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  1. Jean Moon
  2. http://tidemarkinstitute.org
  3. President
  4. Presenter’s NSFRESOURCECENTERS
  5. Tidemark Institute
  1. Sarah Michaels
  2. Professor of Education, Senior Research Scholar, Hiatt Center for Urban Education
  3. Presenter’s NSFRESOURCECENTERS
  4. Clark University
  1. Brian Reiser
  2. http://www.sesp.northwestern.edu/profile/?p=80
  3. Professor, Learning Sciences
  4. Presenter’s NSFRESOURCECENTERS
  5. Northwestern University

NGSX and Educative Tools for Professional Learning

NSF Awards: 1251611

2016 (see original presentation & discussion)

Grades K-6, Grades 6-8, Grades 9-12, Undergraduate, Adult learners

The ambitious changes in one’s teaching practice called for in the Common Core and NGSS are complex, for teachers and their students. Together these changes invite the progressive building of ideas and capacities – over months or years, not days. As a result, the field of STEM learning is being challenged in multiple ways. For professional development designers a major challenge, simply put, is this: It is hard to teach what one cannot even imagine.

Our ongoing work with the Next Generation Science Exemplar (NGSX) model of PD suggests that strategic use of high quality “educative” video cases of Framework and NGSS aligned teaching and learning, and working with curriculum storylines can be essential in meeting this challenge, closing the gap between imagining and realizing. Video cases and follow-on curriculum storylines, if designed to be educative, will provide equitable access for science educators, regardless of content background, to major science ideas and practices identified in the Framework and NGSS.

What makes a PD tool “educative”? It is designed to be a “thinking device” requiring significant intellectual engagement, provoking discussion, analysis and knowledge building with colleagues. These tools support teachers by showing them what changes in 3-D science can look and sound like in their own classrooms. And they help teachers adapt curriculum materials to support coherence and “figuring out” rather than “learning about.” Through a step-by-step experience of assembling educative materials with PD colleagues or adapting units already in use, they become critical consumers of other curriculum units.

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