Strategies
In order to instill in students that science is not merely a body of isolated facts but a systematic process for acquiring new knowledge, I always try to incorporate real aspects of the scientific process into the classroom. The National Research Council (NRC) lays out a framework for how to ensure that under the Next Generation Science Standards (NGSS) students have authentic scientific experiences in their classrooms even as they learn the bodies of knowledge of the specific sciences. When implemented properly, this framework of “supports a better understanding of how scientific knowledge is produced and how engineering solutions are produced…help[ing] students become more critical consumers of scientific information.”54 This focus on process, according to the NRC, improves upon previous practices that reduced scientific procedures to isolated aims of instruction, rather than a vehicle for developing a meaningful understanding of the true scientific concept.
The central aspect of the NGSS paradigm that allows for this shift grounded in providing students with authentic science experiences for students. This is achieved by teachers implementing Science and Engineering Practices (SEPs). The eight SEPs are designed to model the scientific inquiry process from questions to conclusions, and represent a multitude of opportunities to engage students in exciting and relevant learning. This process of engaging in authentic science aids students in developing the types of critical thinking necessary to understand why the right is answer is right, and perhaps more importantly, why the wrong answer is wrong. Another critical aspect of the NGSS framework is providing students with the opportunity to use common language and to recognize connections and bridge disciplinary boundaries. To that end, teachers use the Cross Cutting Concepts (CCCs) to provide this context for student learning and empower them to deepen their understanding and develop a coherent and scientifically based view of the world.55
This emphasis on developing a strong evidence foundation supports student understanding of fundamentals of scientific truths instead of the traditional model of asking for rote memorization of facts that didn’t serve students well in their post-secondary education or in the workforce. In fact, the NRC designed the NGSS model with this specifically in mind, citing that in the past “rather than learning how to think scientifically, students [were] generally being told about science and asked to remember facts,” whereas the new standards focus on student understanding by “linking concepts and practices that build coherently over time throughout K–12, thereby helping to ensure that students who meet the NGSS will be prepared to succeed in science courses in both 2- and 4-year institutions.”56 The presentation of content in this unit is phenomena-based, another hallmark of NGSS that helps students deepen their content understanding. In this unit, I make use of a blended learning and a flipped classroom, hands-on learning, and the critical and higher order thinking in order to engage students in the content presented above.
Blended Learning and the Flipped Classroom
Because I have so much material to cover in advance of the AP exam I don’t dedicate much class time to lecture or direct instruction. Instead, I expect students to come to class with a certain level of background information that prepares them for hands-on and application based learning in the classroom. This background information comes from reading sections in our course textbook, watching Bozeman Science videos, reading articles from local newspapers, or other digital resources. This model frees up time in class to be spent on authentic science experiences through lab experiments, collaborative learning, and peer review. Effectively using this model requires a great deal of advanced planning and buy-in from students and parents. It involves more than just assigning readings and expecting students to complete them. Students need to find value in the at-home assignments and then be held accountable for completing them. In order to promote engagement with these do-it-yourself materials, I have use daily quizzes based on the previous night’s material. I allow students to use their notes and annotations to my outlines on these quizzes. For highly motivated students, this strategy works well. Less intrinsically-motived students often struggle early on with this model until they begin to see the value in coming to class prepared.
Hands on Learning through NGSS
In my classroom, I act as more a facilitator of learning than a source of information and correct answers. To that end, my teaching toolkit is full of strategies that get students doing science rather than learning science. I use a wide range of the NGSS SEPs in my classroom. In this specific unit, I will ask students to obtain and evaluate information, plan and conduct investigations, develop and use models, analyze and interpret data, construct explanations, and use mathematical thinking. In order to provide proper context for their learning, students use the following (CCCs) in this unit: systems and system models, cause and effect, and structure and function. As outlined in the activities section below, students will obtain evaluate information through close reading about stormwater management techniques. They will use a rudimentary stormwater model and mathematical thinking to study the immediate school area, and analyze and interpret the data they get from those models. Students then use these same practices to study Southbridge and the Route 9 Corridor, ultimately submitting a stormwater management plan based on their investigation, modelling, and analysis. The specific standards addressed can be found in Appendix A: Implementing District Standards.
The biggest challenge I find when employing the SEPs is wanting to interject. But it is important for me to limit my interruptions and let students struggle and find solutions. Like with the blending learning and flipped classroom model, the NGSS approach has to be carefully managed and not every student is going to be successful right away. But by not giving in to student demands and providing answers right away, I hope to train them to think creatively, work together, and develop their scientific “muscles” for use on the AP exam in May.
Collaborative Learning
I use collaborative learning for two reasons: to foster a sense of community in my classroom and because studies show that peers teaching and learning from one another to be highly effective. Collaboration and group work, whether in pairs, small groups, or more complicated jigsaw groups, is a staple in my classroom. It leads to development of high order thinking and communication, self-management, and leadership skills. It also allows me to meet with more students in less time to check for common misunderstandings and provide immediate feedback. Working collaboratively allows exposes students to diverse perspectives and prepares them for real life social and employment scenarios.
FRQ Notebooks
The AP ES exam consists of eighty multiple choice questions and three Free Response Questions (FRQs). Students get plenty of multiple choice practice throughout the year on quizzes and unit exams. In order to prepare students for the FRQs, I combine frequent low-stakes practice and high-quality peer and teacher feedback through the use of FRQ notebooks. Students keep a notebook for the duration of the year with each FRQ prompt, their response, and a scored rubric. For students, this is beneficial because they can track their progress throughout the year and use it as a study tool at the end of each unit and before the AP Exam. For me, these notebooks serve as key benchmark data for determining how much exam preparation each student needs, as well as strong evidence of understanding. I use a combination of released exam questions from College Board, my own written questions, and in some cases, student-generated prompts. These questions ask students to integrate knowledge from different aspects of the course in order to assess their understanding of key course content. They require students to think critically, make determinations of cause and effect, identify patterns, analyze relationships, complete mathematical calculations, and propose and justify solutions. They are the ultimate combination of NGSS SEPs and CCCs.
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