Ambitious Science Teaching LLA

teachers _______their instruction in........

• reflection on; how they broadened what it means to participate in science together

• engage in multiple rounds; creating and revising scientific models, explanations, and evidence-based arguments, while expanding on ideas over time

• anchoring; a meaningful and relevant manner, while making sure the experience is aimed towards justice and creates space for joy

• anchoring; supporting students with collaborative explanations and address issues of power and positions in both the classroom and science

Student engaging in multiple rounds of creating and revising...

• Scientific models

• explanations

• evidence- based arguments

• experiments

Tags

NGSS.MS-ETS1-4

Teachers use a variety of discourse strategies with students to get them to think deeply and respond to each other's thinking about ___________, __________, and _________________________

Tags

NGSS.HS-ETS1-3

NGSS.HS-LS2-6

NGSS.HS-LS4-1

Students _______ each other to ______ in .........

• prompt; engage in discussion during investigations and other activities to help students learn from each others perspectives

• engage; prompt in working together since all students have the same ideas they can help each other

• prompt; engage in working together since all students have the same ideas they can help each other

• engage; prompt in discussion during investigations and other activities to help students learn from each others perspectives

Where your ideas ever represented publicly in the classroom? and how?

Teachers use a variety of discourse strategies to support students in responding to

• • phenomena, ideas, and multiple perspectives

• one another's thinking, build collaborative explanations, and broadly address issues of power and positionality in the classroom and science

• creating and revising scientific models, explanations, and evidence-based arguments, expanding ideas over time

• multiple perspectives, ideas, and questions that have broadened over time

Which are justice- centered uses of science?

• COVID 19
• Climate Change
• Pollution
• Employment
• Inflation

Tags

NGSS.HS-ESS3-1

NGSS.HS-ESS3-5

NGSS.HS-ESS3-6

NGSS.HS-LS2-7

Type 1-2 words that described you science experience K-12

Tags

NGSS.HS-PS1-1

Match the core practice to the simple definition

• Planning- on-going changes in thinking

  Eliciting- for engagement with important science ideas

  Supporting- for evidence- based explanations

  Pressing- students' ideas

• Planning- for evidence- based explanations

  Eliciting- students' ideas

  Supporting- on-going changes in thinking

  Pressing- for engagement with important science ideas

• Planning- on-going changes in thinking

  Eliciting- for evidence- based explanations

  Supporting- for engagement with important science ideas

  Pressing- students' ideas

• Planning- for engagement with important science ideas

  Eliciting- students' ideas

  Supporting- on-going changes in thinking

  Pressing- for evidence- based explanations

Tags

NGSS.HS-LS4-4

NGSS.HS-PS1-2