Guide to Introductory Professional Development

Welcome!

This guide is designed for use by individuals or facilitated groupswanting to complete NexGen Inquiry’s Introductory Professional Development. It walks you through a step-by-step process in a simple, straightforward manner. If you are an individual user, follow the indicated sequence at the pace best suited to meet your needs. If you are a group facilitator, use the guide to assign individual or group tasks to be completed based on a schedule that meets the needs of your group.

Who Needs a NexGen Inquiry Account?

All training participants and facilitators need to establish an active NGI account if they have not done so already.

To create new accounts, open a browser and go to Click the
“Sign up” button (1) in the upper right hand corner and select “Instructor” (2).

Choose the best option for moving forward to create your account (free 90 day trial, purchase an annual subscription or claim an account using a Group Code assigned by NexGen Inquiry staff). For additional guidance or clarification, contact us at .

Badging Overview

The goal of the NGI Introductory Professional Development is to provide sufficient understanding to support transformation of your existing curriculum for delivery using the CoP model and NGI software.

The NexGen Inquiry (NGI) Introductory Professional Development is designed to award three badges for completion of three “courses” to meet this goal:

  1. Course 1 - Learning About the Community of Practice Instructional Model for Science (4.5 hrs)
  2. Module 1: Overview
  3. Module 2: Introduction to Community of Practice (CoP) Instructional Model for Science
  4. Module 3: How CoP Supports Implementation of NGSS/State Standards
  5. Module 4: Processing What We Have Learned
  6. Course 2 – Immersion in the CoP Model (6.2 hours)
  7. Module 1: Levels of Inquiry and the Implementation Trajectory
  8. Module 2: Messing About Inquiry
  9. Module 3: Structured Inquiry
  10. Module 4: Open Inquiry
  11. Module 5: Processing What We Have Learned
  12. Course 3 – Lesson Transformation and Implementation (4.7hrs)
  13. Module 1: Lesson Analysis and Transformation
  14. Module 2: Transforming Your First Lesson for Implementation
  15. Module 3: Lesson Implementation

Completion of all three badges represents just over fifteen clock hours of professional development time (15.4 hours).

Getting Started

The guide is divided into three Courses. Each Course is divided into Modules, and each Module has a series oftasks to be completed. Throughout the Modules you will see list of resources and theicon where you need to view a video. All content and course completion instructions are located in the Resources tab under the icons shown below:

The icon denotes tasks that need to be completed toward earning the badge for the Course. Additional instructions for facilitated groups are in blue print. Every participant, whether working as an individual or as part of a facilitated group, should complete all of the tasks denoted with the icon. Facilitated groups have the option of including the activities provided in blue print.

At the completion of each Course and upon verification of the required tasks, you will receive an e-mail with a digital badge corresponding to the completed Course. NGI badges are issued through Credly using the e-mail address associated with your NGI account. Credly is an established and respected digital badging platform that allows you to manage badges across all open badging platforms. Additional information on how to access your Credly badges online will be included with each badge e-mail.

If you are facilitating a group, it will be important for you to view the videos and tasks as a part of planning for your sessions. Use as much or as little of the facilitator instructionsas desired. Decide what you want to accomplish in each session. You may want to assign some work to be completed prior to your meeting, or view the videos and complete the tasks together. Estimated times are provided for each module, video, and task to help with your planning.

A spreadsheet is available to develop a class list and track completion of tasks. You will find the “Intro PD Tracking Tool” in Course 1 Resources.

You may also want to set up a “private” area for your teachers within the NGI Teacher Community for just your staff. To request this dedicated, private area limited to members of your defined group, contact us at to request the creation of a private teacher area within the NGI Community.

Time to get started. Look over Course 1 so you get a feel for the layout, then start working through the steps. Complete as much or as little as you desire during a given session. You can always come back to your ending point at any time.

Course 1: Learning About the Community of Practice Instructional Model for Science (4.5 hrs)

Course 1 Module 1: Overview(22 min)

This module provides an overview of the professional development tools and how to access the communities where you will enter posts, upload assigned tasks, and interact with other participants. View the videos and complete the task.

Resources:

  • Guide to Intro PD
  • Intro PD Tracking Tool

Overview (3 min)

Using the Community for Intro PD (2 min)

Teacher Community Quick Start Guide (7 min)

Task 1 - Join the “PD Community” or your “Facilitated Community” and post your grade level and/or subject and why you are engaged in NGI PD. Add a picture or icon and adjust your settings as needed.(3 min)

Summary and Recommendations for Introductory PD (7 min)

Course 1 Module 2: Introduction to Community of Practice(34 min)

In this module you will learn the goals of the Introductory Professional Development and receive an overview of the Community of Practice (CoP) instructional model for science. View the video and complete the tasks.

Resources:

  • Community of Scientific Practice Poster
  • Exemplary Science Poster

Goals and Community of Practice Overview(9 min)

Task 2 - Stop the video at 1:03. Use the “Exemplary Science Poster” to record what students and teachers are doing in a classroom where exemplary science instruction is taking place, then restart the video. (5 min)

Task 3 - Share your poster: Upload a picture or file of your poster to the Community. (5 min)

Facilitated Group: The following can be done instead of Task 2.

  • Divide your group into teams. Have each team complete a poster. (This can be done on white boards or large poster paper if desired.)
  • Discuss similarities and differences among the various group posters.
  • Have groups upload pictures of their posters to the Community for future reference

Task 4 –Takeaways: Post to the Community your biggest “aha!”s from the overview of the CoP instructional model for science.(15 min)

Facilitated Group: Have participants share and discuss biggest “aha!”s from viewing the video once they have completed posting to the Community.

Course 1 Module 3: How CoP Supports Implementation of NGSS/State Standards (144 min)

In the beginning of this module we will look at how science teaching and learning are changing as practice-based science becomes the focus. View the video and complete the tasks. (Projected time: 46 min)

Resources:

  • NGSS Appendix A

How Science Teaching & Learning is Changing in the 21st Century(16min)

Task 5 -After viewing the video, read Appendix A: Conceptual Shifts in the Next Generation Science Standards. (About 4 pages)(20 min)

Task 6 - Post to the Community: What are the major shifts that you will have to make to your instruction to meet the NGSS shifts? (15 min)

Facilitated Group:

  • Discuss and record the major themes for the group.
  • Post a summary to the Community for all to review.

In this part of the module you will learn how CoP creates a classroom culture of science practices. This culture seamlessly supports the practices defined by NGSS. View the videos and complete the tasks.(Projected time: 93 min)

Resources:

  • NGSS Appendix F

Task 7 – Read pages 1-3 of NGSS Appendix F. Post to the Community:

  • Key learnings about the rationale for engaging students in practices.
  • A summary of the guiding principles used in developing the practices.(30 min)

Facilitated Group: After participants have completed postings, hold a group discussion with a particular focus on the guiding principles. See how these principles are carried through in the videos that you are about to view.

How CoP Supports Classroom Implementation of NGSS Practices:

View Video Webinar for Practices 1 & 7 (14 min)
View Video Webinar for Practices 3 & 8 (13 min)

View Video Webinar for Practices 4 & 5 (10 min)

View Video Webinar for Practices 2 & 6 (11 min)

Task 8 - Post to the Community your biggest “aha!”s or learnings in regard to CoP support for engaging students in the NGSS practices.(8 min)

Task 9 - Respond to another participant’s post in the Community with support or a question. (7 min)

Facilitated Group: Follow-up with a discussion. There are two major takeaways from these videos:

  • The practices are integrated and not intended to be taught separately.
  • If we implement CoP we will be creating a culture of scientific practice in our classrooms. We will, in a natural way, address all of the practices setting the stage for three dimensional teaching and learning to take place.

Course 1 Module 4: Processing What We Have Learned (70 min)

Task 10 - Write a 400 - 500 word essay addressing the following question: How does the CoP instructional model for science support the NGSS conceptual shifts by creating a classroom culture of science and engineering practice?(60 min)

Task 11 - Post your essay to the Community. (5 min)

Facilitated Group: Follow-up with a discussion. Capture/record major themes from participants. Revisit these themes as you complete Courses 2 and 3.

Task 12 - Complete the online assessment for Course 1 in the Community. (5 min)

Congratulations! After verification of required tasks for this badge, you will receive an e-mail with your Course 1 badge for NGI Introductory Professional Development.

Course 2: Immersion in the CoP Model (6.2 hours)

Course 2 Module 1: Levels of Inquiry and the Implementation Trajectory (59 min)

You will now review the levels of inquiry, and how they scaffold student learning toward independent engagement in science practices. View the video and complete the tasks.(Projected time: 52 min)

Resources:

  • Levels of Inquiry (LoI)
  • CoP Classroom Implementation Trajectory (CIT)
  • Levels of Inquiry & Implementation Trajectory Reflection Sheet

Levels of inquiry & Classroom Implementation Trajectory(17 min)

Use the Levels of Inquiry & Implementation Reflection Sheet to record new learning, “aha!”s, and questions as you view the video.

Task 1 - Stop the video at 1:00. Review the Levels of Inquiry. What do you notice as you move from left to right across the table? Jot down your observations.(5 min)

Facilitated Group: Provide participants a couple of minutes to review the table on their own, then hold a group discussion to share observations.

Task 2 - Restart the video. Stop the video again at 6:31. Post a comment to the Community regarding the Levels of Inquiry. This can be new learning or a question that you have based on the information from the table or the video. (10 min)

Facilitated Group: After postings have been completed, hold a group discussion regarding new learnings and/or questions about the Levels of Inquiry.

Task 3 - Restart the video. Jot down notes about key takeaways or questions you have about the Implementation Trajectory as you watch the video. At the conclusion of the video: (20 min)

  • Post your takeaways and/or questions to the Community.
  • Respond to one other post in the Community.

Facilitated Group: Provide participants time to post to the Community. Project the Community board and let the posts drive discussion about the Implementation Trajectory. Two key points:

  • Transformation takes time
  • When fully implemented, you are always on the CoP model, not just when you are in the laboratory

In this part of the module, an overview of a lesson sequence will be provided. The lesson sequence is designed to scaffold student learning culminating in an open investigation. A “big picture” example of how organizing questions are used is provided. View the video and follow along on the resource documents.(Projected time: 7 min)

Resources:

  • Levels of Inquiry
  • Cohort Question Map

Immersion Lesson Sequence Overview (7 min)

Course 2 Module 2: Messing About (40 min)

In this module you will use a Messing About level of inquiry to set the stage for the structured inquiry to follow. View the video and complete the tasks.

Resources:

  • Community of Scientific Practice Poster

Preparing to Collect Data (15 min)

Task 4 - While viewing the video, circle components on your CoP Poster that you believe are employed in the Messing About. Be sure to include components from the “wings” (Habits of Mind and the Socially & Language Rich Environment). (0 min – part of viewing the video)

Task 5 - Stop the video at 14:30. Post to the Community a summary of the components you circled and why. Restart the video.(10 min)

Facilitated Group: After participants have had a chance to make their posts, hold a whole group discussion. Key point: Only those CoP components needed to build the knowledge, skills, and experience students will need to conduct the next investigation are addressed. One does not need to use all components of CoP all the time!

Collecting Data (3 min)Found in Resources tab under the “Immersion Training” heading.

Analyzing Data (12 min)Found in Resources tab under the “Immersion Training” heading.

Course 2 Module 3: Structured Inquiry (221-236 min)

Note: In this module, you will copy and work with a template in the NGI software to complete the structured inquiry. It is important to make all of the indicated entries as you move through the videos. Your NGI template will be submitted at the completion of this module for review. Instructions for copying and opening the template are included in the videos.

At the beginning of this module, you will learn the importance of developing a good investigation Question, how to activate prior knowledge with a Personal Knowledge Probe and how they introduce additional knowledge using a Secondary Knowledge Probe. You will also learn how a Prediction or hypothesis pulls through the Question and Knowledge Probes. View the videos and complete the tasks. (Projected time: 65 min)

Resources:

  • Levels of Inquiry Poster (for reference)
  • NGI Template: Follow the instructions at 5:40 in the “Selecting an Investigation Question” video to copy and open the template.
  • Daphnia Articles (You may choose any one of the three to review when instructed in the videos).

Facilitated Group: If you are completing Tasks 6 through 9 in a face-to-face setting, you may want to form teams. Each member of the team will complete their own Template, but team members can discuss and work together as they move through the tasks.

Selecting an Investigation Question(6 min)

Task 6 - Follow the instructions provided in this video starting at 3:10 to copy the Daphnia Structured Investigation to your “My Templates” section in the NGI software. The video will instruct you to open “Template” in a new tab. This will allow you to view the video while working in the NGI software. Once you have copied the template, open it, and complete the “Question” component as instructed in the video.(5 min)

Writing & Sharing a Personal Knowledge Probe (7 min)

Task 7 - Pause the video at 3:20 and make the indicated entry in the NGI Daphnia Structured Investigation Template. Restart the video once you have completed your entry.(5 min)

Writing & Sharing a Secondary Knowledge Probe (9 min)

Task 8 -Pause the video at 3:28. Review one of the three articles (see Resources) and record information in the Secondary Knowledge Probe as instructed in the video. Once you have completed your entry, restart the video.(10 min)

Facilitated Group: If you are working in a face-to-face setting and have participants in teams, have different team members select, review, and share information from different articles (from the list in Resources). As members of a team share two or three key points from their article, team members can enter this information in their Secondary Knowledge Probe. This is an example of using Collaborative Structures, Cooperative Interactions and Discourse from the Socially and Language Rich Environment dimension of CoP.

Formulating a Prediction (3 min)

Task 9 - Pause the video at 1:47 and enter your prediction by completing the, "I predict...because" prompts in the Daphnia Template. Once you have completed your entry, restart the video.(5 min)

Task 10 - Write and post a reflection to the Community summarizing:(15 min)

  • The importance of the Personal Knowledge Probe
  • How Question, Knowledge Probe, and Prediction are connected

Facilitated Group:

  • Spend some time discussing the importance of activating, representing and using prior knowledge through the use of the Personal Knowledge Probe, and the importance of making this thinking visible by engaging students in Discourse.
  • Discuss connections between the three components of Question, Knowledge Probe, and Prediction. Note that the Prediction is a forecast of future events (answer to the Question) based on the Knowledge Probe. Asking “I predict because” or “If, then, because” ensures students will pull through their personal or secondary knowledge in making their prediction or hypothesis.

Now you will plan and conduct the investigation, make observations, and analyze your data. View the videos and complete the tasks.(Projected time: 116 to 131 min)