What Does It Mean to Engage in Three – Dimensional Learning? Kentucky Science Teachers Association…

What Does It Mean to Engage in Three – Dimensional Learning?

Kentucky Science Teachers Association

Think Different to Teach Different

Joe KrajcikMichigan State University

What will we do today?

• Build similar understanding of the 3-dimensional learning

• Discuss some new ideas to move forward

• Allow time for questions, discussion and interaction

Learning goal for today’s workshop: you can explain 3-dimensional learning to a colleague

Science, engineering and technology…• are not a luxury • serve as cultural achievements

and a shared good of humankind• permeate modern life and as

such are essential at the individual level

What population of students does the Framework and NGSS target?

Science for All Students

• critical to participation in public policy and good decision-making

• essential for ensuring that future generations will live in a society that is economically viable, sustainable and free

What is really different about Kentucky’s Core Academic Standards for Science?

1. Focus on explaining phenomena or designing solutions to problems

2. 3-Dimensional Learning1. Organized around disciplinary core explanatory

ideas2. Central role of scientific and engineering practices3. Use of crosscutting concepts

3. Instruction builds towards performance expectations

4. Coherence: building and applying ideas across time

Bringing a 3-Dimensional Perspective to Classroom Instruction & Assessment

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What is 3-Dimensional Learning?

• Three-dimensional learning shifts the focus of the science classroom to where students use disciplinary core ideas, crosscutting concepts with scientific practices to explore, examine, and explain how and why phenomena occur and to design solutions to problems

What’s so special about disciplinary core ideas?

• Fewer, clearer, greater depth• Allow learners to develop understanding that can be used

to solve problems and explain phenomena• Provide anchors to connect related phenomena and

related ideas• Serve as thinking tools

– Not what is but provide reasons for phenomena

• Allow individuals to explain a variety of phenomena

At what temperature does water boil?•Why does water boil at 100°C?

•Why does water,H2O, a relatively light molecule boil at 100°C when carbon dioxide, CO2, a much heaver molecule compared to water, boils at a much lower temperature, -57°C?

Let’s look at a phenomena!

How are all of these phenomena, events we experience in everyday life, related?

A range of electrical forces with varying strengths tend to dominate the interactions between objects and/or matter.

http://www3.ocn.ne.jp/~herpsgh/yamorikabe.jpg

1. Patterns2. Cause and effect3. Scale, proportion and

quantity4. Systems and system

models5. Energy and matter6. Structure and function7. Stability and change

Why Use Crosscutting Concepts?

Ideas that cut across and are important to all the science disciplinesProvide different lenses to examine phenomena

Science and Engineering PracticesThe multiple ways of knowing and doing that scientists and engineers use to study the natural world and design world.

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1. Asking questions and defining problems

2. Developing and using models

3. Planning and carrying out investigations and designing solutions

4. Analyzing and interpreting data

5. Using mathematics and computational thinking

6. Constructing explanations and designing solutions

7. Engaging in argument from evidence

8. Obtaining, evaluating, and communicating information

The practices work together – they are not separated!

Scientific ideas are important, but not enough!

• Research on how students learn shows that students can’t learn disciplinary ideas without engaging in disciplinary practices, and they can’t learn these practices without learning the science ideas

• Knowing and doing cannot be separated, but rather must be learned together.

Content and Practice Work Together to Build Understanding: 3-Dimensional Learning

• Scientific ideas are best learned when students engage in practices

• Practices are learned best when students use them to engage with learning specific scientific ideas

• Content and practices co-develop – 3-dimensional learning

Core Ideas

Practices

Crosscutting Concepts

Make sense of Phenomena

Science & Engineering

Practices

Core Ideas

Crosscutting

Concepts

Do decaying maple leaves

add to the ecology of

lakes?

Science & Engineering

Practices

Core Ideas

Crosscutting

Concepts


add to the ecology of lakes?

Modeling, Arguing

from EvidenceAnalyzing

and interpretin

g data

Core Ideas



Modeling, Arguing


and interpretin

g data

Core Ideas



Modeling, Arguing


and interpretin

g data

Energy flow in organisms

(LS1.C), growth and

development of organisms

(LS1.B), energy in chemical

processes and everyday life

(PS3.D)

What should you look for in designing or deciding on materials?

The lesson/unit aligns with the conceptual shifts of the NGSS:1. Elements of the science and engineering practice(s),

disciplinary core idea(s), and crosscutting concept(s), work together to support students in three-dimensional learning to make sense of phenomena or design solutions to problems.

From EQUIP

• Focus on making sense of phenomena or designing solutions to problems

• Students don’t explore the science idea; rather, they use the science ideas, science and engineering practices and CCs to make sense of the phenomena or solve problems

What is different about 3-dimensional learning

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• Don’t count• Engage students in making sense

of phenomena• If I asked a student in your

classroom what she/ he is doing – She/he should say: “Figuring out

such and such…”– She/he probably would not say:

oxidation, structure of the atom, etc then you might want to change.

How often should I use each dimension?

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How NGSS is DifferentStandards expressed as performance expectations:

• Combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed

• Requires students to demonstrate knowledge-in-use

• PEs are not instructional strategies or objectives for a lesson – they describe achievement, not instruction

• Intended to describe the end-goals of instruction – the student performance at the conclusion of instruction

Performance Expectation

How do we move further? How do I support students in reaching a PE?

PE’s combine particular elements

of the dimensions

PE’s combine particular elements of the dimensions

Performance ExpectationMS-PS1-2. Analyze and interpret data on the

properties of substances before and after the substances interact to determine if a

chemical reaction has occurred.

Disciplinary Core Idea PS1.A: Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it.PS1.B: substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants.

Crosscutting ConceptPatterns

PracticeAnalyzing and Interpreting data

MS-PS1 Matter and Its Interactions Students who demonstrate understanding can: MS-PS1-1. Develop a model to describe that matter is made of particles too small to be seen. [Clarification Statement: Examples of evidence could include adding air to expand a basketball, compressing air in a syringe, dissolving sugar in water, and evaporating salt water.] [Assessment Boundary: Assessment does not include the atomic-scale mechanism of evaporation and condensation or defining the unseen particles.]

Disciplinary Core Ideas

PS1.A: Structure and Properties of MatterEach pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. PS1.B: Chemical ReactionsSubstances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants.

Science and Engineering Practices

Asking Questions and Defining Problems

Asking questions and defining problems in 3–5 builds on K–2 experiences and progresses to specifying qualitative relationships. • Ask questions that can be

investigated and predict reasonable outcomes based on patterns such as cause and effect relationships.


Developing and Using ModelsModeling in 3–5 builds on K–2 experiences and progresses to building and revising simple models and using models to represent events and design solutions.• Use models to describe

phenomena.


Planning and Carrying Out Investigations

Planning and carrying out investigations to answer questions or test solutions to problems in 3–5 builds on K–2 experiences and progresses to include investigations that control variables and provide evidence to support explanations or design solutions. • Make observations and/or

measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution.


Analyzing and Interpreting Data Analyzing data in 3–5 builds on K–2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used. • Analyze and interpret data to

make sense of phenomena, using logical reasoning, mathematics, and/or computation.


Using Mathematics and Computational Thinking

Mathematical and computational thinking in 3–5 builds on K–2 experiences and progresses to extending quantitative measurements to a variety of physical properties and using computation and mathematics to analyze data and compare alternative design solutions. • Organize simple data sets to

reveal patterns that suggest relationships.


Constructing Explanations and Designing Solutions

Constructing explanations and designing solutions in 3–5 builds on K–2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems. • Identify the evidence that

supports particular points in an explanation.


Engaging in Argument from Evidence

Engaging in argument from evidence in 3–5 builds on K–2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s). • Compare and refine arguments

based on an evaluation of the evidence presented.


Obtaining, Evaluating, and Communicating Information

Obtaining, evaluating, and communicating information in 3–5 builds on K–2 experiences and progresses to evaluating the merit and accuracy of ideas and methods. • Communicate scientific and/or

technical information orally and/or in written formats, including various forms of media and may include tables, diagrams, and charts.


Patterns•Patterns of change can be used to make predictions.


Cause and Effect: Mechanism and Prediction•Cause and effect relationships are routinely identified, tested, and used to explain change.


Scale, Proportion, and Quantity•Natural objects and/or observable phenomena exist from the very small to the immensely large or from very short to very long time periods.


Systems and System Models•A system can be described in terms of its components and their interactions.


Energy and Matter: Flows, Cycles, and Conservation•Matter is made of particles.


Structure and Function•Different materials have different substructures, which can sometimes be observed.


Stability and Change•Change is measured in terms of differences over time and may occur at different rates.

Instruction can use those same elements to build toward an understanding of the PE

Why build towards a performance expectation(s)?

Establish Coherencea. Lessons fit together coherently

a. Science ideas build upon each other so that they become more sophisticated over time

b. Lessons link together

• Where appropriate, disciplinary core ideas from different disciplines are used together to explain phenomena.

• Where appropriate, crosscutting concepts are used in the explanation of phenomena from a variety of disciplines.

Learning Grows Over Time

Learning difficult ideas • Takes time

• Develops as students work on a task that forces them to synthesize ideas

• Occurs when new and existing knowledge is linked to previous ideas

• Depends on instruction

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DesignApproach

Intentional and Explicit

Phase 1: Unpack the Dimensions of the PE

Why Unpack??The unpacking process enables you to:• Understand what the dimension really means • Identify the essential components of the dimension• Pinpoint the knowledge and capabilities students need to use in

order to use the dimension• Describe levels of performance for the dimensions at the grade

level you are interested in. Always – unpack with the student in mind.

This process is of high value because it:• Promotes consistency in your use of dimensions• Sustain the essential aspects of the dimension

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Unpacking Science Practice

• Describe the practice and its components

• Identify the requisite knowledge and skills

• Specify features of a high level of performance

Unpacking Core Ideas

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• Elaborate Major Ideas• Define Boundary Conditions• Describe Prior Knowledge• Identify Student Challenges• Brainstorm Phenomena

What phenomena would provide an example of this core idea?

Brainstorm Phenomena

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Feasible• Can students design and perform investigations to make sense of the

phenomenon?Worthwhile• Will students build understanding toward various PEs?Contextualized• Is phenomenon anchored in real-world issues or in the local environment of

the learner? Meaningful• Will learners find making sense of the phenomena interesting and important?Ethical• Will learners do not harm to living organisms or the environment?Sustainable • Can learners pursue exploration of the phenomenon over time?

What makes a for a good phenomenon or question?

• Students’ local environment– Students can serve a citizen scientists

• Current challenges facing our environment• Hobbies• The internet, journals, and magazines• Other science teachers and scientists

Sources of finding phenomena, problems and questions

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Unpacking Crosscutting Concepts

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• Describe essential features

• Identify substantive intersections with science practices and disciplinary core ideas

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DesignApproach



Phase 2: Develop Learning Performances

Construct Learning Performances (LPs)

Learning PerformancesWhat is a Learning Performance?

• Knowledge-in-use statement that integrates aspects of a disciplinary core idea, practice, and crosscutting concept encompassed in a performance expectation

• Smaller in scope and partially represents a performance expectation

• A related set of learning performances function together to describe the performances needed or “what it takes” to achieve a performance expectation(s)

Why use Learning Performances?• Ideal for classroom-based assessment – answers the question:

How will I know if students are making progress toward this large performance expectation?

• Specifies “knowledge-in-use” – using “know” or “understand” is too vague

• Emphasizes understanding as embedded in practice and not as memorizing static facts

Constructing a set of Learning Performances

• Identify key component(s) of disciplinary knowledge from the disciplinary core unpacking

• Identify key component(s) from the practices unpacking

• Identify key component(s) from the CCC unpacking• Construct statements or “claims” of what a student

should be able to do


Unpack Disciplinary

Practices

Unpack Disciplinary Core Ideas

Unpack Crosscutting

Concepts

Disciplinary Core Ideas

Practices


Constructing a Learning Performance

DCI Components: Structure and properties of matter: Each pure substance has characteristic physical and chemical properties…that can be used to identify it.Chemical Reactions: …In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants.

Learning Performance C-01: Students analyze and interpret data to determine whether substances are the same or different based upon characteristic properties.

Practice: Analyze and Interpret data

Crosscutting Concept: Patterns (similarities & differences)

MS-PS1-2 : Analyze and interpret data on the properties of substances before and after the substances interact to

determine if a chemical reaction has occurred.

Qualities of a “good” Learning Performance

• Integrates disciplinary core ideas, scientific practices and crosscutting concepts

• Functions in relation to other learning performances to identify “what it takes” to make progress toward meeting a standard (e.g., NGSS performance expectations)

• Helps to identify an important opportunity that teachers should attend to and assess before the end of a unit

• Usable in that it provides guidance for creating tasks

Example: From a Performance Expectation to Learning Performances

MS-PS1-2 Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.

• LP C-01: Students analyze and interpret data to determine whether substances are the same or different based upon characteristic properties.

• LP C-02: Students construct a scientific explanation to support a claim that substances are the same based upon characteristic properties.

• LP C-06: Students construct a scientific explanation about whether a chemical reaction has occurred based on properties of substances before and after substances interact.


Design Approach

Phase 2: Develop LPs

Phase 4: Develop lessons


Develop StorylineDevelop tasks/focus on

phenomena

Develop Lessons


Phase 3: Develop Storyline & tasks

Storyline: Question and phenomena motivate each step in building 3-dimensional learning

Phenomena + Question

Add to/reviseExplain, argue,

model [PE2]


Explain argue, model [PE3]

Phenom-drivenQuestions

Investigate and build knowledge through practices

Incrementally Build Explanations, Models, or Designs

Initial explanation, model or design


Analyze data, explain [PE1]

Goal: Making sense of phenomena or designing solutions

Anchoring phenomena

. . .

Add to/revise

Revisit Driving question

Culminating PE Final consensus explanation, model or design

Bringing a 3-Dimensional Perspective to Classroom Instruction

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Questions??????

• Questions about three dimensional learning• Questions about learning performances?

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Contact InformationJoseph Krajcik [email protected]

Twitter: @krajcikjoe

Documents

What Does It Mean to Engage in Three – Dimensional Learning? Kentucky Science Teachers Association…