Abstract: This session provides a step-by-step process to support participants as they design a 3D assessment task for the science classroom. Along the way, they learn how to define 3D learning performances for specific lessons—and how to use a range of tools to support their assessment design work. A key goal of the session activity is to improve the connection of intended learning goals to assessment practices. Participants build their 3D assessment design capacity by designing and workshopping tasks—before piloting them in their classrooms. The approaches learned in this workshop can be used with any curricula, at any grade level, and across all subjects of science. 

This pair of workshops is designed to introduce you to the process of selecting phenomena that can anchor an entire unit that supports students’ 3D science learning or that can serve as a basis for a multi-component assessment task. This resource can also be used by individuals wanting to refine their teaching practice around phenomena based instruction. You may have heard a lot about phenomena, but you may also be wondering what exactly they are, and whether using phenomena is any different from how teachers teach today already.This learning experience will help you:Explain to a peer the role of phenomena and design challenges in science teaching, with a particular focus on equity and justice. Generate working definitions of phenomena, design challenges, and disciplinary core ideas. Identify phenomena related to a bundle of three-dimensional standards. Experience how phenomena can be introduced at the start of a unit, in order to launch a student-driven series of questions.

Overview: In this workshop, we will build our capacity to identify the range of intellectual resources students use as they make sense of phenomena. We will first explore how equity and justice relate to culture-based approaches to pedagogy—and then focus on how to identify and leverage the resources students use in moments of sensemaking. This resource can also be used by individuals wanting to learn how equity involves promoting the rightful presence of all students across scales of justice, desettling inequities, and supporting expansive learning pathways. This workshop provides participants with an opportunity to explore important theoretical ideas by exploring examples of how learners engage in diverse sense-making. Participants will learn about some of the challenges that less expansive learning environments can cause for learners from non-dominant communities. This resource is estimated to take between 161-268 minutes (2 ⅔ - 4 ¾ hours), depending on the choices of the facilitator in scenario selection.

Collecting weather data across time supports data collection and analysis practices. Students can use their own data to look for patterns across time. Engaging in this assessment activity, developed by ClimeTime educators, will help students: explain the components that constitute weather and explain that these components change in patterns; describe how various components of weather can be different at different times of the year; explain how changes in the various elements of weather create patterns and influence behavior.
Resource includes a student task document, teacher guide, and task facilitation slides.