This video shares three tips for co-creating “gotta have” checklists with students that they can use to support their scientific explanations. For instance, asking students to name similarities or patterns across examples can help them identify important concepts to include.
Co-creating checklists with students positions them as active participants in their science learning, and can link students’ language with science terms.
For more on must- or gotta-have checklists, check out this NSTA article: Windschitl, M., & Thompson, J. J. (2013). The modeling toolkit: Making student thinking visible with public representations. The Science Teacher, 80(6), 63-69.
Using Science Theater as a format for student explanations.
This case study describes how a school district intentionally designed PL to support teachers in integrating translanguaging and multimodal representations when eliciting students’ ideas.
In this resource, we feature three stories about instructional coaching to show a variety of ways educators support the professional learning for ambitious and equitable teaching and learning.
This site is primarily funded by the National Science Foundation (NSF) through Award #1907471 and #1315995