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Why Don’t Antibiotics Work Like They Used To?
Why don’t antibiotics work like they used to? is an NGSS-aligned storyline developed by the Next Generation Science Storylines Project that focuses ...
By Holly Hereau and Wayne Wright
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How Teachers Are Retooling Lessons Using the EQuIP Rubric
Sometimes finding the right book or article can be the key to opening our minds to new ideas. A few years back, NSTA published a special journal serie...
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Q and A With Jim Short on Instructional Materials
Why do instructional materials for science need to change?...
By Cindy Workosky
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A Learning Trajectory for Sensemaking in Science
The Next Generation Science Standards (NGSS) offer teachers the opportunity to consider teaching science in a new way. We help students engage with, w...
By Cindy Workosky
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The Engineering Design Process: A Middle School Approach
To support the Next Generation Science Standards (NGSS) Middle School Engineering Design, we have three goals for our students: to define problems acc...
By Cindy Workosky
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Seeking a New Way to Assess Science at All Levels
The word assessment can prompt feelings of dread, mistrust, or outright hate in many teachers. That’s distressing, as quality instruction includes q...
By Cindy Workosky
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Kentucky’s Systems Approach to Assessing Three-Dimensional Standards
One thing is clear about our multi-dimensional standards: They require a complex and thoughtful approach to assessment. No single, conventional, summa...
By Cindy Workosky
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Gravitational Interactions and 3-D Learning in Middle School
I recently embarked on a journey with K–8 teachers in Vermont to learn how to be intentional about planning for three-dimensional (3-D) learning in ...
By Cindy Workosky
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It is truly an exciting time in science education. Science educators across the country are adapting to a new vision of how students learn science gui...
By Cindy Workosky
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How NGSS and CCSS for ELA/Literacy Address Argument
In the summer of 2015, I observed an elementary science teacher from an NGSS-adopted state who made a presentation to her cohort of close to 100 K–1...
By Cindy Workosky
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Using Claim, Evidence, and Reasoning (CER) Strategy to Improve Student Learning
This past school year, I used claim, evidence, reasoning (CER) statements to show three-dimensional learning in my classroom. Several tools are availa...
By Cindy Workosky
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You Teach What? I’m So Sorry! Building a Better Body and Building Better Argumentation
I am always amazed at the looks on people’s faces when I tell them I teach middle school. They seem to pity me for having a position I chose and lov...
By Cindy Workosky
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Why Anchoring Phenomena Are Important in the NGSS Classroom
Who is Ivor Robson, and why is he associated with anchoring phenomena? If you are a longtime golf aficionado, you know that Ivor Robson had a special ...
By Cindy Workosky
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When I began aligning my instruction to the Next Generation Science Standards (NGSS), I got lost in the details. But when I realized that phenomena co...
By Cindy Workosky
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My ‘Phenomenal’ Journey in Elementary
I am the type of educator who gets very excited about new strategies, new and innovative technology, and new activities for students. However, I was m...
By Cindy Workosky