Speaker 1: We are going to focus our conversation now on three-dimensional learning.
Ryan: My name is Ryan [Antonori 00:09], I'm the instructional science supervisor for the Clearview Regional School District. I'm here to attend the equip rubric training for NGSS.
Speaker 1: We'd like to get started by asking you to record your thinking around the question, what does three-dimensional learning look like?
female: Three-dimensional learning is when the practices, the cross-cutting concepts, and the disciplinary core ideas that are outlined in the framework and the standards work together. The three dimensions in and of themselves are not new. Unfortunately too often, they have not worked together in classrooms.
male: In a traditional science lesson, typically what would happen is the teacher would teach the content up front, get the students to understand the content, then have what we would call a confirmatory lab, which is where the students would do an activity to confirm everything that they just learned. With three-dimensional learning, we're having that experience and coming to an understanding at the same time. It's very important to marry the practice with the content, not have them in isolation, which was done prior to this.
female: This is Trish Shelton and Jen [Arinswald 01:25].
female: Trish and Jen are equip facilitators. They're both educators who have used the rubric in multiple ways.
female: We're going to ask for you to practice pulling out evidence within a lesson and connecting it to the element of the practice or the cross-cutting concept or the component of the DCI.
female: We want to give everyone a common experience and lesson to talk about to help them come to an agreement about what some things should look like within a lesson.
female: We're going to keep our focus on the three-dimensional learning.
female: We need to keep the question in mind, do the students have an opportunity to engage in three dimensional learning to help them design a solution, or do the elements, the three dimensions, do they occur in isolation?
female: I often see people identify the three dimensions, and therefore assume that it is three dimensional. You have to work together.
female: We want our elements to be grade appropriate.
female: They have to look and see what that means at their particular grade level. It looks very different for a middle schooler than it might for an elementary schooler.
female: Did you guys find evidence in this particular activity?
male: What I've identified was in DCI, where the teacher's asking the student, where does energy come from-
male: Being able to really analyze a sample lesson and then talk about the components was really beneficial. In order for you to understand the change, you have to really live it and be able to breathe it and really work with it.
female: It also found that there were some connections between PS3A, the definitions of the energy. They begin to mention it in the very first lesson, and then they mention it again in a little deeper level.
male: It also talks about in the practice that students have to paraphrase. They are doing that because as part of the jigsaw activity they then have to present the information to the group.
male: This idea of three dimensional learning is powerful, because it emulates what real science is like, and we really didn't have that with any prior versions of any standards that I've ever seen. I'm really excited about getting students to actually do science and come to an understanding of science by trying to do it the way science is actually practiced in the field. That's going to take time for teachers to do, it's going to take a lot of training and a lot of patience. In the end, we'll have something that will benefit them, and more importantly, benefit their students.