T365 Getting It Done: Experiences of Implementing the Framework and NGSS in Earth and Space Science (Posters)

Wednesday, 25 October 2017
9:00 AM - 6:30 PM
Halls 4EF

NGSS IN MULTI-GRADE CLASSROOMS: EXPERIENCES FROM RURAL EASTERN OREGON

Paper number: T365-5
Program: Technical Sessions
Time: 9:00 AM – 6:30 PM

Authors

Abstract

Multi-grade classroom teachers must simultaneously guide multiple students of varying age through NGSS-disciplinary core ideas, science and engineering practices, and crosscutting concepts. A particular challenge is scaffolding curriculum over as many as eight years so that each student experiences no gaps and minimal redundancy. Our University/School Partnerships project includes 22 rural school districts: ten K-8 districts have two-room schools and seven K-12 districts have multi-grade classrooms. Our project developed a four-year repeating framework for multi-grade classrooms to support the progression of scientific knowledge all students must master to be successful in high school. The overall approach is to present lesson sequences organized by disciplinary core ideas and highly differentiated by depth of the core idea and level of science and engineering practice. The framework integrates NSTA Quick-Reference Guides to the NGSS for Elementary and Middle School, Proficiency Scales for the New Science Standards by Marzano and Yanoski, and websites that support NGSS. Objectives were created for scope and sequence units for disciplinary core ideas and guidelines for implementing standards at grade levels with lesson planning and activities. Work has been completed for “year one” of the four-year framework and, particularly for two-room districts, work is progressing for years 2, 3 and 4. A workshop introduced teachers to the framework and provided opportunity to explore units and tailor the framework to various multi-grade configurations in partnership districts. Classroom implementation and development of assessment strategies are supported through the Oregon Science Project of the Oregon Department of Education and Eastern Oregon University.

Geological Society of America Abstracts with Programs. Vol. 49, No. 6

doi: 10.1130/abs/2017AM-305900

© Copyright 2017 The Geological Society of America (GSA), all rights reserved. Permission is hereby granted to the author(s) of this abstract to reproduce and distribute it freely, for noncommercial purposes. Permission is hereby granted to any individual scientist to download a single copy of this electronic file and reproduce up to 20 paper copies for noncommercial purposes advancing science and education, including classroom use, providing all reproductions include the complete content shown here, including the author information. All other forms of reproduction and/or transmittal are prohibited without written permission from GSA Copyright Permissions.