Quick Search Next Generation Science Standards

THE THREE DIMENSIONS OF SCIENCE LEARNING

Within the Next Generation Science Standards (NGSS), there are three distinct and equally important dimensions to learning science. These dimensions are combined to form each standard-or performance expectation-and each dimension works with the other two to help students build a cohesive understanding of science over time.

Crosscutting Concepts help students explore connections across the four domains of science, including Physical Science, Life Science, Earth and Space Science, and Engineering Design.

When these concepts, such as "cause and effect", are made explicit for students, they can help students develop a coherent and scientifically-based view of the world around them.

Science and Engineering Practices describe what scientists do to investigate the natural world and what engineers do to design and build systems. The practices better explain and extend what is meant by "inquiry" in science and the range of cognitive, social, and physical practices that it requires. Students engage in practices to build, deepen, and apply their knowledge of core ideas and crosscutting concepts.

Disciplinary Core Ideas (DCIs) are the key ideas in science that have broad importance within or across multiple science or engineering disciplines. These core ideas build on each other as students progress through grade levels and are grouped into the following four domains: Physical Science, Life Science, Earth and Space Science, and Engineering.

More about 3D Learning

GET TO KNOW

The Next Generation Science Standards (NGSS) are K-12 science content standards. Standards set the expectations for what students should know and be able to do. The NGSS were developed by states to improve science education for all students.

A goal for developing the NGSS was to create a set of research-based, up-to-date K-12 science standards. These standards give local educators the flexibility to design classroom learning experiences that stimulate students' interests in science and prepares them for college, careers, and citizenship.

Get to Know the Standards

IMPLEMENT

The NGSS call for a three-dimensional approach to K-12 science instruction. This represents a significant transition from previous state standards. That's why effective implementation demands a great deal of collaboration and patience among states, districts, schools, teachers, and students.

Thoughtful and coordinated approaches to implementation will enable educators to inspire future generations of scientifically literate students. That is the vision of the NGSS. This website provides a range of high-quality resources that empower educators, administrators, parents, and the general public to help bring this vision to life.

Find Tools and Resources

WHY

Science-and therefore science education-is central to the lives of all Americans.

A high-quality science education means that students will develop an in-depth understanding of content and develop key skills-communication, collaboration, inquiry, problem solving, and flexibility-that will serve them throughout their educational and professional lives.

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Home Page | Next Generation Science Standards

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Improving Science Education Through Three-Dimensional Learning Quick Search Next Generation Science Standards Within the Next Generation Science Standards (NGSS), there are three distinct and equally important dimensions to learning science. These dimensions are combined to form each standard-or performance expectation-and each dimension works with the other two to help students build a cohesive understanding of science over time.

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The imperative that all students, including English learners (ELs), achieve high academic standards and have opportunities to participate in science, technology, engineering, and mathematics (STEM) learning has become even more urgent and complex given shifts in science and mathematics standards. As a group, these students are underrepresented in STEM fields in college and in the workforce at a time when the demand for workers and professionals in STEM fields is unmet and increasing. However, English learners bring a wealth of resources to STEM learning, including knowledge and interest in STEM-related content that is born out of their experiences in their homes and communities, home languages, variation in discourse practices, and, in some cases, experiences with schooling in other countries.

English Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives examines the research on ELs' learning, teaching, and assessment in STEM subjects and provides guidance on how to improve learning outcomes in STEM for these students. This report considers the complex social and academic use of language delineated in the new mathematics and science standards, the diversity of the population of ELs, and the integration of English as a second language instruction with core instructional programs in STEM.

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Read "English Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives" at NAP.edu

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The imperative that all students, including English learners (ELs), achieve high academic standards and have opportunities to participate in science, technology, engineering, and mathematics (STEM) learning has become even more urgent and complex given shifts in science and mathematics standards.

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Unit Description: The anchoring phenomenon of this unit is that the school, home, and neighborhood make large amounts of garbage every day. In answering the driving question of the unit, "What happens to our garbage?", students investigate a series of subquestions (e.g., "What is that smell?"

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In what ways are language instructional shifts (modalities, registers, and interactions) particularly beneficial for multilingual learners?

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Watch the short video clip on phenomenon and 3-D learning at the beginning of the unit

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Watch the short video clip on phenomenon and 3-D learning at the beginning of the unit

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Webinar #5 A Classroom Example Phenomenon and 3-D Learning - Beginning of Unit

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Watch a short video clip on phenomenon and 3-D learning  later in the unit

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Watch a short video clip on phenomenon and 3-D learning  later in the unit

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Webinar #5 A Classroom Example Phenomenon and 3-D Learning - Later in Unit

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Focus Question: How do these video clips illustrate the phenomenon and 3-D learning classroom instruction shifts?

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Focus Question: How do these video clips illustrate the phenomenon and 3-D learning classroom instruction shifts?

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Brief 6 Science and Language Assessment Shifts

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Brief 6 Science and Language Assessment Shifts

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1. Read the student response to assessment task 1.
2. Analyze the student response in terms of i) modalities and ii) registers.

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NYSED Integrating Science and Language for All Students with a Focus on English Language Learners

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NYSED Integrating Science and Language for All Students with a Focus on English Language Learners

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Integrating Science and language for All Students

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A series of seven webinars and topic briefs have been created for New York State Education Department (NYSED) by New York University (NYU) researchers Dr. Okhee Lee, Lorena Llosa, Alison Haas, and Scott Grapin to promote the implementation of New York State P-12 Science Learning Standards and build…

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Earn 15 asynchronous CTLE hours in ELLs, Content, and Pedagogy

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Shift 1: How does a phenomenon in a local context support language use and development?

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Shift 2: How does three-dimensional learning support language use and development?

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Shift 3: How does coherent learning support language use and development over time?

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Compare the main differences between WIDA 2012 and 2020.

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Compare the main differences between WIDA 2012 and 2020.

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What do you think will be the main impact of the WIDA 2020 version on multilingual learners in learning science?