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Connecting IB to the NGSS Connecting IB to the NGSS The Dual Implementation of International Baccalaureate and the Next Generation Science Standards: Challenges and Opportunities Dr Sudha Govindswamy Sunder © International Baccalaureate Organization 2016 International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional® Connecting IB to the NGSS The Dual Implementation of International Baccalaureate and the Next Generation Science Standards: Challenges and Opportunities Dr Sudha Govindswamy Sunder Connecting IB to the NGSS Published November 2016 Published on behalf of the International Baccalaureate Organization, a not-for-profit educational foundation of 15 Route des Morillons, 1218 Le Grand-Saconnex, Geneva, Switzerland by the International Baccalaureate Organization (UK) Ltd Peterson House, Malthouse Avenue, Cardiff Gate Cardiff, Wales CF23 8GL United Kingdom Phone: +44 29 2054 7777 Fax: +44 29 2054 7778 Website: www.ibo.org © International Baccalaureate Organization 2016 The International Baccalaureate Organization (known as the IB) offers four high-quality and challenging educational programmes for a worldwide community of schools, aiming to create a better, more peaceful world. This publication is one of a range of materials produced to support these programmes. The IB may use a variety of sources in its work and checks information to verify accuracy and authenticity, particularly when using community-based knowledge sources such as Wikipedia. The IB respects the principles of intellectual property and makes strenuous efforts to identify and obtain permission before publication from rights holders of all copyright material used. The IB is grateful for permissions received for material used in this publication and will be pleased to correct any errors or omissions at the earliest opportunity. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior written permission of the IB, or as expressly permitted by law or by the IB’s own rules and policy. See http://www.ibo.org/copyright. 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Table of contents Objective ......................................................................2 Scale, proportion, and quantity ....................29 Road map .....................................................................3 Energy and matter ..............................................29 Introduction—NGSS overview .............................4 Structure and function .....................................30 Thinking through the three- Disciplinary core ideas—overlap in dimensional learning in the NGSS .................6 the DP ......................................................................30 Integration of science and Assessments in the IB and performance engineering ...........................................................9 expectations in the NGSS ......................................33 Overview—IB .............................................................10 Assessment in the PYP and the NGSS ..........35 Sustained inquiry .................................................11 Assessment in the MYP and NGSS .................36 Concepts and conceptual Assessment in the DP and NGSS ...................39 understanding ......................................................11 Developing and using models .......................41 The IB learner profile ..........................................12 Planning and carrying out Approaches to learning (ATL) ..........................13 investigations .......................................................41 Programme-specific sections— Analysing and interpreting data ...................42 congruence and challenges ............................13 Using mathematics and Primary Years Programme ................................13 computational thinking ...................................42 PYP and the NGSS—correlation and Constructing explanations and designing congruence ............................................................15 solutions .................................................................43 PYP and the scientific and engineering Engaging in argument from evidence .........43 practices (SEP) of the NGSS ..............................16 Obtaining, evaluating and Middle Years Programme ..................................18 communicating information ..........................44 MYP and the NGSS—correlation and Group 4 aims and assessment congruence ............................................................19 objectives ..............................................................44 MYP and the scientific and engineering prac- IB assessment incorporating tices (SEP) of the NGSS .......................................20 the NGSS .................................................................46 Diploma Programme ..........................................22 Professional development .....................................48 Correlation and congruence through Conclusion ...................................................................50 mutually supportive goals ..............................22 References ....................................................................53 DP and the scientific and engineering List of figures ...............................................................56 practices (SEP) of the NGSS ...................................27 List of appendices .....................................................57 Scientific and engineering practices in Appendix 1 .............................................................58 high school ...........................................................27 Appendix 2 .............................................................60 General overlap between scientific and Appendix 3 ............................................................61 engineering practices of the NGSS and Appendix 4 .............................................................62 DP aims ...................................................................27 Appendix 5 .............................................................63 Science and engineering practices— Appendix 6 .............................................................65 asking questions and defining problems ...28 Appendix 7 .............................................................66 Crosscutting concepts in the DP ....................28 Appendix 8: ............................................................76 Patterns ..................................................................28 Cause and effect ..................................................29 Systems and system models ...........................29 Connecting IB to the NGSS 1 Objective The objective of this relationship study report is to The report highlights the similarities between the val- highlight the opportunities and the challenges associ- ue systems of the IB and NGSS through some sample ated with implementing the Next Generation Science one-to-one mappings. The purpose of doing so is to Standards (NGSS) in the International Baccalaureate suggest some effective pathways for engaging in the (IB) programmes in IB World Schools (a process to be dual implementation. Providing further one-to-one referred to as “the dual implementation” in this report). mappings of the components of the IB and the NGSS should be approached with caution, ensuring that this Although the goals of the IB programmes and the does not result in disempowering teachers who can NGSS are complementary, the NGSS have set new be creative in exploring the numerous pathways for priorities for science education in IB World Schools bringing about the dual implementation effectively. in the United States that are affected by the dual im- It is not possible to enjoy, experience, and reap the plementation. Educators in these schools are being true benefits of “three-dimensional learning” (NRC, called upon to ensure that their students are prepared 2012) through a one-dimensional “one-size-fits-all” ap- to demonstrate proficiency in the NGSS performance proach. indicators, while achieving the goals of the IB. It is also pertinent to note that the IB operates in a This document, produced through collaboration be- wider international context, having to meet the needs tween the IB, Achieve and several K–12 classroom edu- of multiple national systems. It needs to be recog- cators in IB World Schools, seeks to help teachers and nized therefore that building a relationship study re- administrators to: port between the IB and the NGSS cannot be through a comparative analysis as the end goals of the IB and • determine ways (both broad and specific) in the NGSS are different as are the products themselves. which the NGSS and IB programmes can inter- act successfully by identifying related features Target audience: The target audience for this re- between the two port is IB teachers in all IB programmes (Primary Years • identify potential pathways to support the suc- Programme (PYP), Middle Years Programme (MYP) and cessful interaction between the IB and NGSS Diploma Programme (DP)), who are responsible for the throughout K–12 implementation of the
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