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Get to Know the Standards | Next Generation Science Standards

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Get to Know the Standards | Next Generation Science Standards

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Get to Know the Standards | Next Generation Science Standards

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The Next Generation Science Standards are now available. Twenty-six states and their broad-based teams worked together with a 40-member writing team and partners throughout the country to develop the standards.

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CSU NGSS community: Science and Literacy Learning

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CSU NGSS community: Science and Literacy Learning

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CSU NGSS community: Science and Literacy Learning

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This article documents teacher learning through participation in lesson study, showing how teachers in three different lesson study teams 1) expanded their mathematical content knowledge, 2) grew more skillful at eliciting and analyzing student thinking, 3) became more curious about mathematics and about student thinking, 4) emphasized students' autonomous problem-solving, and 5) increasingly used multiple representations for solving mathematics problems.

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Using Engineering Design in the Classroom

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Using Engineering Design in the Classroom

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Using Engineering Design in the Classroom

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Tom Jenkins explains how he uses an engineering design process in his science classroom. He shares how it helps him to see student thinking, and how it gives students the opportunity to apply science concepts to real word problems.

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Get to Know the Standards | Next Generation Science Standards

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Get to Know the Standards | Next Generation Science Standards

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Get to Know the Standards | Next Generation Science Standards

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The Next Generation Science Standards are now available. Twenty-six states and their broad-based teams worked together with a 40-member writing team and partners throughout the country to develop the standards.

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A major practice in science is to carry out investigations (Practice 3 Planning and Carrying Out Investigations) . For students to learn how to do this, I have them write the steps, implement the steps, and then reflect on the process. This can be done with any experiment, but I choose one that was interesting and fun for middle school students, a Chromatography Lab. This experiment is quick and easy to complete in one class period and it helps students understand the process.

In this lesson, I use structured inquiry because students need to be lead through an investigation to: learn and understand the steps of the scientific method, learn new vocabulary words such as hypothesis, conclusion, and data, and learn how to reflect on the data to create a well-written conclusion.

I go through the directions with the class, provide the question, and help students form an hypothesis. I read the directions aloud while students also read them silently. I do this because my students are at a variety of reading levels. As students write their hypothesis, give them time to process. This is when I would circulate the classroom to make sure they have the right idea. Taking time to share a few written hypotheses will give students confidence that they are "on the right track." A sentence stem is provided for each hypothesis: I think that .........because ........ The hypothesis should reflect what the question is asking. I tell students to "put the question into the answer." This step can be broken down further by dividing the statement into two pieces so a student can work on one at a time. For example: I think that.... I know this because...

I circulate the classroom to make sure that all students are on target, have written an hypothesis and are ready to more forward. Using "popsicle sticks" to draw all students into the discussion, I ask students to read and share their hypothesis. This gives students an opportunity to hear the thoughts of their classmates. As a class, we continue to read through the investigation and perform the steps together. This helps to solidify the understanding of the process.

Now, perform the experiment. I communicate with students to make clear, thoughtful observations and use the Data Table to record the results. When students analyze and interpret data they are connecting to Science and Engineering Practice 4. They need to carefully examine the date to answer the questions which will lead to forming a conclusion.

Teacher Tip: Try this Candy Chromatography experiment as an extension activity or use permanent markers and isopropyl alcohol in place of the washable markers and filter paper.

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A major practice in science is to carry out investigations (Practice 3 Planning and Carrying Out Investigations) . For students to learn how to do this, I have them write the steps, implement the steps, and then reflect on the process.

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Bundling the NGSS | Next Generation Science Standards

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Bundling the NGSS | Next Generation Science Standards

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Bundling the NGSS | Next Generation Science Standards

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What is bundling? "Bundles" are groups of standards arranged together to create the endpoints for units of instruction. Bundling is just one step in a curriculum development process; many other steps are required to create instructional materials designed for the NGSS.

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ACESSE Resource A - Introduction to Formative Assessment to Support Equitable 3D Instruction | OER Commons

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ACESSE Resource A - Introduction to Formative Assessment to Support Equitable 3D Instruction | OER Commons

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ACESSE Resource A - Introduction to Formative Assessment to Support Equitable 3D Instruction

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In this professional development session, we will develop a shared understanding of how formative assessment works and different approaches that have been developed. The material for this resource come from a series of PD sessions on formative assessment developed by the ACESSE team: Philip Bell, Shelley Stromholt, Bill Penuel, Katie Van Horne, Tiffany Neill, and Sam Shaw.

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New partnership awarded $1.5 million to improve coherence and create common vision in science curriculum, instruction, and assessment | ISME

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New partnership awarded $1.5 million to improve coherence and create common vision in science curriculum, instruction, and assessment | ISME

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Posted by Abby Rhinehart

On January 8, 2017

0 Comments

ACESSE, NGSS, research-practice partnership, Research-Practice Partnerships, STEM Education

The collaboration is bringing together learning scientists and educational practitioners to make science learning more coherent and more equitable.
New partnership aims to improve equity, coherence in science education

Learning scientists from the University of Washington and the University of Colorado Boulder, along with educators, are embarking on a national effort to make science learning more coherent and equitable.

The Advancing Coherent and Equitable Systems of Science Education (ACESSE, or "access") project has received a three-year, $1.5 million grant from the National Science Foundation that will bring together partners from educational research and practice to tackle the problem. The project is based on deep collaboration between the UW, CU Boulder and the Council of State Science Supervisors.

"Educators are frequently asked to perform a balancing act, trying to implement state and local initiatives that often don't coherently fit together," said Philip Bell, a co-principal investigator on the project and Shauna C. Larson Chair in Learning Sciences at the UW College of Education. "This disconnect can make it difficult to make improvements across school systems. With this project, we are attempting to address this need head-on."

Incoherence can serve to reinforce educational inequalities, as it provides an extra challenge for schools that are already struggling with accountability pressures or assessment systems. The ACESSE project aims to keep equity a focus in the work of state-level education systems. State leaders can work with local districts, schools, communities, parents and students to develop visions of inclusive instruction and commitment to providing more equitable opportunities to learn.

To that end, the ACESSE project is bringing together educators and researchers to co-develop, co-research and collaboratively pilot strategies, based off of this unique blend of expertise and experience.

Strategies and resources that come from this project will be shared around the country through a network of science supervisors. The ACESSE project aims to not just study of what is occurring in these states, but also to develop, test and improve on resources and strategies that educators and researchers design together.

"Through ACESSE, I've been able to have vital discussions in my state about how important it is that we critically analyze policies and initiatives to ensure they don't pull in opposite directions from the main goals we've already set for science education," said Oklahoma State Science Director and co-PI Tiffany Neill. "When we're evaluating an initiative, we're thinking more about the system in which this initiative has already worked and how that system may or may not be similar to our own."

This fall, 45 state-level educators from 13 states met with researchers from the UW and CU Boulder for the ACESSE all-team kick-off meeting, where they began brainstorming resources and building a network of partners to support one another in this work. The project will use an iterative approach called design-based implementation research to develop and refine strategies and resources.

ACESSE begins its work as educators are implementing the new vision for science education based on the National Research Council's A Framework for K-12 Science Education and the resulting Next Generation Science Standards. This vision calls for major changes to curriculum, instruction, assessment and involvement of community science resources, elements that all should align to make science more accessible and meaningful to all students.

"Ultimately, our aim is to benefit students across the country by increasing their abilities and knowledge in science and engineering, allowing all students to think scientifically, engage in public discussions about science, and decide their own futures," said Bill Penuel, principal investigator for the project and professor of learning sciences and human development at CU Boulder. "We want to expand diversity in STEM fields. And for that, we need to improve access to quality STEM education around the country by making learning opportunities more coherent and aligned."

This project is supported by the National Science Foundation's Education and Human Resources Core Research program (NSF Grant #1561300).
Follow @ACESSEProject on Twitter.

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New partnership awarded $1.5 million to improve coherence and create common vision in science curriculum, instruction, and assessment

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Posted by Abby Rhinehart On January 8, 2017 0 Comments ACESSE, NGSS, research-practice partnership, Research-Practice Partnerships, STEM Education The collaboration is bringing together learning scientists and educational practitioners to make science learning more coherent and more equitable.

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The latest from STEM Teaching Tools, a series of free, bite-sized PDFs for science educators. Field Notes #5, January 2017

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NGSS - Framework | Onondaga - Cortland - Madison Counties BOCES

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Onondaga - Cortland - Madison Counties BOCES

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Mosa Mack creates inquiry-based experiences that celebrate the mystery and complexity of science for grades 4-8. The lessons support teachers in facilitating instruction that celebrates students' ideas, communities, and cultures, showing them how to apply critical thinking to everyday life.

READ OUR STORY >

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Your Next Generation Science Solution Mysteries, Labs and Engineering Challenges for 4th-8th Graders

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The STEM Teaching Tools site has tools that can help you teach science, technology, engineering and math (STEM). We are currently focused on supporting the teaching of the Next Generation Science Standards (NGSS) . Each tool is focused on a specific issue and leverages the best knowledge from research and practice.

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Appendix G - Crosscutting Concepts FINAL edited 4.10.13.pdf

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Appendix G - Crosscutting Concepts FINAL edited 4.10.13.pdf

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Uses: Playlists for Tools : StemTeachingTools

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Uses: Playlists for Tools : StemTeachingTools

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Uses: Playlists for Tools : StemTeachingTools

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Here are STEM Teaching Tool Playlists! Our STEM Teaching Tools can be used for a range of purposes. The following are some specific uses that have been developed. You can think of them as 'playlists' of STEM Teaching Tools to orient yourself or different audiences to a particular topic in STEM education.

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NSTA Science Store :: Discover the NGSS :: Enhanced E-book

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NSTA Science Store :: Discover the NGSS :: Enhanced E-book

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NSTA Science Store :: Discover the NGSS :: Enhanced E-book

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Learn how to use Discover the NGSS: Primer and Unit Planner to conduct school- or districtwide professional development at an all-new train-the-trainer workshop at the NSTA Area Conference in Philadelphia ! Discover the NGSS : Primer and Unit Planner is an Enhanced E-book* that offers a comprehensive introduction to the Next Generation Science Standards.

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Amazon.com: What's Your Evidence?: Engaging K-5 Children in Constructing Explanations in Science (Pearson Professional Development) (9780132117265): Carla L. Zembal-Saul, Katherine L. McNeill, Kimber Hershberger: Books

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Amazon.com: What's Your Evidence?: Engaging K-5 Children in Constructing Explanations in Science (Pearson Professional Development) (9780132117265): Carla L. Zembal-Saul, Katherine L. McNeill, Kimber Hershberger: Books

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what's your evidence?: engaging k-5 children in constructing explanations in science (pearson professional development)

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teaching methods & materials - science & technology

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sciences - study and teaching (elementary)

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education / early childhood (incl preschool & kindergarten)

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education / teaching methods & materials / science & technology

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education/early childhood (incl. preschool & kindergarten)

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What's Your Evidence?: Engaging K-5 Children in Constructing Explanations in Science (Pearson Professional Development)

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By providing a variety of strategies, scenarios, student samples, classroom video clips from across all science content areas, rubrics, and guidelines this book provides teachers with the tools to successfully support young scientists to use evidence to construct scientific explanations. ...

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First Steps Towards Transitioning to the NGSS

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High school science teacher Tricia Shelton explains how she is transitioning her instruction to meet the goals of the NGSS. Tricia explains how she has flipped her instruction so that students explore concepts before direct instruction. She explains how she works together with students to address misconceptions and deepen their understanding of science.

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TEDxNYED - April 28, 2012 - Frank Noschese - YouTube

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TEDxNYED - April 28, 2012 - Frank Noschese - YouTube

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Presidential Award for Excellence in Mathematics and Science Teaching

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TEDxNYED - April 28, 2012 - Frank Noschese

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Frank teaches physics and chemistry at a public high school in New York. He advocates for inquiry-based learning and for technology use that supports the inquiry process. His classroom has been featured on MSNBC.com and CUNY-TV, and he has been quoted in The Economist, The New York Times, and USA Today.

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Planning an NGSS Curriculum

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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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Case Studies - Instructional Leadership for Science Practices

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Case Studies - Instructional Leadership for Science Practices

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Instruction Tools - Instructional Leadership for Science Practices

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Instruction Tools - Instructional Leadership for Science Practices

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Instructional Leadership for Science Practices

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This tool is a continuum for each practice that shows how students' performance can progress over time. For each science practice, we focused on one or two elements, which can be challenging for...

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Supervision Tools - Instructional Leadership for Science Practices

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Supervision Tools - Instructional Leadership for Science Practices

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Instructional Leadership for Science Practices

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This tool is a continuum for each practice that shows how instruction can progress over time. For each science practice, we focused on one or two elements, which can be challenging for students and...

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Microsoft Word - Instruction Continuum v5.docx

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Microsoft Word - Instruction Continuum v5.docx

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Microsoft Word - Supervision Continuum v4.docx

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Microsoft Word - Supervision Continuum v4.docx

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Microsoft Word - Science Practices Diagram.docx

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Microsoft Word - Science Practices Diagram.docx

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Instructional Leadership for Science Practices - Home

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Instructional Leadership for Science Practices - Home

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Instructional Leadership for Science Practices

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The recent release of the Next Generation Science Standards (NGSS) offers a new challenge and opportunity for science. Science practices are the social interactions, tools and language that scientist use as they construct, evaluate and communicate scientific knowledge. The effective integration of science practices into classrooms can better support a wide range of students, including those typically underrepresented in science, to develop greater scientific literacy.

Effective integration of science practices in classrooms requires instructional leadership to support that change. Instructional leaders can include a variety of different individuals including, but not limited to, school principals, district leaders, coaches and lead teachers. The ILSP team is developing tools to support instructional leaders in the science practices.

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Instructional Leadership for Science Practices

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This website includes resources to support the successful integration of the 8 Science Practices in NGSS into K-8 classrooms. This includes descriptions of the 8 practices, case studies, and tools such as a continuum for the eight practices.

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Video: Introduction to Bundling the NGSS | Next Generation Science Standards

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Video: Introduction to Bundling the NGSS | Next Generation Science Standards

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Video: Introduction to Bundling the NGSS | Next Generation Science Standards

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This webinar serves as an introduction to bundling the NGSS. Experts who helped developed the resource facilitated a webinar to discuss the principles of bundling standards. Recorded June 28, 2016. Download the slide deck. Access the example bundles here.

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How to Read the Next Generation Science Standards | Next Generation Science Standards

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How to Read the Next Generation Science Standards | Next Generation Science Standards

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How to Read the Next Generation Science Standards | Next Generation Science Standards

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The Next Generation Science Standards (NGSS) are distinct from prior science standards in that they integrate three dimensions within each standard and have intentional connections across standards. To provide guidance and clarification to all users of the standards, the writers have created a system architecture that highlights the NGSS as well as each of the three integral dimensions and connections to other grade bands and subjects.

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Designing Science Inquiry: Claim + Evidence + Reasoning = Explanation | Edutopia

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Designing Science Inquiry: Claim + Evidence + Reasoning = Explanation | Edutopia

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In an interview with students, MIT's Kerry Emmanuel said, "At the end of the day, it's just raw curiosity. I think almost everybody that gets seriously into science is driven by curiosity." Curiosity-the desire to explain how the world works-drives the questions we ask and the investigations we conduct.

Let's say we're planning a unit on matter. By having students observe solids and liquids, we have helped them define matter as something that has mass (or weight-don't worry about the difference with elementary kids) and takes up space. The next step is to start thinking about air: "I'm curious, is it matter? Or something else?" The students are now driven by a need to explain whether air is or is not matter. The question is clear: Is air matter?

Next, we can ask our students what data they need to answer the question, and how they can collect that data-how they can investigate. Students will need to determine if air has mass and/or takes up space. Perhaps they'll suggest that they weigh a basketball multiple times as they use a pump to add more air. Once students conduct the investigation and have data, they can create an explanation. But what does a good explanation look like?

According to the Claim, Evidence, Reasoning (CER) model, an explanation consists of:

A claim that answers the question

Evidence from students' data

Reasoning that involves a rule or scientific principle that describes why the evidence supports the claim

Your students might suggest this explanation: Air is matter (claim). We found that the weight of the ball increased each time we pumped more air into it (evidence). This shows that air has weight, one of the characteristics of matter (reasoning).

The explanation could be made more complete by including evidence and reasoning related to air taking up space.

Introducing CER to your Students

The CER format to writing explanations is not a trivial thing for your students. You will need to explicitly introduce and model it for them. They will need support throughout the year as they get better at writing explanations.

The idea that explanations drive science can be illustrated for students by using NASA's aptly named Curiosity Mars Rover. After watching the video about the mission's science goals, ask your students:

1. What are these scientists curious about-what do they want to know?

2. What data will the rover collect?

3. How will this data help scientists answer-make claims about-their questions?

Jeff Rohr, a fifth-grade teacher in Beaver Dam, Wisconsin, suggests using an Audi commercial to introduce students to the components of an explanation by asking them to identify the claim, the evidence, and the reasoning-or rule-that connects the evidence to the little girl's claim that her dad is a space alien.

Let the Inquiry Begin

As you work with your students on CER throughout the year, do the following:

Introduce CER as the goal of science

Use concrete (non-science) situations, like mysteries, images, artwork, etc. (Download an example PDF worksheet)

Create an anchor chart

Use a rubric with students to critique examples

Provide examples from science or scientists

Create CER worksheets with data provided by the teacher (Download an example PDF worksheet)

Connect to other content areas (e.g., argumentation in social studies)

Feedback

Peer critique

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Designing Science Inquiry: Claim + Evidence + Reasoning = Explanation

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In an interview with students, MIT's Kerry Emmanuel said, "At the end of the day, it's just raw curiosity. I think almost everybody that gets seriously into science is driven by curiosity." Curiosity-the desire to explain how the world works-drives the questions we ask and the investigations we conduct.

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Evidence Statements | Next Generation Science Standards

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Evidence Statements | Next Generation Science Standards

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NGSS Evidence Statements provide educators with additional detail on what students should know and be able to do. These Evidence Statements describe a detailed look at the NGSS performance expectations.

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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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Educational Apps for Teachers & Schools | MasteryConnect

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Educational Apps for Teachers & Schools | MasteryConnect

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Educational Apps for Teachers & Schools | MasteryConnect

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MasteryConnect provides formative assessment and competency-based learning solutions to over 2.5 million educators and 21 million students worldwide. The web-based platform, which includes Socrative, helps teachers drive student outcomes and personalize learning.

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The STEM Teaching Tools site has tools that can help you teach science, technology, engineering and math (STEM). We are currently focused on supporting the teaching of the Next Generation Science Standards (NGSS) . Each tool is focused on a specific issue and leverages the best knowledge from research and practice.

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https://misciplan.com

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Help Middle Schoolers Read and Think Like Scientists

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Help Middle Schoolers Read and Think Like Scientists

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By Libby Woodfin
Peter Hill's eighth grade students at King Middle School in Portland, Maine, are getting to do the work of real scientists. In Hill's classroom, however, that doesn't always mean putting on lab coats and goggles.

Peter knows that the authentic work of scientists is "10% experimenting, 40% writing, and 50% reading," and he wants his students to have a middle school version of that reality in his classroom.

On the heels of an experiment conducted in class the previous week, Hill has planned a two-day lesson focused on a complex scientific text and designed to deepen his students' understanding of how moving wires over magnets affects electricity.

It's tempting to think that a text document, especially one that is challenging to read, may not be the best way to get eighth graders engaged in learning science. But Hill understands that simply experimenting hands-on with materials isn't necessarily going to help his students learn or invest in their work.

His focus is on combining experiments with exploration of a well-chosen text and a purposeful plan to ensure that his students are challenged, engaged, and empowered. It's the trifecta of deeper instruction. Though there are no lab coats or goggles involved in the two-day lesson described here, Hill's students are palpably engaged in their work and clearly learning.

What follows are the three key instructional moves Peter Hill makes to challenge, engage, and empower his students.

Challenging (and supporting) all students to access and understand complex texts

Challenging students to read a complex text isn't as simple as assigning it for homework, which may be effective for some students, but risks leaving many confused, frustrated, or simply disengaged. Students need strategies to access complex text so that they all have the same opportunity to learn from it. Hill challenges and supports his students in the following ways:

► He reads the text aloud so that students can hear it read once through fluently.

► As he reads, he pauses frequently to allow students to reflect on the text, make notes, and then share their thinking with their peers. They use a text-coding strategy called CAT-P-they note Connections, Ask questions, Translate the text into their own words, and make P redictions. (It doesn't hurt that he injects a little humor into this acronym.)

► He collaborates with the ELL teacher to support his diverse group of readers with two different kinds of note-catchers-one that is a separate sheet attached to the article and another that is embedded within the article.

(Video: David Grant)

Engaging students in thinking and talking about the text

Asking yourself, " What tasks or experiences will help students learn about the topic more deeply?" is as important when planning close reading lessons as it is when planning a lab or scientific fieldwork. The questions you ask and the tasks you engage students in help them focus on creating new knowledge about scientific concepts rather than just retaining what they have read or heard. Hill engages his students in the following ways:

► He has printed out sheets with all of the disciplinary vocabulary words students will encounter in the text so that they can do a "pre-reading" activity called GPS-Glue, Paper, and Scissors (another creative acronym). In groups, students cut out the words and are tasked with arranging them on a piece of paper in a way that makes sense to them. Building this vocabulary concept map immediately engages students in thinking about what they already know about the words and how the text might help them answer questions they still have.

► As noted above, pausing while he is reading aloud so that students can think, write, and share their ideas with each other allows them to process their thoughts and pick up new ideas from their peers.

► Thinking about tasks that will engage students in evaluating and analyzing what they've read, he asks students to work in groups to identify and prioritize the importance of key pieces of information from the article. At stations organized by category each group writes down what they think is the most important piece of information within that category.

It is not uncommon during this activity to hear students saying the magic words: "Let's look back in the article." Each group rotates through and decides on the next most important piece of information and adds it to the list. Once finished, students have a comprehensive list that they have created together.

(Video: David Grant)

Empowering students to be leaders of their own learning

Helping students understand where their learning is headed, track their progress along the way, and make choices about how to approach their work empowers them to take ownership of their learning. Empowering students in this way also helps them develop a "growth mindset," instilling in them the belief that intelligence is not something they're born with, but something they can develop through persistence and strong habits of scholarship.

Hill empowers students and supports them to develop their growth mindset in the following ways:

► He uses learning targets to focus students on the intended learning. The learning target "I can explain how wires and magnets work to affect electrical energy" puts the intended learning in the students' court. It's not an objective for the teacher, identifying the material to be covered; rather, it's a target for the students to help them know where they're headed. They'll know they've met the target when they can say, "I can."

► He uses an online application called Socrative to conduct a ten-question pre- and post-assessment. Students get immediate feedback on their learning needs. As one student, Abubakar, says "Knowing what you don't know helps with what you're going to learn." Citing trends and lifting up whole-class progress on the assessments gives the class a collective sense of accomplishment.

► As mentioned previously, he works with the ELL teacher to create two different versions of the note-catcher. But rather than handing these to students, he allows students to choose the version that makes the most sense for them.

This strategy encourages student to be metacognitive about their learning styles and needs. "I chose an article that had a sheet and then an extra note-catcher attached to it," says one student. "I tend to write a lot and by having that extra space it makes me want to write more and have more detail in it." Another student makes a different choice: "I chose one that would suit me best on my level on the topic of electricity. The one I chose had a vocabulary section and a section where you can take notes."

The trifecta is achieved

Peter Hill's careful planning allows him to deliver deeper instruction that challenges, engages, and empowers his students. With a complex text acting as the "second teacher" in the classroom, his students learn important literacy skills and engage in the authentic inquiry and knowledge building of real scientists.

Libby Woodfin, a former teacher and school counselor, is the director of publications for EL Education. She is an author of several books, most recently Learning That Lasts: Challenging, Engaging, and Empowering Students with Deeper Instruction, co-written with Ron Berger and Anne Vilen. She is also a co-author of the much-praised Leaders of Their Own Learning (2014).

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Help Middle Schoolers Read and Think Like Scientists

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By Libby Woodfin Peter Hill's eighth grade students at King Middle School in Portland, Maine, are getting to do the work of real scientists. In Hill's classroom, however, that doesn't always mean putting on lab coats and goggles.

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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