Planning Instruction to Meet NGSS Performance Expectations
Ten Steps for Planning Instruction Aligned with NGSS
Step 1: Select performance expectations that work well together –a “bundle”of related PEs – to promote proficiency in using the ideas expressed. Often the bundle will include PEs from a single NGSS topic (see topic arrangement) or DCI (see DCI arrangement), but a bundle could draw in PEs from other topics or DCIs.
Step 2: Inspect the performance expectations, clarification statements, and assessment boundaries to identify implications for instruction.
Step 3: Examine DCI(s), science and engineering practices, and crosscutting concepts coded to the PEs to identify implications for instruction.
Step 4: Examine closely the DCI(s) and PE(s). What understandings need to be developed? What content ideas will students need to know? What must students be able to do? Take into consideration prior PEs that serve as the foundation for the cluster of PEs the lessons will address.
Step 5: Identify science and engineering practices that support instruction of the core ideas. Develop a coherent sequence of learning tasks that blend together various science and engineering practices with the core ideas and crosscutting concepts.
Step 6: Develop learning performances. Learning performances guide lesson development to promote student learning; they build to the level of understanding intended in the bundle of performance expectations.
Step 7: Determine the acceptable evidence for assessing learning performances, both formative and summative.
Step 8: Select related Common Core Mathematics Standards (CCSS-M) and Common Core Literacy Standards (CCSS-L).
Step 9: Carefully construct a storyline to help learners build sophisticated ideas from prior ideas, using evidence that builds to the understanding described in the PEs. Describe how the ideas will unfold. What do students need to be introduced to first? How would the ideas and practices develop over time?
Step 10: Ask: How do the task(s)/lesson(s) help students move towards an understanding of the PE(s)?”
Worksheet for Workshops 6 through 8
Use an electronic version of this worksheet to record your work for use in activities during this workshop.
STEP 1: Related PEs to be Bundled (Cluster PEs)Q: What PEs are related and can be included in instruction within the lesson/units?
STEP 2: List PEs with clarification statements and assessment boundaries
List the PEs, clarification statements and assessment boundaries, and describe how they are related in terms of instructional practices.
STEP 3: List DCIs, Practices, and CCCs
Below, list the DCIs, practices, and CCC coded to the PEs and describehow they will drive instruction.
DCI component with elements / Component:
Element:
Elaboration of Ideas:
Boundary:
Prior Knowledge:
Student Challenges:
Science and Engineering Practices and elements / Evidence Statement:
Prior Knowledge:
Student Challenges:
CCC and elements / Evidence Statement:
Prior Knowledge:
Student Challenges:
STEP 4: Examine Closely the DCIs and PEs
Q: What understandings need to be developed for students to be successful in the performance expectation(s)? What content ideas will they need to know and be able to apply?
STEP 5: Identify Science and Engineering Practices
Q: What science and engineering practices are appropriate with the instruction of the disciplinary ideas?
STEP 6: Develop Learning Performances
Q: What are the learning performances and how will they build to meet performance expectations (develop a sequence of 3-D tasks)?
LP Statement 1:
Specify from the statement:
DCI / Practice / CCC
LP Statement 2:
Specify from the statement:
DCI / Practice / CCC
LP Statement 3:
Specify from the statement:
DCI / Practice / CCC
LP Statement 4:
Specify from the statement:
DCI / Practice / CCC
(Add more LP statements as needed)
STEP 7: Determine the Acceptable Evidence for Learning Performance Assessment
Q: What assessment (formative and summative) will provide evidence of the understanding and/or ability to perform learning performances? [Paste each statement into the left column below. Then complete the information in the right column.]
LP1 /
- What claim and evidence would students need to provide to show that they meet the learning performance?
- Give an example of an assessment item.
- How does this item assess students’ understanding of the learning performance? How does it blend DCIs and practice(s) of the LP? Does it reflect the relevant CCC(s)?
LP2 /
- What claim and evidence would students need to provide to show that they meet the learning performance?
- Give an example of an assessment item.
- How does this item assess students’ understanding of the learning performance? How does it blend DCIs and practice(s) of the LP? Does it reflect the relevant CCC(s)?
LP3 /
- What claim and evidence would students need to provide to show that they meet the learning performance?
- Give an example of an assessment item.
- How does this item assess students’ understanding of the learning performance? How does it blend DCIs and practice(s) of the LP? Does it reflect the relevant CCC(s)?
LP4 /
- What claim and evidence would students need to provide to show that they meet the learning performance?
- Give an example of an assessment item.
- How does this item assess students’ understanding of the learning performance? How does it blend DCIs and practice(s) of the LP? Does it reflect the relevant CCC(s)?
STEP 8: Select CCSS Connection (CCSS-M and CCSS-L)
Q: What CCSS-M and CCSS-L that related to LP?
CCSS-M
CCSS-L
STEP 9: Develop Storyline
Write the narrative: What is storyline that helps students apply what they know, build new, sophisticated observation and evidence, and use information to solve an engineering problem? What do students need to be introduced to first? How would the ideas and practices develop over time?
Note: it may be helpful to take the additional step of outlining the lessons connected to the storyline in the chart below:
Lesson / Learning Performance(s) / Activities
1.
2.
3.
4.
STEP 10: Reflection
Q: How do the lessons/tasks help students move towards an understanding of the PEs?