This video showcases the flow of an entire phenomenon- and modeling-based unit in a third-grade classroom. Consider the different ways students are supported in expressing and refining their ideas over time, particularly through varied opportunities to collaborate with each other.
Unit designs that support students in working with their own thinking and collaborating can press against notions that science is a final form or individual endeavor. Additionally, the use of flexible scaffolds can support young students in generating a variety of rich explanations.
See how phenomenon- and modeling-based units can also support language development: Reigh, E., Miller, E. A., Simani, M. C., & Severson, A. (2023). Toward equity for multilingual learners. Science & Children, 60(4), 26-29.
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