Several groups of fifth-graders share their thinking about a 1000-year-old artifact depicting the night sky, and which constellations may be represented. The teacher intentionally invites groups with divergent perspectives to share.
Elevating divergent perspectives helps to communicate that science involves more than “right” answers – it can include multiple ways of seeing and making sense of the world. Notice how the teacher encourages multiple ideas and presses students to share “how they know.”
For more on structuring share-outs, the 5 practices framework can support teachers in selecting and sequencing student work: Cartier, J., Smith, M. S. S., Stein, M. K., & Ross, D. (2013). 5 practices for orchestrating task-based discussions in science. National Council of Teachers of Mathematics.
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