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Pressing

This final set of practices will help students construct a final, evidence-based explanatory model for an anchoring event.
The goals of this practice are:

1. Engage all students in authentic disciplinary discourse around using evidence to support explanations.
2. Hold students accountable for using multiple sources of information to construct final explanatory models for the anchoring event (this accountability of course must be supported by scaffolding and guidance from you).
3. Support students in using evidence to support different aspects of their explanatory models.

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Elementary / Life Sciences / Pressing / Supporting / Video / Professional Learning / Teacher K-12 /

Science Theater Example

Using Science Theater as a format for student explanations.

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Elementary / High School / Middle School / Planning / Pressing / Video / Professional Learning / Teacher Educator / Teacher K-12 /

Critical & Cultural Approaches to Science Investigations

How science investigations can expand beyond standard classroom activities

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Elementary / Physical Sciences / Pressing / Video / Teacher K-12 /

Generalizable Science Ideas: The “Gotta Have” Checklist

Tips for co-creating “gotta have” checklists with students

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Earth & Space Science / Elementary / Middle School / Physical Sciences / Pressing / Supporting / Video / Professional Learning / Teacher Educator / Teacher K-12 /

Supporting Productive Student-Student Talk in Science

Several examples of sixth-grade students interacting with each other’s reasoning as they work to make sense of how sound travels.

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Elementary / Physical Sciences / Pressing / Supporting / Video / Teacher K-12 /

Student Thinking: Revising Understanding Over Time

Rich experiences and forms of reasoning students draws on.

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Elementary / Physical Sciences / Pressing / Supporting / Video / Teacher K-12 /

Peer Review of Science Ideas: Gallery Walk Feedback

Students have opportunities to consider whether and how they might revise their models.

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Earth & Space Science / Elementary / Pressing / Supporting / Video / Teacher K-12 /

Tools to Support Model-Based Claims, Evidence, and Reasoning

The co-development of students’ scientific arguments and models.

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Elementary / Pressing / Supporting / Video / Teacher Educator / Teacher K-12 /

Agree/Disagree T-charts: Supporting Claims with Multiple Sources of Evidence

Living tools used to negotiate and record evidence for and against claim.

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Elementary / Pressing / Supporting / Video / Teacher K-12 /

Scientific Argumentation in the Early Grades

Six principles for engaging students in making evidence-based arguments

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Elementary / Eliciting / Planning / Pressing / Supporting / Video / Professional Learning / Teacher Educator / Teacher K-12 /

Argumentation and Modeling – The Teaching Channel Series

Scientific modeling and argumentation in early elementary classrooms.

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Elementary / Eliciting / Planning / Pressing / Supporting / Video / Teacher K-12 /

Modeling in the Early Years – Overview

This video shows K-2 students working on and with their own evolving models of puzzling phenomena.

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Earth & Space Science / Elementary / Pressing / Video / Professional Learning / Teacher Educator / Teacher K-12 /

Critiquing & Revising Models: Structuring Whole-class Share-outs

Purposefully selecting and sequencing how models are shared.

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Some content on this site is available to members only. Please create an account or login for full access.
Some content on this site is available to members only. Please create an account or login for full access.
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Ambitious Teaching—An overview

In this video we illustrate what Ambitious Teaching looks like in classrooms ranging from high school to kindergarten. The practices were developed through collaborations between teachers and researchers, and they are continually evolving as we learn more about how they work with young learners. There are several themes that you’ll see in all examples, such as a focus on puzzling and complex phenomena, opportunities to make sense through talk, making thinking visible, attending to who is participating, using various forms of scaffolding and tools, and much more.

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“I’m glad you didn’t give me three steps because that would be a lie. It’s not that easy. And so instead, you gave me a complex idea about how to do this in my classroom and examples that don’t erase the complexity.”

– K-12 Teacher

This site is primarily funded by the National Science Foundation (NSF) through Award #1907471 and #1315995

This site is primarily funded by the National Science Foundation (NSF) through Award #1907471 and #1315995

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