Time Management in NGSS Classrooms: Balancing Curriculum Pacing with the 6E Approach

 One of the most significant issues in NGSS (Next Generation Science Standards) classrooms is time management. Educational professionals have numerous standards to meet, work with deep learning, and students need to acquire science and engineering practices guided by the teachers. Meanwhile, there is little time in classes. The instructional approach of 6E (Engage, Explore, Explain, Elaborate, Evaluate, Extend) can be instrumental in meaningful learning, however, it may seem like a time-consuming task without a well-planned approach.

In this article, the author describes how teachers can make good use of time in the NGSS classrooms and the use of the 6E approach. The words are held to a minimum and ideas are practical and classroom friendly.

Understanding Time Pressure in NGSS Classrooms

NGSS is about depth but not speed. Students are supposed to question, research, clarify notions, as well as use knowledge. This is rather time consuming as compared to conventional classical teaching through lectures. The concerns that many teachers have are that employing all six E’s will cause a slowing of curriculum.

But in a hurry to get through material, people do shallow learning. Students can memorize things and forget easily. By creating a 6E approach, students gain knowledge and comprehension of the true concept of science, which will actually save them on time since there will be less reteaching to be done.

Managing time requires planning well, not educating quickly.

Planning with the End in Mind

The first step to time management involves having well-defined objectives. The teachers need to discover:

• The NGSS performance expectations.

• Principles that students should learn about.

• Skills the students need to train.

After these are known, it is possible to design the backward lesson. All the 6 Es do not require the same amount of time. Depending on the topic, some of the stages can be brief and others can require additional concentration.

An example is, quick question, or video can suffice with Engage, whereas Explore and Explain can require a number of class periods.

Engage: Keep It Short and Focused

To manage time:

• Keep short prompts, pictures or questions (5 10 minutes)

• Relate to real life issues pertaining to the standard.

• Do not have lengthy arguments which wear-about.

The idea is to make students think and wonder, without necessarily having to know everything by the end of it.

Explore: Structure Student Investigations

The Explore phase is likely to be the most time consuming one. Learners are practical, gather information and experiment. This is necessary in the classrooms in NGSS but it has to be structured.

• Some of the measures to save time include:

• Defined directions and guidelines.

• Ready-made supplies and points.

• Defined roles for group work

• Time gadgets to ensure students are on schedule.

Teachers are able to divide exploration into portions over the course of several lessons rather than attempting to accomplish everything in a single lesson. This assists students to be focused and minimizes confusion.

Explain: Use Student Voice First

During the Explain phase, students explain what they have learnt and teachers assist in relating things to the concepts and vocabulary of science.

To manage time:

• Allow the students to describe first by discussion or brief presentations.

• Avoid explaining it all over again but solve the typical mistakes of the season.

• Explain using visuals, charts or models and in a faster and more straightforward way.

Minute checks of an understanding, e.g., exit tickets or brief questions, assist teachers understand when they can proceed without loss of time.

Elaborate: Combine with Other Subjects or Lessons

The elaborate phase assists the students to put learning into practice in a new manner. This does not necessarily have to be a different lesson.

Teachers can save time by:

• Integration with prospective instruction.

• Applying cross-curricular links (math, reading, or technology).

• Giving minor projects or problem solving exercises.

As an example, a written task on explaining a science concept would help towards sustaining both science and language objectives.

Evaluate: Ongoing, Not Just at the End

Assessment does not have to be done in the final part of a unit. Assessment in NGSS classrooms is to be continuous.

The evaluation methods not time-consuming opportunities comprise:

• Exit slips

• Student journals

• Quick quizzes

• Peer assessment

• Observation checklists

These assist teachers in the monitoring of learning and are not associated with consuming huge portions of classroom time on exams. They also aid in detection of areas of weaknesses in learning during the initial stages of learning, which needs reteaching at a later stage.

Extend: Use Homework and Projects Wisely

The Extend phase helps students to move the learning outside of the classroom. This is not necessarily required during class time.

Teachers can:

• Give real life applications as assignments.

• Use long-term projects

• Promote family/community ties.

This maintains the classroom time on track and yet students are in a position to elaborate knowledge.

Using Unit Pacing Guides

Pacing guide assists teachers to keep pace. By using the 6E approach to planning units, teachers should:

• Estimate time for each E

• Build in flexibility

• Review progress weekly

Collaboration Saves Time

Time management can be improved by cooperation with other teachers. Exchanging lesson plans, materials and strategies saves time in planning lessons and enhances quality of the lessons.

Professional learning communities (PLCs) can be used to assist teachers:

• Align pacing across classes

• Share what works

• Resolve time problems collectively.

Conclusion

It is also possible to balance the curriculum pacing and the 6E approach in the NGSS classrooms with thoughtful planning and smart use of time. It all depends upon not being in a hurry to cover the material, but being a purposeful teacher.

Through the maintaining of brief engagement, organizing exploration, student voice in the explanation, and continuous assessment, the teacher can effectively manage the time and promote the deep meaning of learning.

With proper use the 6E approach does not slack learning it only makes it stronger. Good time management can make the NGSS classrooms efficient and meaningful and make students develop into a curious and confident science learner.