The second set of AST practices is a collection of teaching practices focused on a commitment to eliciting students’ contributions. Students are not blank slates; they bring ideas, language, experiences, and connections into science learning experiences. Treating student contributions as important resources is central to justice-centered ambitious science teaching because it pushes back against deficit narratives. To support students in expanding their thinking over time, we need to know what they understand about the phenomenon in the first place. This set of practices—eliciting students’ ideas—is used at the beginning of a unit of instruction to help students reflect on relevant experiences, stories, identities, knowledge, theories, and language and help the teacher adapt upcoming instruction based on students’ contributions. Teachers continue to elicit and consider students’ contributions throughout a unit.
Suggested starting places include:
Hosun Kang Promoting Justice and Equity
Eliciting Ideas & Expansive Science