Curriculum Launch
Introducing OpenSciEd's materials and supporting the shift to instruction driven by student sensemaking about phenomena and problems
Session Overview
This four-day professional learning session introduces teachers to the OpenSciEd materials generally in addition to the corresponding units. As a result of this professional learning, teachers will understand the supports and routines embedded into the OpenSciEd units that align with the shifts called for by 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
Session Agenda
Day 1: What does it mean to use phenomena and questioning to support student sensemaking?
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: Introduction to OpenSciEd & video analysis
- 3 hours – Unit Specific: Experience the Anchoring Phenomena routine
- 1 hour – Closing: Discussion and reflection
Day 2: How do we support instruction that is coherent for students?
Guiding Question:
How do we support instruction that is coherent for students?
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 – Introduction: Analysis of classroom video and student artifacts
- 5 hours – Unit Specific: Create the storyline for the unit and experience key lessons
- 1 hour – Closing: Discussion and reflection
Day 3: How do we support equitable discussions that move students’ science ideas forward?
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 – Introduction: Analysis of classroom video and student artifacts
- 5 hours – Unit Specific: Experience the key lessons and use the discussion planning tool to plan and rehearse a classroom discussion
- 1 hour – Closing: Discussion and reflection
Day 4: How do you support and assess your students' growth in three-dimensional learning?
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 – Introduction: Analysis of classroom video and student artifacts
- 5 hours – Unit Specific: Deep dive into key unit lessons and analysis of 3D assessment opportunities and supports
- 1 hour – Closing: Discussion, reflection, and feedback
