This two-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 the OpenSciEd Curriculum Launch professional learning 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 Access the Instructional Materials page.
Sample Session Resources
How do we develop and sustain a classroom culture that supports equitable sensemaking?
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
- How the OpenSciEd materials can help shift who and what are valued in the science classroom.
- How to co-construct norms that reflect the experiences and values of your students
- How to encourage and value students use of resources to make sense of phenomena including non-academic language, gesturing, metaphors, storytelling and other modes of expression
- The anchoring phenomenon routine and storyline for a focal unit.
- 1 hour – Reflection on Four Features of Classroom Culture and Instructional Strategies to Support Them
- 5 hours – Co-construct classroom norms that value student resources, experience the anchor for the unit, 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.
How do we support equitable discussions that move students’ science ideas forward?
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 focal unit
- 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