MS NGSS for Oregon OSP Module #3: Formative Assessment for Equity Tasks 1-7

What Are Some High Leverage Practices for Formative Assessment in the NGSS Classroom?  Group Reflection and Dialogue

OSP '17-'18 NGSS4Oregon Module 3 Task 5 Overview

Overview of Group Work: 

Components: Question prompts to drive reflective dialogue using team responses from Survey #2 parts 1 and 2. Group creation of equity vision for students via the NGSS.

Relevance: Building a shared understanding and experience with high leverage practices to increase equitable participation in science in Oregon’s K-12 classrooms. All Oregon Science Project teams will be contributing to a shared online document to show the vision for increasing student access to high quality and engaging science via the NGSS.

Preparation for This Task:

  • Complete Survey #2 from Task 4 by the deadline set by your Learning Facilitator.

  • Revisit your responses from Survey #2. Once you submitted your responses they were sent to your inbox for the email account you used when filling out the survey.

  • Open this resource from Task #4 to use: A Resource for Equitable Classroom Practices (Equity Initiatives Unit - Office of Human Resources and Development - Montgomery County Public Schools, Maryland)

Your facilitator will set the context of this module once you are all assembled face-to-face or online.

Large Group Dialogue A 

Your Learning Facilitator will provide you with prompts and other material which relate to your responses from Survey #2. Please consider your responses and the Resource for Equitable Classroom Practice as you work collaboratively on the questions below.

Facilitator - Insert relevant materials (links, images) that relate to their responses. Please see instructor description in this task for more information.

Small Group Dialogue

Under the guidance and direction of your facilitator, you will explore the following questions in small groups of 2-4.

Q1: What would you add to the Oregon Education Investment Board definition of Equity below? Why?

OEIB Equity Defintion: Equity in education is the notion that EACH and EVERY learner will receive the necessary resources they need individually to thrive in Oregon’s schools no matter what their national origin, race, gender, sexual orientation, differently abled, first language, or other distinguishing characteristic.

Q2: How does the quote below relate to how we talk about students who struggle with science? How can shifting away from deficit thinking along with the NGSS shift away from memorization of vocabulary towards "language in use" help us refocus our conversations around supporting every student?

"Finally, Hart and Risley draw attention to a real problem that teachers encounter every day in their classrooms: children enter school with more or less of the linguistic, social, and cultural capital required for school success. However, we take exception to the characterization of this situation in terms of linguistic or cultural deficiencies. Through the lens of deficit thinking, linguistic differences among poor parents and children are transformed into deficiencies that are the cause of high levels of academic failure among poor children. In this formulation, the ultimate responsibility for this failure lies with parents who pass on to their children inadequate language and flawed culture. But, in our view, the language differences Hart and Risley reported are just that—differences. All children come to school with extraordinary linguistic, cultural, and intellectual resources, just not the same resources. (p. 369 from Pathologizing the Language and Culture of Poor Children)


Q3: How do you see the practices your team chose in part #2 of the survey supporting equitable access in the NGSS classroom?

Please also refer to Chapter 11 of the Framework for K-12 Science Education and connect specific language from the chapter addressing equity to high leverage practices you discuss. Be ready to share at least two specific examples with the large group.


Q4: In your local context, what is the most common topic when around issues of equity (i.e. migrant students, students with special needs)?

Is there a specific focus on increasing equity in science? Why or why not? Be sure everyone has a chance to share their own context in a constructive context avoiding deficit thinking as explored in the first question above.


Large Group Dialogue B

Under the guidance of your Learning Facilitator, your entire team will:

  1. Debrief your small group dialogue work by going through each question above and contributing ideas from each group to the large group.

  2. Shift from dialogue (shared understanding) to discussion (coming to a decision).

  3. Collaboratively craft an Equity Vision Statement that captures the rich material and ideas your small and large dialogue produced. As a member of the team it is your responsibility to ensure everyone has participated and contributed. 

  4. Contribute to your Equity Vision Statement to the statewide Oregon Science Project Equity Vision Padlet. The link to the Padlet is here, and your facilitator will post your statement once you have completed it. There should only be one statement per Oregon Science Project NGSS4Oregon Team.

Once your facilitator posts your Team Equity Vision Statement to the Oregon Science Project Padlet and concluded your time with your group, please click on the right arrow below to begin Task #6 "How can we develop and use culturally responsive formative assessments for NGSS? Individual Work" on your own.