Components and Features of Student Learning

The Next Generation Science Standards (NGSS) ask students to think and behave like scientists and engineers. When students understand how scientists and engineers do their work, and have opportunities to explore, investigate, and explain phenomena, they become more engaged in learning and increase their comprehension. The experience students have in the science classroom is directly impacted by the instruction provided by the teacher and culture and environment built by both teachers and students.

The Components and Features of Student Learning were developed to help teachers and administrators answer a critical question of implementation: What does it look like when students are engaged in high quality learning experiences in science?

The four key components of student learning connect to each other and help visualize what it looks and sounds like when students are engaged in learning that aligns with the vision of the standards. Each component is clarified by observable features of learning. Teachers should use these features to plan instruction to maximize student learning. Administrators might use these features to identify evidence of learning to coach and support teachers.

Key Ideas

• The components of student learning describe four main ideas that are shared across all content areas. Each component is clarified by observable features of student learning.
• The observable features for each component describe sample evidence that might be seen in a classroom when learning is aligned to the vision of the California Next Generation Science Standards.
• The activities and tasks associated with the Essential Learning Events of Component #2 are the core of powerful three-dimensional learning experiences for students in science. The other components should be embedded in these meaningful learning events.
• The components and features connect to other instructional frameworks, including the 5 Dimensions of Teaching and Learning (UWCEL) and the BSCS 5E Model of Instruction. They extend and enhance these frameworks by considering the implications in content areas.
• The components and features live within a supportive and safe classroom culture and environment.
• The components and features are supported by key findings from the research on How People Learn - the engagement of prior knowledge; the organization of knowledge into a conceptual framework; the monitoring of one’s own thinking and learning; culture; and student motivation and goals.
• Classroom culture is inclusive of the way teachers communicate with students and the expectations which are set for the ways students interact with one another. Classrooms should be learner-centered where students feel safe, valued, and respected. Students varied experiences and perspectives should be used as opportunities to learn from one another.