See how a second-grade classroom flexibly uses scaffolds to support the co-development of students’ scientific arguments and models. Scaffolds include zoom-in models and a variety of sentence stems that prompt for integration of evidence, reasoning, and/or causal thinking.
Scaffolds can promote students’ full participation in scientific activity, like the young students generating and supporting claims rooted inside of developing explanatory models here. This is part of dismantling barriers and gatekeepers that limit who participates in science and how.
Read more about the CER framework (claims, evidence, reasoning) and a fifth-grade example here: McNeill, K. L., & Martin, D. M. (2011). Claims, evidence, and reasoning: Demystifying data during a unit on simple machines. Science and Children, 48(8), 52-56.
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.
A case study for establishing distributed leadership capacity among teachers across a district.
A tool to support teachers in learning about Ambitious Science Teaching (AST) tools for action research purposes.
This site is primarily funded by the National Science Foundation (NSF) through Award #1907471 and #1315995