In this video, you can see several examples of sixth-grade students interacting with each other’s reasoning as they work to make sense of how sound travels. Note how students engage directly with each other, and consider — what kinds of norms and supports might have cultivated these ways of interacting?
Supports like talk moves (ex., “I agree and disagree”) can provide important entry points for students, especially if they are unsure how to get started or what is okay in a science classroom. Yet some supports can reflect and reify Eurocentric norms for talk, so co-developing varied talk approaches with students may help to integrate resources from multiple cultures.
Read a research study on how leveraging African-American English served as a resource for students’ talk and literacy learning: Lee, C. D. (2006). “Every good-bye ain’t gone”: analyzing the cultural underpinnings of classroom talk. International Journal of Qualitative Studies in Education, 19(3), 305-327.
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