Engaging Teachers in a Shared Experience: Puyallup’s Story
Written by Ann Schumacher & Josh Simondet, PSD Science Instructional Coaches
Educators in the Puyallup School District participated in a five-part professional learning series designed to explore equitable, highly effective, and ambitious instructional practices.
In the first session, participants were introduced to a local, culturally-relevant anchoring phenomenon. The storyline centered on the 2017 spill of thousands of farm-raised Atlantic salmon into the Puget Sound. This disastrous spill was blamed on unusually strong tides coinciding with a solar eclipse. A massive clean-up was taken up by area fishers and members of regional tribes including the Lummi, Swinomish, and Samish.
Participants took up student roles and modeled their initial hypotheses on a scaffolded template. AST routines were used to elicit and capture ideas.
The series continued for five (5) months. Each session built on the last. Between sessions, participants asynchronously learned about, practiced “ambitious” strategies, and reflected on their experiences:
In what ways did this series address equitable practices in science instruction?
“As an ELL specialist and dual language teacher, I was impressed with the discussion and modeling practices. These allowed for rehearsal and practice of common vocabulary and the modeling created a safe place to write theories. The idea that you revisit and edit lowers the affective filter and creates a safe learning environment.” Lucy, Kindergarten Teacher
“The series addressed equitable practices with an emphasis on inquiry and modeling in science instruction. All types of learners will be able to access these more open-ended approaches in science. Rather than memorizing and repeating answers, these methods allow for a variety of responses to demonstrate learning.” Michelle, 2nd Grade Teacher
“Having lessons be student-driven contributes to equitable practices because the students drive the lesson and can bring their own experiences into their understanding.” – Rebekah, 1st Grade Teacher
Teacher Contributions & Feedback
Teacher created model template (5th Grade, matter and energy in ecosystems)
Teacher created model template (2nd Grade, properties of materials)
How have your beliefs about science instruction changed over the course of this professional learning series?
“This series helped to change my emphasis in teaching science. Instead of trying to “cram” as much information as possible into my students, I am now focusing on building curiosity and wonder. I am also putting more effort into effective classroom discussions.” Krissa, 3rd Grade Teacher
“I thought a lot of science instruction was about providing information and having students learn through some hands-on but mostly direct instruction. This course has caused me to value discourse and student ideas and thinking. Science isn’t about achieving an answer but coming up with many answers and working on them.” Trista, 1st Grade Teacher
“Having kids come to understanding science concepts through phenomena, productive discourse and modeling is best practice so kids can wonder, explore, and question. This is over the old way of us telling them, doing an experiment to prove it, then testing on it. It is richer and brings deeper understanding.” Heidi, 5th Grade Teacher
“I used to dread teaching TWIG (science curriculum)… but learning how to use the anchor phenomena has helped me make new connections and made the curriculum much more engaging. It also reminded me of the importance of student voice in all instruction, but especially in science. Abigail, 5th Grade Teacher
“My beliefs have changed because now I understand that science instruction is just as much student-led as it is teacher-led.” Jakob, 5th Grade Teacher
How would you describe this professional learning series to a colleague?
“This was an engaging and challenging series. I got a little “gem” from each class that challenged me to think differently and to try something new. I feel like I have changed the way I view teaching science – from a very teacher-centered way to one that is student-centered and driven by questioning and wonder. This series gave me the opportunity to discuss ideas with teachers across our district. I always appreciate that.” Krissa , 3rd Grade Teacher
“This is an opportunity to take a science class that you really would like to try implementing some of the strategies into your instruction. It will make you think about your science instruction differently.” – Lori, Kindergarten Teacher
This site is primarily funded by the National Science Foundation (NSF) through Award #1907471 and #1315995