10 Jul to  11 Jul

Project 2061 Workshop: Understanding and Using Next Generation Science Learning Goals

Looking for help in implementing Next Generation Science Standards? Then be sure to join us for this new workshop that will provide you with essential tools, resources, and strategies for applying standards to improve curriculum, instruction, and assessment.  This is a practical and hands-on professional learning experience that you won’t want to miss!

Hosted by Project 2061 of the American Association for the Advancement of Science—a partner in the development of the Next Generation Science Standards (NGSS) and publisher of key resources such as Science for All Americans, Benchmarks for Science Literacy, and the Atlas of Science Literacy—this workshop is a unique opportunity to tap into a set of tools, resources, and strategies that can help you meet the challenges of NGSS implementation. 

During the two-day workshop you will explore the Next Generation Science Standards and the National Research Council’s A Framework for K-12 Science Education to consider what they mean for science instruction, curriculum materials, and assessment. Guided by scientists and science educators with years of experience in developing and applying science learning goals, you will learn how to:

Improve the coherence of the science content you teach:

  • Clarify the science practices, disciplinary core ideas, and crosscutting concepts that students are expected to learn. Deepen your knowledge of the NGSS performance expectations and how to translate them into coherent, well-aligned curriculum and instructional activities that engage students in all three dimensions of science learning.
  • Make connections across the science curriculum. Learn how to take a more coherent approach as you think through the scope and sequence of learning goals for science practices, core disciplinary ideas, and crosscutting concepts.

Increase your knowledge of students’ conceptual development and common difficulties:

  • Understand how students are likely to make progress in their science knowledge over time and how to identify conceptual difficulties.  Use Atlas of Science Literacy progression-of-understanding maps, diagnostic assessments, and NGSS and the NRC Framework to identify essential prerequisite ideas; see how ideas fit together and contribute to one another; and get a better sense of the preconceptions, misconceptions, and alternative ideas that many students have.

Evaluate the alignment of curriculum and instruction to science learning goals:

  • Work with research-based criteria and procedures for evaluating curriculum and instruction in light of the NGSS science learning goals and use the criteria to analyze an innovative new curriculum unit that integrates NGSS core disciplinary ideas in physical and life sciences with science practices and crosscutting concepts.  

Who should attend?

  • K-12 science and mathematics teachers, administrators, and curriculum specialists
  • Informal science educators
  • Teacher education faculty
  • Education researchers
  • Curriculum and assessment developers
  • Textbook authors and publishers

Educators from a school, district, or informal science institution are encouraged to attend as a team (at least 2 members). Discounts on team registrations are available.

Register now

Fees are listed below.










* To qualify for the Early-Bird discount, registrations must be received four weeks prior to the first day of the workshop.

If you have any questions, please contact 202-326-6628 or use our feedback form.

About the workshop leaders

Marlene Hilkowitz is a faculty member at Temple University in its TUteach program that produces secondary science and math teachers with degrees in their field along with teaching.  She began her career in Philadelphia as a high school biology teacher and ultimately supervised science education in the Philadelphia and suburban school districts.  She continues to design and provide K-12 professional development and curriculum work for school districts and organizations in science education at both local and national levels. Hilkowitz's involvement with Project 2061 began in 1989 as a member of the Philadelphia Team (one of the six original teacher teams that contributed to the development of Benchmarks for Science Literacy).  In 1993, she became the Project 2061 Philadelphia Center Director, which allowed for the growth and development of a network of K-12 science educators that influenced the direction of science education in Philadelphia.  She has continued to support the project’s efforts as a presenter of professional development workshops, an instructional analyst and member of the review team for the Project 2061’s evaluation of high school biology textbooks (2000) as well as an assessment analyst for its analysis of the South Carolina State Assessment (2001) and the Pennsylvania PSSA Math Item Analysis (2003).  Most recently, she served on an item review panel for Project 2061’s middle school science assessment development effort Item Review Panel (2009) and was an expert reviewer of Toward High School Biology, a middle school curriculum unit developed by Project 2061 and BSCS and funded by the U.S. Department of Education’s Institute of Education Sciences.  She received both her B.A. in biology and her M.Sci. Ed. from Temple University.

Michele Lee is a faculty member in Temple University’s College of Education and has had a long association with AAAS Project 2061 as a staff member and, more recently, as a consultant. As a Project 2061 senior program associate working with teachers, administrators, school district officials, curriculum developers, professors, educators, and educators, and other stakeholders, she helped  apply national, state, and local science education standards to all areas of  practice, including curriculum/assessment development, lesson-planning, inquiry-based science instruction, and alignment of school- and district-wide programs to standards. Lee has taught science at the high school and elementary school levels and has worked with education students at the undergraduate and graduate levels at the Johns Hopkins University, University of Missouri, and in her current position at Temple University. She holds a B.A. in biological sciences and English from Wellesley College, Ed.M. in Learning & Teaching from Harvard Graduate School of Education, and an administration/supervision certificate from the Johns Hopkins University; she is completing her doctorate in science education through the University of Missouri.

Jo Ellen Roseman is director of AAAS Project 2061 and is responsible for overseeing all of the project's programs and activities in the areas of curriculum, instruction, and assessment.  She has been involved in the design, testing, and dissemination of Project 2061's science literacy reform tools since 1989. As the project’s curriculum director, she participated in the development of Benchmarks for Science Literacy and Resources for Science Literacy: Professional Development and, as director, provided leadership for and contributed to the development of Atlas of Science Literacy, Vol. 2. She also led Project 2061's evaluative studies of science and mathematics textbooks and currently serves as principal investigator on curriculum development efforts funded by the U.S. Department of Education’s Institute of Education Sciences, the National Science Foundation, and the National Oceanic and Atmospheric Administration. Prior to joining Project 2061, Roseman was involved in scientific research and teaching at Johns Hopkins University and the National Institutes of Health. Her doctoral studies in biochemistry and research explored the regulation of intracellular protein turnover and provided strong evidence that oxidative modification may be a significant mechanism in signaling cellular destruction of proteins. She also has extensive experience teaching biology and chemistry at the secondary level in Michigan, Massachusetts, and Virginia. Roseman was educated in Maryland and Illinois public schools and received degrees from the University of Michigan, Michigan State University, and Johns Hopkins University.

Cari F. Herrmann Abell, Ph.D., joined AAAS Project 2061 in 2005 as a postdoctoral fellow for the Center for Curriculum Materials in Science and is currently a senior research associate contributing to the development of curriculum and assessment resources aligned to K–12 science learning goals. Her current work focuses on topics in the physical sciences, and she is principal investigator on a test development project funded by the U.S. Dept. of Education's Institute of Education Sciences. In addition to presenting her work at scholarly and professional conferences, Herrmann Abell also leads workshops on the item development process for researchers and classroom teachers, including, for example, those in Fairfax County Public Schools in Virginia, the American Chemical Society, the University of Michigan, and the Shanghai Association for Science and Technology. As a reviewer for the 2009 National Assessment of Educational Progress, Herrmann Abell critiqued physical science and life science assessment items for grades 4, 8, and 12. She received her Ph.D. in chemistry from the University of North Carolina at Chapel Hill and her B.S. in chemistry and mathematics from Muhlenberg College in Allentown, PA.

10 Jul 2014 through 11 Jul 2014
9:00 am to 4:30 am
Washington, DC

When and where?
July 10-11, 2014
AAAS Headquarters
1200 New York Ave., NW
Washington, DC

About us
Project 2061 is a long-term initiative of the American Association for the Advancement of Science (AAAS) to help all Americans become literate in science, mathematics, and technology. To achieve that goal, Project 2061 conducts research and develops tools and services that educators, researchers, and policymakers can use to make critical and lasting improvements in the nation’s education system.

Through the generosity of AAAS donors, we are pleased to be able to offer a limited number of complimentary workshop registrations through special scholarships supported by the AAAS Flexible Action Fund program.

Awardees will be selected based on their level of engagement in science and/or mathematics education at the local, state, national, or international levels; and their potential for sharing with others the knowledge gained at the workshop. The selection committee will also seek participants from diverse backgrounds and geographic areas. See scholarship application deadlines.

Additional Dates
This workshop will also be held on October 20-21, 2014.