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Feedback and achievement Kelly Home Learn More Standards Inspiration About the Author |
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New Standards and new expectations
During the current school year (2018-2019), teachers are expected to be fully implementing the new NGSS standards. The old standards were often described as a "a mile long and an inch deep." There was a lot of content to cover and not a long time to do it. These new standards are exactly the opposite. Now the expectation is for students to go deeper with the content. There are "cross-cutting" concepts that are meant to help students see similarities across every domain in science. Engineering practices and model design are also found throughout the standards. How my research connected with the standards and what I hoped to learn. Part of what I my focus when I designed my driving question was with these new standards in mind. These standards are designed to help students move away from memorization (though that still plays a part), and move towards deeper learning through their ability to critically think through complex problems. The also will be expected to analyze information in a more meaningful way than they have in the past. Through my own experiences, I had seen how students were struggling when they were asked to move past a surface level of understanding of the content. Through my initial round of research I looked at the role that feedback plays when students had their work reviewed from their peers. My second round of research looked at the role that being the reviewer played. Make sure and check out my learn more pages to see what I learned. |
Click on the image above for a full list of the new NGSS standards. I have included some on the left that relate to my driving question and research.
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Common Core
21st Century Skills
TPACK
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Standards that connect with my classroom
MS-PS-1 Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding object
MS-PS2-2 Plan an investigation to provide evidence that the change in an objects motion depends on the sum of the forces on the object and the mass of the object
MS-PS2-3 Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.
MS-PS2-4 Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects
MS-PS2-5 Conduct an experiment to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.
MS-PS3-1 Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object
MS-PS3-2 Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.
MS-ETS1-1 Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
MS-ETS1-2 Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
MS-ETS1-3 Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
MS-ETS1-4 Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
MS-ESS3-4 Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems.
MS-LS3-1 Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and many result in harmful, beneficial, or neutral effects to the structure and function of the organism.
MS-PS4-1 Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave
MS-PS4-2 Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
MS-PS4-3 Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transit information
MS-PS-1 Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding object
MS-PS2-2 Plan an investigation to provide evidence that the change in an objects motion depends on the sum of the forces on the object and the mass of the object
MS-PS2-3 Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.
MS-PS2-4 Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects
MS-PS2-5 Conduct an experiment to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.
MS-PS3-1 Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object
MS-PS3-2 Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.
MS-ETS1-1 Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
MS-ETS1-2 Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
MS-ETS1-3 Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
MS-ETS1-4 Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
MS-ESS3-4 Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems.
MS-LS3-1 Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and many result in harmful, beneficial, or neutral effects to the structure and function of the organism.
MS-PS4-1 Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave
MS-PS4-2 Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
MS-PS4-3 Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transit information