6.2 Thermal Energy Teacher Professional Development Overview

Getting to Know OpenSciEd & Unit 6.2 Thermal Energy

This four-day professional development session introduces teachers to the OpenSciEd materials generally in addition to the 6.2 Thermal Energy unit. As a result of this session, teachers will understand the supports and routines embedded into the OpenSciEd units that align with the shifts called for by the A Framework for K–12 Science Education and the Next Generation Science Standards. Included in this session are opportunities for teachers to:

Watch videos of students engaging with the OpenSciEd units
Hear teachers reflect on shifting their instruction with support from the units
Engage in the actual lessons of the unit as a student
Deepen their understanding of three-dimensional instruction and assessment

All of the instructional materials associated with this professional learning session are available for download from the 6.2 Thermal Energy Unit Overview page.

PD Materials
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Summary of the Professional Learning Session

Guiding Question:

What does it mean to use phenomena and questioning to support student sensemaking?

Participants will understand:

The key shifts called for by the NGSS and how the design of the OpenSciEd instructional materials support those shifts.
The four steps of the Anchoring Phenomenon routine and how they support a classroom culture where all students have access and are engaged in sensemaking.
How students will experience the anchoring phenomenon for the unit.
The benefit of using phenomena, anchoring and related, as a way to support engagement and equitable learning opportunities for all students.

Length:

3 hours – Introduction to OpenSciEd & video analysis
3 hours – Experience the Anchoring Phenomena routine
1 hour – Discussion and reflection

Guiding Question:

How do we help students see coherence across the curriculum?

Participants will understand:

The OpenSciEd Instructional Model’s embedded routines (Navigation, Putting the Pieces Together, Problematizing) and how they create a coherent learning experience for students.
The storyline for the unit and the navigation needed to help students move from one lesson to the next.
How to set up and facilitate students in the key student investigations and discussions from the unit.

Length:

1 hour – Analysis of classroom video and student artifacts
2 hours – Create the storyline for the unit
3 hours – Experience key lessons from the unit
1 hour – Discussion and reflection

Guiding Question:

How do we support equitable discussions that move students’ science ideas forward?

Participants will understand:

How to utilize the tools and strategies embedded in the OpenSciEd units that support students in digging deeper and working with each others’ ideas.
How to plan for and facilitate a sensemaking discussion at critical points throughout the unit.
How to set up and facilitate students in the key student investigations and discussions from the unit.

Length:

1 hour – Analysis of classroom video and student artifacts
2 hours – Experience the key lessons and use the discussion planning tool to plan and rehearse a classroom discussion
3 hours – Deep dive into key unit lessons
1 hour – Discussion and reflection

Guiding Question:

How do you support and assess your students’ growth in three-dimensional learning?

Participants will understand:

The characteristics of assessments that assess student understanding of all three dimensions of the Next Generation Science Standards (3D).
How to identify the assessment opportunities and supports for 3D learning embedded into the unit.
How to map the unit to target standards and identify the embedded 3D assessment opportunities and supports.
How to assess student models using a rubric for the unit.

Length:

1 hour – Analysis of classroom video and student artifacts
2 hours – Deep dive into key unit lessons
3 hours – Analysis of 3D assessment opportunities and supports
1 hour – Closing discussion, reflection, and feedback

6.2 Thermal Energy Teacher Professional Development Overview

Getting to Know OpenSciEd & Unit 6.2 Thermal Energy

Summary of the Professional Learning Session

Day 1: What does it mean to use phenomena and questioning to support student sensemaking?

Guiding Question:

Participants will understand:

Length:

Day 2: How do we help students see coherence across the curriculum?

Guiding Question:

Participants will understand:

Length:

Day 3: How do we support equitable discussions that move students’ science ideas forward?

Guiding Question:

Participants will understand:

Length:

Day 4: How do you support and assess your students’ growth in three-dimensional learning?

Guiding Question:

Participants will understand:

Length: