The Oregon Coast Science Project Module 1 is designed for K-12 and informal educators who want to learn more about NGSS, with an emphasis on how the shift to sense-making around phenomena is at the heart of the NGSS. It is designed to provide 3-4 hours of work and asks learners to create something new to contribute to the work.

The Oregon Science Project Module #1 is designed for K-12 and nonformal educators who want to learn more about NGSS, with an emphasis on how the shift to sense-making around phenomena is at the heart of the NGSS. It is designed to provide 3-4 hours of work and asks learners to create something new to contribute to the work.

The Oregon Science Project Module #1 is designed for K-12 and nonformal educators who want to learn more about NGSS, with an emphasis on how the shift to sense-making around phenomena is at the heart of the NGSS. It is designed to provide 3-4 hours of work and asks learners to create something new to contribute to the work.

Oregon Science Project Module #3 Facilitator Video OverviewThis is the third in a series of Hybrid NGSS Modules curated by the Oregon Science Project in 2017 using already created, research-based NGSS professional development resources. This module focuses on formative assessment and how it can help educators to make student thinking visible and also how to use student ideas and models for teaching in the NGSS classroom.  It builds on the work of the first two: Module #1 Phenomena & Equity, Module #2 Talk & Equity.All Oregon Science Project Hybrid NGSS PD Modules are designed to be done together with other educators in real time either online or face-to-face. The Oregon Science Project utilizes the videoconferencing tools of Zoom to run small teams of K-12 educators through these modules online in real time. Some Oregon Science Project Learning Facilitators are able to meet with their teams in person and still use these modules on computers during face-to-face work.It was built using the OER Commons Module builder so it is broken into units as Tasks. Some are meant to be done individually, while others are designed for group dialogue and interaction. Dialogue in this case is used as way to build shared understanding. This is compared to discussion where a group is working on making a decision or choice. This difference is based upon the Adaptive School Work of Garmston and Wellman. You can read more about this in Chapter 4 of the Adaptive School: A Sourcebook for Developing Collaborative Groups. The design of the modules and overall framework is also informed by the research about professional development from A Facilitator's Guide to Online Professional Development: Establishing Communities of Learning and Cultures of Thinking by Carol Brooks Simoneau and Gerald Bailey.Instructor DescriptionsAccompanying each task is a backend "Instructor Description." Each Instructor Description is only intended for the instructor or facilitator of the module and not the educator participating as a learner in the module. Each Instructor Description includesbakckground informationinstructions for facilitator preparationtips/ideas for facilitators working with a group onlinetips/ideas for face-to-face facilitationlinks to other resources when appropriateRemixing and Using this Module for Professional DevelopmentIf you would like to use this module, simply select REMIX and then edit your own copy so that it represents your facilitation style, local context, and professional development needs. This module was developed based upon the assumption that all participants have completed Oregon Science Project Hybrid NGSS Modules #1 and 2 and are studying the NGSS.Module #3 Components:Task #1 - Module #3 OverviewTask #2 - What is formative assessment? Individual WorkTask #3 - What is formative assessment? Group Reflection and DialogueTask #4- What are some high leverage practices for formative assessment in the NGSS classroom?  Individual WorkTask #5 - What are some high leverage practices for formative assessment in the NGSS classroom?  Group Reflection and DialogueTask #6 - How can we develop and use culturally responsive formative assessments for NGSS? Individual WorkTask #7 - How can we develop and use culturally responsive formative assessments for NGSS? Group Reflection and DialogueTask #8 - How can we integrate the NGSS practices into assessment tasks? Individual WorkTask #9 - How can we integrate the NGSS practices into assessment tasks? Group Reflection and Dialogue

Oregon Science Project Module #3 Facilitator Video OverviewThis is the third in a series of Hybrid NGSS Modules curated by the Oregon Science Project in 2017 using already created, research-based NGSS professional development resources. This module focuses on formative assessment and how it can help educators to make student thinking visible and also how to use student ideas and models for teaching in the NGSS classroom.  It builds on the work of the first two: Module #1 Phenomena & Equity, Module #2 Talk & Equity.All Oregon Science Project Hybrid NGSS PD Modules are designed to be done together with other educators in real time either online or face-to-face. The Oregon Science Project utilizes the videoconferencing tools of Zoom to run small teams of K-12 educators through these modules online in real time. Some Oregon Science Project Learning Facilitators are able to meet with their teams in person and still use these modules on computers during face-to-face work.It was built using the OER Commons Module builder so it is broken into units as Tasks. Some are meant to be done individually, while others are designed for group dialogue and interaction. Dialogue in this case is used as way to build shared understanding. This is compared to discussion where a group is working on making a decision or choice. This difference is based upon the Adaptive School Work of Garmston and Wellman. You can read more about this in Chapter 4 of the Adaptive School: A Sourcebook for Developing Collaborative Groups. The design of the modules and overall framework is also informed by the research about professional development from A Facilitator's Guide to Online Professional Development: Establishing Communities of Learning and Cultures of Thinking by Carol Brooks Simoneau and Gerald Bailey.Instructor DescriptionsAccompanying each task is a backend "Instructor Description." Each Instructor Description is only intended for the instructor or facilitator of the module and not the educator participating as a learner in the module. Each Instructor Description includesbakckground informationinstructions for facilitator preparationtips/ideas for facilitators working with a group onlinetips/ideas for face-to-face facilitationlinks to other resources when appropriateRemixing and Using this Module for Professional DevelopmentIf you would like to use this module, simply select REMIX and then edit your own copy so that it represents your facilitation style, local context, and professional development needs. This module was developed based upon the assumption that all participants have completed Oregon Science Project Hybrid NGSS Modules #1 and 2 and are studying the NGSS.Module #3 Components:Task #1 - Module #3 OverviewTask #2 - What is formative assessment? Individual WorkTask #3 - What is formative assessment? Group Reflection and DialogueTask #4- What are some high leverage practices for formative assessment in the NGSS classroom?  Individual WorkTask #5 - What are some high leverage practices for formative assessment in the NGSS classroom?  Group Reflection and DialogueTask #6 - How can we develop and use culturally responsive formative assessments for NGSS? Individual WorkTask #7 - How can we develop and use culturally responsive formative assessments for NGSS? Group Reflection and DialogueTask #8 - How can we integrate the NGSS practices into assessment tasks? Individual WorkTask #9 - How can we integrate the NGSS practices into assessment tasks? Group Reflection and Dialogue

Oregon Science Project Module #3 Facilitator Video OverviewThis is the third in a series of Hybrid NGSS Modules curated by the Oregon Science Project in 2017 using already created, research-based NGSS professional development resources. This module focuses on formative assessment and how it can help educators to make student thinking visible and also how to use student ideas and models for teaching in the NGSS classroom.  It builds on the work of the first two: Module #1 Phenomena & Equity, Module #2 Talk & Equity.All Oregon Science Project Hybrid NGSS PD Modules are designed to be done together with other educators in real time either online or face-to-face. The Oregon Science Project utilizes the videoconferencing tools of Zoom to run small teams of K-12 educators through these modules online in real time. Some Oregon Science Project Learning Facilitators are able to meet with their teams in person and still use these modules on computers during face-to-face work.It was built using the OER Commons Module builder so it is broken into units as Tasks. Some are meant to be done individually, while others are designed for group dialogue and interaction. Dialogue in this case is used as way to build shared understanding. This is compared to discussion where a group is working on making a decision or choice. This difference is based upon the Adaptive School Work of Garmston and Wellman. You can read more about this in Chapter 4 of the Adaptive School: A Sourcebook for Developing Collaborative Groups. The design of the modules and overall framework is also informed by the research about professional development from A Facilitator's Guide to Online Professional Development: Establishing Communities of Learning and Cultures of Thinking by Carol Brooks Simoneau and Gerald Bailey.Instructor DescriptionsAccompanying each task is a backend "Instructor Description." Each Instructor Description is only intended for the instructor or facilitator of the module and not the educator participating as a learner in the module. Each Instructor Description includesbakckground informationinstructions for facilitator preparationtips/ideas for facilitators working with a group onlinetips/ideas for face-to-face facilitationlinks to other resources when appropriateRemixing and Using this Module for Professional DevelopmentIf you would like to use this module, simply select REMIX and then edit your own copy so that it represents your facilitation style, local context, and professional development needs. This module was developed based upon the assumption that all participants have completed Oregon Science Project Hybrid NGSS Modules #1 and 2 and are studying the NGSS.Module #3 Components:Task #1 - Module #3 OverviewTask #2 - What is formative assessment? Individual WorkTask #3 - What is formative assessment? Group Reflection and DialogueTask #4- What are some high leverage practices for formative assessment in the NGSS classroom?  Individual WorkTask #5 - What are some high leverage practices for formative assessment in the NGSS classroom?  Group Reflection and DialogueTask #6 - How can we develop and use culturally responsive formative assessments for NGSS? Individual WorkTask #7 - How can we develop and use culturally responsive formative assessments for NGSS? Group Reflection and DialogueTask #8 - How can we integrate the NGSS practices into assessment tasks? Individual WorkTask #9 - How can we integrate the NGSS practices into assessment tasks? Group Reflection and Dialogue

Oregon Science Project Module #3 Facilitator Video OverviewThis is the third in a series of Hybrid NGSS Modules curated by the Oregon Science Project in 2017 using already created, research-based NGSS professional development resources. This module focuses on formative assessment and how it can help educators to make student thinking visible and also how to use student ideas and models for teaching in the NGSS classroom.  It builds on the work of the first two: Module #1 Phenomena & Equity, Module #2 Talk & Equity.All Oregon Science Project Hybrid NGSS PD Modules are designed to be done together with other educators in real time either online or face-to-face. The Oregon Science Project utilizes the videoconferencing tools of Zoom to run small teams of K-12 educators through these modules online in real time. Some Oregon Science Project Learning Facilitators are able to meet with their teams in person and still use these modules on computers during face-to-face work.It was built using the OER Commons Module builder so it is broken into units as Tasks. Some are meant to be done individually, while others are designed for group dialogue and interaction. Dialogue in this case is used as way to build shared understanding. This is compared to discussion where a group is working on making a decision or choice. This difference is based upon the Adaptive School Work of Garmston and Wellman. You can read more about this in Chapter 4 of the Adaptive School: A Sourcebook for Developing Collaborative Groups. The design of the modules and overall framework is also informed by the research about professional development from A Facilitator's Guide to Online Professional Development: Establishing Communities of Learning and Cultures of Thinking by Carol Brooks Simoneau and Gerald Bailey.Instructor DescriptionsAccompanying each task is a backend "Instructor Description." Each Instructor Description is only intended for the instructor or facilitator of the module and not the educator participating as a learner in the module. Each Instructor Description includesbakckground informationinstructions for facilitator preparationtips/ideas for facilitators working with a group onlinetips/ideas for face-to-face facilitationlinks to other resources when appropriateRemixing and Using this Module for Professional DevelopmentIf you would like to use this module, simply select REMIX and then edit your own copy so that it represents your facilitation style, local context, and professional development needs. This module was developed based upon the assumption that all participants have completed Oregon Science Project Hybrid NGSS Modules #1 and 2 and are studying the NGSS.Module #3 Components:Task #1 - Module #3 OverviewTask #2 - What is formative assessment? Individual WorkTask #3 - What is formative assessment? Group Reflection and DialogueTask #4- What are some high leverage practices for formative assessment in the NGSS classroom?  Individual WorkTask #5 - What are some high leverage practices for formative assessment in the NGSS classroom?  Group Reflection and DialogueTask #6 - How can we develop and use culturally responsive formative assessments for NGSS? Individual WorkTask #7 - How can we develop and use culturally responsive formative assessments for NGSS? Group Reflection and DialogueTask #8 - How can we integrate the NGSS practices into assessment tasks? Individual WorkTask #9 - How can we integrate the NGSS practices into assessment tasks? Group Reflection and Dialogue

Oregon Science Project Module #3 Facilitator Video OverviewThis is the third in a series of Hybrid NGSS Modules curated by the Oregon Science Project in 2017 using already created, research-based NGSS professional development resources. This module focuses on formative assessment and how it can help educators to make student thinking visible and also how to use student ideas and models for teaching in the NGSS classroom.  It builds on the work of the first two: Module #1 Phenomena & Equity, Module #2 Talk & Equity.All Oregon Science Project Hybrid NGSS PD Modules are designed to be done together with other educators in real time either online or face-to-face. The Oregon Science Project utilizes the videoconferencing tools of Zoom to run small teams of K-12 educators through these modules online in real time. Some Oregon Science Project Learning Facilitators are able to meet with their teams in person and still use these modules on computers during face-to-face work.It was built using the OER Commons Module builder so it is broken into units as Tasks. Some are meant to be done individually, while others are designed for group dialogue and interaction. Dialogue in this case is used as way to build shared understanding. This is compared to discussion where a group is working on making a decision or choice. This difference is based upon the Adaptive School Work of Garmston and Wellman. You can read more about this in Chapter 4 of the Adaptive School: A Sourcebook for Developing Collaborative Groups. The design of the modules and overall framework is also informed by the research about professional development from A Facilitator's Guide to Online Professional Development: Establishing Communities of Learning and Cultures of Thinking by Carol Brooks Simoneau and Gerald Bailey.Instructor DescriptionsAccompanying each task is a backend "Instructor Description." Each Instructor Description is only intended for the instructor or facilitator of the module and not the educator participating as a learner in the module. Each Instructor Description includesbakckground informationinstructions for facilitator preparationtips/ideas for facilitators working with a group onlinetips/ideas for face-to-face facilitationlinks to other resources when appropriateRemixing and Using this Module for Professional DevelopmentIf you would like to use this module, simply select REMIX and then edit your own copy so that it represents your facilitation style, local context, and professional development needs. This module was developed based upon the assumption that all participants have completed Oregon Science Project Hybrid NGSS Modules #1 and 2 and are studying the NGSS.Module #3 Components:Task #1 - Module #3 OverviewTask #2 - What is formative assessment? Individual WorkTask #3 - What is formative assessment? Group Reflection and DialogueTask #4- What are some high leverage practices for formative assessment in the NGSS classroom?  Individual WorkTask #5 - What are some high leverage practices for formative assessment in the NGSS classroom?  Group Reflection and DialogueTask #6 - How can we develop and use culturally responsive formative assessments for NGSS? Individual WorkTask #7 - How can we develop and use culturally responsive formative assessments for NGSS? Group Reflection and DialogueTask #8 - How can we integrate the NGSS practices into assessment tasks? Individual WorkTask #9 - How can we integrate the NGSS practices into assessment tasks? Group Reflection and Dialogue

Oregon Science Project Module #3 Facilitator Video OverviewThis is the third in a series of Hybrid NGSS Modules curated by the Oregon Science Project in 2017 using already created, research-based NGSS professional development resources. This module focuses on formative assessment and how it can help educators to make student thinking visible and also how to use student ideas and models for teaching in the NGSS classroom.  It builds on the work of the first two: Module #1 Phenomena & Equity, Module #2 Talk & Equity.All Oregon Science Project Hybrid NGSS PD Modules are designed to be done together with other educators in real time either online or face-to-face. The Oregon Science Project utilizes the videoconferencing tools of Zoom to run small teams of K-12 educators through these modules online in real time. Some Oregon Science Project Learning Facilitators are able to meet with their teams in person and still use these modules on computers during face-to-face work.It was built using the OER Commons Module builder so it is broken into units as Tasks. Some are meant to be done individually, while others are designed for group dialogue and interaction. Dialogue in this case is used as way to build shared understanding. This is compared to discussion where a group is working on making a decision or choice. This difference is based upon the Adaptive School Work of Garmston and Wellman. You can read more about this in Chapter 4 of the Adaptive School: A Sourcebook for Developing Collaborative Groups. The design of the modules and overall framework is also informed by the research about professional development from A Facilitator's Guide to Online Professional Development: Establishing Communities of Learning and Cultures of Thinking by Carol Brooks Simoneau and Gerald Bailey.Instructor DescriptionsAccompanying each task is a backend "Instructor Description." Each Instructor Description is only intended for the instructor or facilitator of the module and not the educator participating as a learner in the module. Each Instructor Description includesbakckground informationinstructions for facilitator preparationtips/ideas for facilitators working with a group onlinetips/ideas for face-to-face facilitationlinks to other resources when appropriateRemixing and Using this Module for Professional DevelopmentIf you would like to use this module, simply select REMIX and then edit your own copy so that it represents your facilitation style, local context, and professional development needs. This module was developed based upon the assumption that all participants have completed Oregon Science Project Hybrid NGSS Modules #1 and 2 and are studying the NGSS.Module #3 Components:Task #1 - Module #3 OverviewTask #2 - What is formative assessment? Individual WorkTask #3 - What is formative assessment? Group Reflection and DialogueTask #4- What are some high leverage practices for formative assessment in the NGSS classroom?  Individual WorkTask #5 - What are some high leverage practices for formative assessment in the NGSS classroom?  Group Reflection and DialogueTask #6 - How can we develop and use culturally responsive formative assessments for NGSS? Individual WorkTask #7 - How can we develop and use culturally responsive formative assessments for NGSS? Group Reflection and DialogueTask #8 - How can we integrate the NGSS practices into assessment tasks? Individual WorkTask #9 - How can we integrate the NGSS practices into assessment tasks? Group Reflection and Dialogue

The Oregon Science Project Module #1 is designed for K-12 and nonformal educators who want to learn more about NGSS, with an emphasis on how the shift to sense-making around phenomena is at the heart of the NGSS. It is designed to provide 3-4 hours of work and asks learners to create something new to contribute to the work.

The Oregon Science Project Module #1 is designed for K-12 and nonformal educators who want to learn more about NGSS, with an emphasis on how the shift to sense-making around phenomena is at the heart of the NGSS. It is designed to provide 3-4 hours of work and asks learners to create something new to contribute to the work.

The Oregon Science Project Module #1 is designed for K-12 and nonformal educators who want to learn more about NGSS, with an emphasis on how the shift to sense-making around phenomena is at the heart of the NGSS. It is designed to provide 3-4 hours of work and asks learners to create something new to contribute to the work.

The Oregon Science Project Module #1 is designed for K-12 and nonformal educators who want to learn more about NGSS, with an emphasis on how the shift to sense-making around phenomena is at the heart of the NGSS. It is designed to provide 3-4 hours of work and asks learners to create something new to contribute to the work.

The Oregon Science Project Module #1 is designed for K-12 and nonformal educators who want to learn more about NGSS, with an emphasis on how the shift to sense-making around phenomena is at the heart of the NGSS. It is designed to provide 3-4 hours of work and asks learners to create something new to contribute to the work.

The Oregon Science Project Module #1 is designed for K-12 and nonformal educators who want to learn more about NGSS, with an emphasis on how the shift to sense-making around phenomena is at the heart of the NGSS. It is designed to provide 3-4 hours of work and asks learners to create something new to contribute to the work.

These modules have been created for K-12 professional development, by educators. The purpose is to engage in collaborative study and exploration of culturally responsive teaching, the NGSS shifts, and relevant connections between NGSS and Common Core. This is part of a larger equity-focused professional development program designed for K-12 educators of NGSS working throughout Oregon.To complete the modules, we will meet "virtually" for Zoom meetings. We will be using developed resources in new ways (virtual PLC). The first module is the introductory module for the Oregon Science Project NGSS Program. 

This four-part module has been developed as an initial component developed to prepare leaders of K-12 professional development to engage in independent study and initial exploration of culturally responsive teaching, the NGSS shifts, and relevant connections between NGSS and Common Core. This is part of a larger equity-focused professional development program designed for K-12 facilitators of NGSS working in throughout the rural areas of Oregon.It will take approximately 2 hours to complete and brings together many already developed resources in new ways. Module A is the introductory module for the Oregon Science Project NGSS Learning Facilitator Program. An Oregon Science Project Digital Badge is available for anyone who completes this module.If you have any feedback please email ctrecha at oregonscienceproject.org

The Oregon Science Project Module #1 is designed for K-12 and nonformal educators who want to learn more about NGSS, with an emphasis on how the shift to sense-making around phenomena is at the heart of the NGSS. It is designed to provide 3-4 hours of work and asks learners to create something new to contribute to the work.

The Oregon Science Project Module #2 is designed for K-12 and nonformal educators who want to learn more about NGSS, with an emphasis on the central role student discourse and talk play in the K-12 NGSS classroom. It is designed to provide 3-4 hours of work and asks learners to create something new to contribute to the work.Who talks and why?Engaging All Students