7.1 Chemical Reactions & Matter Transformation Teacher Professional Development Overview

7.1 Chemical Reactions & Matter Transformation

This two and a half day professional development session focuses on the overarching question – How do we support equitable sensemaking? The PD explicitly focuses on equity, classroom culture and classroom sensemaking discussions.

It assumes the prerequisite completion of Getting to Know OpenSciEd Professional Development and previous experience teaching an OpenSciEd unit. Included in this session are opportunities for teachers to:

Reflect on successes and challenges around OpenSciEd implementation to support more equitable science classrooms
Examine student video and learning scenarios to recognize the range of resources students use to make sense of science, consider the features of classroom culture, and identify strategies to support the three main discussion types used in OpenSciEd
Identify pedagogical implications and strategies that can be used to support the development of classroom culture and leverage student resources
Reflect on the key aspects of productive discussions and use a Discussion Planning Tool to plan for discussions that support idea development and student engagement
Engage in the actual lessons of the unit as a student

All of the instructional materials associated with this professional learning session are available for download from the 7.1 Chemical Reactions & Matter Transformations Unit Overview page.

Download the Resources

Summary of the Professional Learning Session

Guiding Question:

How do we increase equity by noticing and leveraging resources students use to make sense of phenomena?

Participants will understand:

Student resources are the ways of speaking, knowing, acting and valuing that students use to make sense of the world
The importance of watching for, valuing and asking students to expand on the different resources they bring to make sense of the anchoring phenomenon routine
The anchoring phenomenon routine and storyline for the Chemical Reactions & Matter Transformations unit

Length:

1 hour – Examine student video and learning scenarios to recognize the range of resources students use to make sense of science
2 hours – Experience the Anchoring Phenomena routine for the unit

Guiding Question:

How do we develop and sustain a classroom culture that supports equitable sensemaking?

Participants will understand:

The role of the four features of classroom culture in supporting equitable sensemaking
The storyline and key lessons for the Chemical Reactions & Matter Transformations unit
Teacher moves and curricular supports to promote an equitable classroom culture

Length:

1 hour – Reflection on the Four Features of Classroom Culture and supporting instructional strategies
5 hours – Co-construct classroom norms that value student resources, build the storyline for the unit, and experience key lessons
1 hour –Reflect on the Anchoring Phenomenon and student resources and identify key goals and strategies for next school year around establishing classroom culture

Guiding Question:

How do we develop and sustain a classroom culture that supports equitable sensemaking?

Participants will understand:

The purpose and teacher moves to support the three discussion types in OpenSciEd (Initial ideas discussion, building understandings discussion and consensus discussion)
How to plan and lead discussions that support both idea development and student engagement
Key lessons for the Chemical Reactions & Matter Transformations unit

Length:

1 hour – Analysis of classroom video for each of the three types of discussion for student engagement, student idea development and teacher moves
5 hours – Experience key lessons and plan and rehearse a key discussion
1 hour – Discussion and reflection

7.1 Chemical Reactions & Matter Transformation Teacher Professional Development Overview