I’d love to brainstorm actions from our #ngsschat fam. We have a long way to go. Some ideas 💡: 1) ⬆️ black representation on leadership, boards of directors & curricula staff. 2) Black science teachers community of practice 3) Follow Learning For Justice (formerly TT) Cultrually responsive teaching Teachers 4 Social Justice

Overall, I’m thrilled that NJ is committed to climate education! I’m also curious about how this will marry with the DCI progression of the #NGSS.

"For American educators, it's a great day for you all. You are going to have one of your own in the White House." --President-elect Joe Biden talking about the new First Lady, Jill Biden

Librarian of Congress Carla Hayden uses George Washington’s autographed 1789 book that includes the Constitution to show the original wording of the incoming president’s oath of office, and how Joe Biden will utter the same phrase 232 years later.

So happy to finally have books about all three dimensions. I’ve been working to make this happen since 2012. #ngsschat

So excited about the arrival of this book, today! @OkheeLee_ and the other authors have done an incredible job!!

Hi, #NGSSchat! I'm Brianna, joining from NJ! I've been away from twitter for way to long, but excited to be joining again this evening!

A1: Modeling helps students make their thinking visible, at all stages of understanding. They have the opportunity to represent their initial ideas through models, update as they gather evidence, and create explanatory models! #ngsschat

YES!! This is great! Giving all students the opportunity to share their mental models with others, without limiting them! #NGSSchat

A2: Students must be trying to explain a phenomena - I love the description in the SEP book that says modeling is distinct from it's representational form. Modeling can look a lot of different ways, as long as students are using the model as a sensemaking tool! #ngsschat

This is so powerful! A huge aha! for me was hearing Tricia Shelton say that many students don't know what they don't know until you ask them to model it, and they realize they can't! What a powerful way to identify gaps in knowledge and and ask questions! #NGSSchat

A4: The complexity of the models increase with grade level, students will use multiple types of models, and the sophistication of their use changes. Students will likely also be modeling more complex and sophisticated phenomena at higher grade levels. #NGSSchat

A5: Cell cakes, erupting volcanoes, etc... Models are defined by how they're used! If students aren't using them as a way to figure out a phenomenon, they're not really engaging in the practice. #NGSSchat

A6: With my HS students who haven't done a lot of modeling, it was so important for us to step back and learn the basics. They needed the skills AND knowledge about models and modeling from K-8 before they could engage meaningfully in 9-12 elements. #NGSSchat

A7a: Constructing Explanations and Designing Solutions always comes to mind first - students final explanatory models can be their explanation of a phenomena! #NGSSchat

A7b: But - Figure 6.3 in "Helping Students Make Sense of the World Using Next Generation Science and Engineering Practices" is a really powerful reminder of ALL of the ways models interact with the other practices!! #NGSSchat

Hi Everyone! Brianna joining from NJ - it’s been a while but I’m so glad to be joining tonight and learning from you all! #ngsschat

A1: Professionally - spending some time digging into my reading list. Any recent resources you’re championing right now that I should catch up on?? #NGSSchat

A2: I’m hoping to continue growing in my knowledge of culturally relevant pedagogy in middle school science classrooms. Planning to read “Science in the City” by Bryan A. Brown #ngsschat

A3: Not a specific CCC, but but I’ve been think a lot about how to move Ss to using targeted elements of the CCCs independently as a sense making tool, and what “teacher chess moves” can help push Ss toward the elements we’re targeting and still allow S choice. #NGSSchat