There was a lot of apprehension and push back when Common Core was rolled out in New York State. We hope NYSSLS will be different. These science standards have been released for a few years now. Teachers, like myself, are already receiving training to help implement the standards and they aren't being tested yet. We hope the roll out will be smoother than CC. But some of the main principles of NGSS/NYSSLS align with the Common Core State Standards.
Both NGSS and CCSS have either practice or capacities that student shave to be able to demonstrate in addition to the content they should master. There is more "sense making" and reasoning to explain and argue points. Both standards want students to communicate information. ELA, Science, and Math all require students to construct viable arguments and critique reasoning of others, value evidence, and engage in argument from evidence.
I want to create a classroom culture where students have well structured social interactions where they need to make their thinking clear and communicate how they think with their peers. I would like to have my students sit in teams of 3-4, not just during labs, but during practice as well. When I introduce a phenomenon, I'd like to give student time to think on their own to come up with some ideas, but then have structured questions to help students organize their ideas and discuss with their peers. I want to create cards that have sentence starters that will help the students who are not great at communicating to have a few points to start their discussion. I want to make sure I am using questions in class that are more open ended and have more divergent answers to help students increase their creativity and problem solving capacities. I think it is important to "frame the questions" I ask by defining the words within and surrounding the question to give the students the tools to be able to answer the questions more like a scientist or a professional.
I would also like to bring in more scientific papers that are not too above their own reading level. I need students to identify vocabulary words that we are using in class in these articles to see how they are used and why they are necessary to understand scientific research. To increase literacy, we need complex level readings that guide them from being high school students to becoming a college minded student. When we are trying to understand and explain an anchoring phenomenon, we will not only use activities and labs to investigate our ideas about the phenomenon, but also use scientific research articles. Students will need to be able to evaluate the research they use to see if it is not only applicable to their problem, but also from a reputable source.