Tag Archives: Next Gen Navigator

It Takes More Than Teacher Professional Development: Building Systems-Level Capacity for NGSS Implementation by Dr. Vanessa Lujan

When informal science institutions (ISIs) offer professional learning opportunities to teachers to support science in schools, they create the potential for dynamic science educators and classrooms that can support high-quality science learning for students. Our field recognizes that it is … Continue reading

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DIY Universe: Empowering OST Organizations and All Educators to Use NASA’s Universe of Learning Resources by Dr. Irene Porro

Out-of-School Time (OST) organizations play a vital role in our education system by providing youth with ways of discovering and exploring the world of STEM that complement the learning they experience during the school day. But OST programs often face … Continue reading

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Partnering for Maximum Impact by Angela Damery

The Wade Institute for Science Education has long valued the power of informal institutions to create precisely the kind of student-led inquiry-based learning and real-world problem solving envisaged by the three-dimensional learning of NGSS. Through our Professional Development Institutes and … Continue reading

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Helping Educators Develop Young Ocean Problem-Solvers by Corrine Steever

Informal science centers are in perfect alignment to provide rich NGSS supports using three-dimensional learning and real-world connections. When an educator hears about professional development opportunities at the New England Aquarium (NEAq), they are typically “hooked” by the idea that … Continue reading

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Encouraging Students to Engage in Argument With Evidence by Michelle Monk

When I first began to shift my curriculum to support the Next Generation Science Standards, I was a bit overwhelmed! And frankly, I am still overwhelmed on some days when I work with my students to support their productive struggle … Continue reading

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Arguing From Evidence to Discover the ‘Why’ by Rebecca Schumacher

In my science classroom, students look at evidence all the time. Sometimes it is in photos or videos; sometimes in charts and graphs; and sometimes we generate our own data through investigations. A more traditional approach previously used is asking … Continue reading

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Pairing Literacy and Science to Effectively Teach Argumentation by Judine Keplar & Carrie Launius

Most elementary teachers, have many opportunities to learn best practices in English Language Arts (ELA), but few in science. Three years ago David Crowther, NSTA past president (2016–17), said in his conference keynote, “Of the eight practices of science and … Continue reading

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Designing Engineering Projects That Teach Science Concepts by Cory Culbertson

Lately I’ve been thinking a lot about the engineering projects in my courses. On the surface, they don’t seem like something I need to worry about. My students love these projects and talk about them all year. My administration likes … Continue reading

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Linking Science and Engineering Through Good Questions by Greg Bartus

Engineering design projects are a wonderful opportunity for students to develop science disciplinary core ideas (DCIs). (As many of you know, with the release of the NGSS, learning in engineering must be integrated with developing DCIs in physical, life, and/or … Continue reading

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Science and Humanities Classes Collaborate for Engineering Integration by Kathy Kennedy

As my school’s new K–4 science teacher, I wanted to expand the limited time I had for dedicated science instruction by connecting science and engineering to established student activities in the homeroom classes. Successful integration depends on three features: Identify … Continue reading

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