Author:
Hank Clark, Philip Bell, Deb Morrison, Gina Tesoriero, Abby Rhinehart
Subject:
Applied Science, Engineering, Education, Life Science
Material Type:
Module
Level:
College / Upper Division
Tags:
  • Assessment
  • Equity
  • social justice
  • social-justice
  • wa-pd
  • License:
    Creative Commons Attribution Non-Commercial Share Alike
    Language:
    English

    ACESSE Resource G - Learning to See the Resources Students Bring to Sense-Making

    ACESSE Resource G - Learning to See the Resources Students Bring to Sense-Making

    Overview

    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.

    Introduction

    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.

    [estimated time: 2 min]

    ((There is a Facilitator’s Guide available for this resource: http://tinyurl.com/ACESSE-ResourceG-Guide ))

    ((This resource was refined through a 13-state collaboration to make the resource more broadly useful. If you choose to adapt these materials, please attribute the source and that it was work funded by the National Science Foundation (NSF).))

    ACESSE Resource G Slide 1

    Overview of the Session Goals

    There are four goals for this session… ((READ SLIDE))

    One thing to note explicitly is that this session is not about developing a product so much as it is about building the interpretive power of teachers to see student resources and connect them to sense-making and sense.

    [estimated time: 1 minute]

    ACESSE Resource G Slide 2

    A Few High-Level Reminders...

    As we learn a new aspect of teaching practice, I think a few high-level reminders are helpful to motivate and guide this work.

    ((READ SLIDE))

    [estimated time: 1 minute]

    ACESSE Resource G Slide 3

    Learners Make Sense of Phenomena Through Science & Engineering Practices

    The science and engineering practices support sense-making. They are a game changer—they put students in positions of being knowers, doers, and makers. Students flow between different practices in ways that respond to making progress in their unfolding investigation. This is a representation of that process. The science and engineering practices can powerfully support learning if they are configured to be inclusive.

    [estimated time 3 min]

    ACESSE Resource G Slide 4

    The Potential of the Science & Engineering Practices

    The central focus on science and engineering practices in the 3D model of science learning in the NRC Framework has a huge equity potential.

    ((READ SLIDE))

    This session will show how to provide invitations to students to share their reasoning and sensemaking approaches as part of the practices involved in investigations.

    [estimated time 1 min]

    ACESSE Resource G Slide 5

    Equity & Justice Quick Write

    Let’s think about the students and communities we serve.

    ((READ SLIDE & HAVE INDIVIDUALS DO QUICK WRITE — AND THEN HAVE TABLE GROUPS OR ELBOW PARTNERS TALK))

    ((DEBRIEF DIMENSIONS AND EXAMPLES WITH THE ROOM))

    [estimated time: 10-15 min]

    ((Suggestion: Some individuals and groups may be hesitant to share their perspective. It is a good time to remind the educators that it is likely very similar to when our students hesitate when talking about a challenging topic like equity in the classroom; we should remember that and realize that we need to help create a learning community that can engage in important conversations like that.))

    ACESSE Resource G Slide 6

    Equitable Science Instruction from NRC Framework Chapter 11

    This is a summary of the Equity and Diversity chapter in the NRC Framework.

     

    ((READ SLIDE AND CLICK FORWARD TO SHOW IMAGES—MAKE CONNECTIONS BACK TO THE EQUITY LIST JUST GENERATED—AND MENTION THAT THERE ARE STRATEGIES TO GO WITH DIFFERENT DIMENSIONS.))

    [estimated time: 30 sec]

    ((Background: The resources shown come from the STEM Teaching Tools initiative, http://stemteachingtools.org ))

    ACESSE Resource G Slide 7

    Reminder: All Science Learning is Cultural

    The NRC Framework highlights that all science learning is a cultural accomplishment. Let’s review a definition of “culture” to keep that idea centered in our thinking today.

    ((READ SLIDE))

    How students observe phenomena, interpret it, explain it, shape it, and how they learn from others and what they value and fundamentally how they think about the universe—are all culturally shaped by the communities they are part of.

    [estimated time 2 min]

    ACESSE Resource G Slide 8

    Small Group Discussion

    Think about the students and communities you serve.

    ((READ SLIDE & HAVE TABLE GROUPS OR ELBOW PARTNERS TALK))

    ((DEBRIEF DESCRIPTIONS WITH THE ROOM))

    [estimated time: 10 min]

    ACESSE Resource G Slide 9

    Whose interests are being served?

    As we find our way into thinking about the ways we judge the contributions and responses that come from students, it is crucial to remember “Whose interests are being served?” based on how we respond to those contributions. Whose contributions are we ruling “out of bounds” for being related to science or to a moment of sense-making—and which are “on the mark”? And what criteria are in play at that moment.

    Of course, this question is broadly useful as educational decisions happen and initiatives unfold.

    [estimated time: 1 minute]

    ACESSE Resource G Slide 10

    STEMteachingtools.org/brief/47

    Sense-making is a complex process. Let’s make some sense of it. Read this brief and discuss any questions or insights that come up for you.

    [estimated time: 8-10 minutes]

    http://STEMteachingtools.org/brief/47

    ACESSE Resource G Slide 11

    A Major Take-Away

    ((READ SLIDE))

    This is the main take away. Teachers routinely navigate moments where they make the quick decision about whether or not a student response or contribution is relevant to a given moment of sensemaking. These are crucial equity moments. We must work to try and connect those contributions to the science involved in a moment—even if we don’t immediately understand it. Ask for clarification if you need it. Ask another student to explain the idea another way so you can see the connection. Sink in.

    Be generous and open to what students bring to a moment. We know that language may not be clear as people sort through their ideas—this is true for everyone learning a new complicated subject. Assume positive intent, positive contribution. Sink in.

    [estimated time 3 min]

    ACESSE Resource G Slide 12

    Conceptual Charades!

    Let’s play a game. We need to learn to see the sense-making resources of others. This game of conceptual charades is a great way to do that. Some of you might not have played charades before. One person at each table will be trying to get the rest of you to guess a specific concept.

    The one ground rule is that the hint giver cannot speak or write in English. Anything else is fair game.

    You should identify a person at your table to be the hint-giver. ((WAIT 15 SECONDS)) Everyone else should close their eyes. I’m going to show the clue in 3 – 2 – 1…

    ((ADVANCE SLIDE))

    [estimated time: 2 min]

    ACESSE Resource G Slide 13

    Light Reflection

    ((SHOW THIS SLIDE UNTIL ALL HINT-GIVERS SEE IT))

    [estimated time: 30 seconds]

    ACESSE Resource G Slide 14

    Charade!

    And Charade!

    ((WAIT UNTIL THE GROUPS ARE DONE))

    Did anyone use the standard charade signals to be successful? Did it let you finish more quickly? If so, that is a cultural assumption you are taking advantage of. What cultural assumptions do students bring to the classroom that give some an advantage in classroom conversations.

    Ok – so don’t use charade signals this time… You should identify a new person at your table to be the hint-giver. ((WAIT 15 SECONDS)) Everyone else should close their eyes. I’m going to show the clue in 3 – 2 – 1…

    [estimated time: 5 min]

    ACESSE Resource G Slide 15

    Photosynthesis

    ((SHOW THIS SLIDE UNTIL ALL HINT-GIVERS SEE IT))

    [estimated time: 30 seconds]

    ACESSE Resource G Slide 16

    Charade!

    And Charade!

    ((WAIT UNTIL THE GROUPS ARE DONE))

    Did anyone use a different language to communicate with their table? You were only told not to use English. Did you think to use a different language? What other communication resources do you have?

    You should identify a new person at your table to be the hint-giver. ((WAIT 15 SECONDS)) Everyone else should close their eyes. I’m going to show the clue in 3 – 2 – 1…

    [estimated time: 3 min]

    ACESSE Resource G Slide 17

    Energy Transfer

    ((SHOW THIS SLIDE UNTIL ALL HINT-GIVERS SEE IT))

    [estimated time: 30 seconds]

    ACESSE Resource G Slide 18

    Charade!

    And Charade!

    ((WAIT UNTIL THE GROUPS ARE DONE AND DEBRIEF THE GAME))

    Let’s debrief the game for a minute.

    What are all of the different resources people ended up using? How was this experience similar and different than listening to a classroom discussion? Is there something we can learn from this stance of deeply trying to understand another?

    Let’s bring this open, generous stance to communication resources as we learn to see the range of resources that students use in learning situations.

    [estimated time: 5 min]

    ACESSE Resource G Slide 19

    Taking an Asset Approach to Learner Cultural Diversity

    Now let’s open up some dimensions of equity and justice in the context of science teaching.

    [estimated time: 15 seconds]

    ACESSE Resource G Slide 20

    Learners Make Sense of Phenomena Through Science & Engineering Practices

    Let’s revisit the science and engineering practices.

    ((CLICK TO GET THE YELLOW TEXT—AND READ))

    We need to work in instruction to keep the practices broadly inclusive to the cultural variation in our learning community. It is powerful to think of a practice—like modeling—as an invitation for students to show you how they represent system, its relationships, and its dynamics. It should be a process of getting them to relate, reveal, and refine their ways of knowing.

    [estimated time 3 min]

    NOTE: Curriculum and assessment often promote very narrow views of “what counts” as desired ways of speaking, knowing, acting, and valuing.

    We need to broaden what counts as learners make sense of phenomena—especially for multilingual students, students of color, and students from low-income communities.

    ACESSE Resource G Slide 21

    Three principles towards more equitable science education

    ((HANDOUT THE PRINCIPLES))

    These are the three equity principles from the equity chapter in the NSTA practices book. They are a powerful set of general principles for expansive teaching.

    ((READ THE PRINCIPLES—PERHAPS JUST HEADINGS WITH VERBAL SUMMARIES OF THE DETAILS))

    [estimated time 3 min]

    ACESSE Resource G Slide 22

    STEMteachingtools.org/brief/11

    Let’s explore a specific case by reading this STEM Teaching Tool.

    ((ASK THE ROOM TO READ THE TOOL))

    ((DEBRIEF THE RELEVANT SUBSTANCE—IDENTIFY THE RELEVANT RESOURCES: the focus on close observation of phenomena, the central role of storytelling in explanation and modeling, place-based knowledge of ecosystems))

    [estimated time: 5 min]

    ACESSE Resource G Slide 23

    Expanding Relationships Among Students, Teachers & Science Practices

    Teachers need to be in intellectual relationships with each of their students. If they aren’t, how can we expect students to learn and come to identify with science. Developing relationships is hard—but rewarding—work.

    ((READ SLIDE))

    Recognizing the assets that students bring to sensemaking is a powerful way to develop these intellectual relationships.

    [estimated time 3 min]

    ACESSE Resource G Slide 24

    A Model for Conversation-Based Formative Assessment

    As we pretend to do an “on the fly” interpretation of student resources, here’s a formative assessment model that is useful to keep in mind.

    ((TALK THROUGH THE MODEL))

    How does it relate to how you do classroom assessment?

    [estimated time 5 min]

    ACESSE Resource G Slide 25

    STEMteachingtools.org/brief/16

    To learn more about this model, this STEM Teaching Tool describes this framework for conversation-based formative assessment. It Is closely related to what we will be doing in a moment. I encourage you to explore it as a follow-on activity.

    [estimated time 30 sec]

    ACESSE Resource G Slide 26

    Assessment can be a Caring Practice

    We should engage learners in understanding why we do formative assessment—through our words and our actions. Assessment can be part of the process of developing a trusting intellectual relationship with your students.

    ((READ SLIDE))

    [estimated time: 3 min]

    ACESSE Resource G Slide 27

    Learning to See Cultural Sense-Making Repertoires

    We are going to closely look at a series of learning scenarios (situations). Here’s our guiding question for each one:

    ((READ SLIDE))

    [estimated time: 30 sec]

    ACESSE Resource G Slide 28

    Facilitator Instruction Slide (hidden section)

    Hidden Facilitator Instruction Slide

    Facilitator Instruction Slide  You won’t likely have time to work through all of the scenarios included in this deck. You should review the pairs of slides for each scenario and prioritize the ones that fit your purposes by re-ordering them and hiding slides.

    The Plate Tectonics Scenario

    ((READ THE SCENARIO; SEE IF PEOPLE NEED ANY CLARIFICATION))

    At your tables, look for evidence of each kind of sense-making resource you see. Be ready to share what you identify. After you are done with that, think through if that kind of resource is something you’ve seen in your teaching.

    ((AFTER A MINUTE OR SO, CLICK TO REVEAL THE CLUE TO THE ROOM))

    ((START DEBRIEFING WITH THE ROOM ABOUT THE SENSE-MAKING RESOURCES THEY IDENTIFIED))

    ((TRANSITION TO NEXT SLIDE TO FULLY DEBRIEF))

    [estimated time: 5-8 min]

    Hint: Do you always have to use words to represent and communicate a conceptual model?

    ACESSE Resource G Slide 30

    The Plate Tectonics Scenario

    ((CLICK TO SHOW QUESTION, SOLICIT RESPONSES FROM THE ROOM ABOUT RESOURCE))

    ((CLICK TO SHOW & DISCUSS RESOURCES))

    ((CLICK TO SHOW & DISCUSS CONNECTIONS TO PRACTICE))

    [estimated time: 4 min]

    ACESSE Resource G slide 31

    Observing With Fingers Scenario

    ((READ THE SCENARIO; SEE IF PEOPLE NEED ANY CLARIFICATION))

    At your tables, look for evidence of each kind of sense-making resource you see.

    ((AFTER A MINUTE OR SO, CLICK TO REVEAL THE CLUE TO THE ROOM))

    ((START DEBRIEFING WITH THE ROOM ABOUT THE SENSE-MAKING RESOURCES THEY IDENTIFIED))

    ((TRANSITION TO NEXT SLIDE TO FULLY DEBRIEF))

    [estimated time: 5-8 min]

    Hint: Do you have to see something in order to observe it? How can others help you observe?

    ACESSE Resource G slide 32

    Observing With Fingers Scenario

    ((CLICK TO SHOW QUESTION, SOLICIT RESPONSES FROM THE ROOM ABOUT RESOURCE))

    ((CLICK TO SHOW & DISCUSS RESOURCES))

    ((CLICK TO SHOW & DISCUSS CONNECTIONS TO PRACTICE))

    [estimated time: 4 min]

    ((LINK: https://www.afb.org/ ))

    ACESSE Resource G slide 32

    The Walking-at-Recess Scenario

    ((READ THE SCENARIO; SEE IF PEOPLE NEED ANY CLARIFICATION))

    At your tables, look for evidence of each kind of sense-making resource you see.

    ((AFTER A MINUTE OR SO, CLICK TO REVEAL THE CLUE TO THE ROOM))

    ((START DEBRIEFING WITH THE ROOM ABOUT THE SENSE-MAKING RESOURCES THEY IDENTIFIED))

    ((TRANSITION TO NEXT SLIDE TO FULLY DEBRIEF))

    [estimated time: 5-8 min]

    Hint: What kind of relationship does this young person have with plants? How does “looking slowly” relate to science investigations?

    ACESSE Resource G slide 34

    The Walking-at-Recess Scenario

    ((CLICK TO SHOW QUESTION, SOLICIT RESPONSES FROM THE ROOM ABOUT RESOURCE))

    ((CLICK TO SHOW & DISCUSS RESOURCES))

    ((CLICK TO SHOW & DISCUSS CONNECTIONS TO PRACTICE))

    [estimated time: 4 min]

    ACESSE Resource G slide 35

    Physics Research Group Scenario: "When I come down I'm in the domain state"

    This one is about scientists making sense of phenomena…

    ((READ THE SCENARIO; SEE IF PEOPLE NEED ANY CLARIFICATION))

    At your tables, look for evidence of each kind of sense-making resource you see.

    ((AFTER A MINUTE OR SO, CLICK TO REVEAL THE CLUE TO THE ROOM))

    ((START DEBRIEFING WITH THE ROOM ABOUT THE SENSE-MAKING RESOURCES THEY IDENTIFIED))

    ((TRANSITION TO NEXT SLIDE TO FULLY DEBRIEF))

    [estimated time: 5-8 min]

    Hint: What intellectual work is being done by the scientist when he “projects” himself into the theory space?

    ACESSE Resource G slide 36

    Physics Research Group Scenario: "When I come down I'm in the domain state"

    ((CLICK TO SHOW QUESTION, SOLICIT RESPONSES FROM THE ROOM ABOUT RESOURCE))

    ((CLICK TO SHOW & DISCUSS RESOURCES))

    ((CLICK TO SHOW & DISCUSS CONNECTIONS TO PRACTICE))

    [estimated time: 4 min]

    ACESSE Resource G slide 37

    The Salt Water Plant Experiment

    ((READ THE SCENARIO; SEE IF PEOPLE NEED ANY CLARIFICATION))

    At your tables, look for evidence of each kind of sense-making resource you see.

    ((AFTER A MINUTE OR SO, CLICK TO REVEAL THE CLUE TO THE ROOM))

    ((START DEBRIEFING WITH THE ROOM ABOUT THE SENSE-MAKING RESOURCES THEY IDENTIFIED))

    ((TRANSITION TO NEXT SLIDE TO FULLY DEBRIEF))

    [estimated time: 5-8 min]

    [BACKGROUND: Here is background info related to this scenario]

    http://ksdl2.ksbe.edu/loi/moolelo-kalo.html

    http://www.kumukahi.org/units/ka_hikina/haloa

    https://www.hawaiibusiness.com/native-hawaiian-culture-is-science/

    Hint: What can you say about the meaningful purpose she is bringing to her investigation? What plant knowledge does she have access to?

    ACESSE Resource G slide 38

    The Salt Water Plant Experiment

    ((CLICK TO SHOW QUESTION, SOLICIT RESPONSES FROM THE ROOM ABOUT RESOURCE))

    ((CLICK TO SHOW & DISCUSS RESOURCES))

    ((CLICK TO SHOW & DISCUSS CONNECTIONS TO PRACTICE))

    [estimated time: 4 min]

    ACESSE Resource G slide 39

    Hip Hop Science Explanations

    ((SHOW THE VIDEO; SEE IF PEOPLE NEED ANY CLARIFICATION))

    (( VIDEO URL: https://www.youtube.com/watch?v=959aWmNsjUs ))

    At your tables, look for evidence of each kind of sense-making resource you see.

    ((AFTER A MINUTE OR SO, CLICK TO REVEAL THE CLUE TO THE ROOM))

    ((START DEBRIEFING WITH THE ROOM ABOUT THE SENSE-MAKING RESOURCES THEY IDENTIFIED))

    ((TRANSITION TO NEXT SLIDE TO FULLY DEBRIEF))

    [estimated time: 5-8 min]

    Hint: What kinds of knowledge and expertise are involved with creating a rap that relates the physics principles of kinematics to everyday life?

    ACESSE Resource G slide 40

    Hip Hop Science Explanations

    ((CLICK TO SHOW QUESTION, SOLICIT RESPONSES FROM THE ROOM ABOUT RESOURCE))

    ((CLICK TO SHOW & DISCUSS RESOURCES))

    ((CLICK TO SHOW & DISCUSS CONNECTIONS TO PRACTICE))

    [estimated time: 4 min]

    ACESSE Resource G slide 41

    The LAN Videogame Party Scenario

    ((READ THE SCENARIO; SEE IF PEOPLE NEED ANY CLARIFICATION))

    At your tables, look for evidence of each kind of sense-making resource you see.

    ((AFTER A MINUTE OR SO, CLICK TO REVEAL THE CLUE TO THE ROOM))

    ((START DEBRIEFING WITH THE ROOM ABOUT THE SENSE-MAKING RESOURCES THEY IDENTIFIED))

    ((TRANSITION TO NEXT SLIDE TO FULLY DEBRIEF))

    ((BACKGROUND: People may ask if it is ethical for a 10 year old playing this videogame. This comes from a field study of family life. It happened, but that does not mean that it is recommended.))

    [estimated time: 5-8 min]

    Hint: How does fluency with data analysis relate to science investigations? Is he constructing predictive models of human behavior?

    ACESSE Resource G slide 42

    The LAN Videogame Party Scenario

    ((CLICK TO SHOW QUESTION, SOLICIT RESPONSES FROM THE ROOM ABOUT RESOURCE))

    ((CLICK TO SHOW & DISCUSS RESOURCES))

    ((CLICK TO SHOW & DISCUSS CONNECTIONS TO PRACTICE))

    [estimated time: 4 min]

    ACESSE Resource G slide 43

    The Temporal Electricity Scenario

    ((READ THE SCENARIO; CLICK TO SHOW THE DIAGRAM; CLICK TO REVEAL THE DETAILED EXPLANATION; SEE IF PEOPLE NEED ANY CLARIFICATION))

    At your tables, look for evidence of each kind of sense-making resource you see.

    ((AFTER A MINUTE OR SO, CLICK TO REVEAL THE CLUE TO THE ROOM))

    ((START DEBRIEFING WITH THE ROOM ABOUT THE SENSE-MAKING RESOURCES THEY IDENTIFIED))

    ((TRANSITION TO NEXT SLIDE TO FULLY DEBRIEF))

    Yesenia’s explanation:

    “La energía puede ir más rápido en este lado que en este lado… porque está muy chiquito y hay menos espacio para que la electricidad vaya, y aquí hay más espacio. Entonces está más fácil que vaya acá; pero a veces se atora aquí y no puede volver a la batería.”

    [The energy can go faster on [wide conductor] than on this side [thin conductor] because it [thin conductor] is very small and there is less space for the electricity to go, and here [wide conductor] there is more space. So, it is easier for it to go here [wide conductor], but sometimes it gets stuck here [thin conductor] and it can’t go back to the battery.]

    [estimated time: 5-8 min]

    Hint: How does the diagram support the representation of her model for the phenomena? Why does it matter that she uses the temporary state of “to be” for electricity?

    ACESSE Resource G slide 44

    The Temporal Electricity Scenario

    ((CLICK TO SHOW QUESTION, SOLICIT RESPONSES FROM THE ROOM ABOUT RESOURCE))

    ((CLICK TO SHOW & DISCUSS RESOURCES))

    ((CLICK TO SHOW & DISCUSS CONNECTIONS TO PRACTICE))

    [estimated time: 4 min]

    ACESSE Resource G slide 45

    Expressing Knowledge Through Action Scenario

    ((READ THE SCENARIO; SEE IF PEOPLE NEED ANY CLARIFICATION))

    At your tables, look for evidence of each kind of sense-making resource you see.

    ((AFTER A MINUTE OR SO, CLICK TO REVEAL THE CLUE TO THE ROOM))

    ((START DEBRIEFING WITH THE ROOM ABOUT THE SENSE-MAKING RESOURCES THEY IDENTIFIED))

    ((TRANSITION TO NEXT SLIDE TO FULLY DEBRIEF))

    ACESSE Resource G slide 46

    Expressing Knowledge Through Action Scenario

    ((CLICK TO SHOW QUESTION, SOLICIT RESPONSES FROM THE ROOM ABOUT RESOURCE))

    ((CLICK TO SHOW & DISCUSS RESOURCES))

    ((CLICK TO SHOW & DISCUSS CONNECTIONS TO PRACTICE))

    [estimated time: 2 min]

    ACESSE Resource G slide 47

    The Family Robotics Scenario

    ((READ THE SCENARIO; SEE IF PEOPLE NEED ANY CLARIFICATION))

    At your tables, look for evidence of each kind of sense-making resource you see.

    ((AFTER A MINUTE OR SO, CLICK TO REVEAL THE CLUE TO THE ROOM))

    ((START DEBRIEFING WITH THE ROOM ABOUT THE SENSE-MAKING RESOURCES THEY IDENTIFIED))

    ((TRANSITION TO NEXT SLIDE TO FULLY DEBRIEF))

    [estimated time: 5-8 min]

    Hint: Are most complex projects (e.g., in the workplace) accomplished by individuals or groups? How does that work? How did the daughter shape the final design?

    ACESSE Resource G slide 48

    The Family Robotics Scenario

    ((CLICK TO SHOW QUESTION, SOLICIT RESPONSES FROM THE ROOM ABOUT RESOURCE))

    ((CLICK TO SHOW & DISCUSS RESOURCES))

    ((CLICK TO SHOW & DISCUSS CONNECTIONS TO PRACTICE))

    [estimated time: 4 min]

    ACESSE Resource G slide 49

    And there are others…

    And there are other kinds of resources students bring to bear…

    •Stories and experiences

    •Ways of building artifacts or crafting media

    •Sensory feelings they associate with specific natural phenomena

    ((STOP AND HAVE INDIVIDUALS REFLECT FOR A MOMENT BEFORE MOVING ON TO THE NEXT ACTIVITY))

    [estimated time: 4 min]

    ACESSE Resource G slide 50

    Write Your Own Scenario

    ((READ THE SLIDE AND ENGAGE THE GROUP IN WRITING A SCENARIO USING BUTCHER PAPER OR A SHARED DOCUMENT))

    [estimated time: 15-20 min]

    ACESSE Resource G slide 51

    Write Your Own Scenario

    ((READ THE SLIDE AND ENGAGE THE GROUP IN ELABORATING THE THINKING AROUND THEIR SCENARIO))

    ((WORKSHOP THE DEVELOPED SCENARIOS IN THE ROOM.))

    [estimated time: 20-30 min]

    ACESSE Resource G slide 51

    Making a Plan to Develop Your Interpretive Power, or: Taking an Asset-Based Approach to Cultural Diversity

    Based on what we have learned about the diverse resources students bring to sensemaking, let’s develop an action plan for how to shift our practice.

    [estimated time: 1 min]

    ACESSE Resource G slide 53

    Building Your Interpretive Power

    Educational researchers Ann S. Rosebery, Beth Warren, and Eli Tucker-Raymond have a concept to describe the form of teacher expertise we have been developing. They call it “interpretive power.”

    ((READ SLIDE))

    Let’s revisit the principles that help map out this interpretive power expertise…

    [estimated time: 2 min]

    [BACKGROUND CITATION]

    Rosebery, A., Warren, B., & Tucker-Raymond, E. (2015). Developing interpretive power in science teaching. Journal of Research in Science Teaching, 53(10), 1571-1600. doi:10.1002/tea.21267

    ACESSE Resource G slide 54

    Three principles towards more equitable science education

    Today we primarily explored just the first of the three principles on this page. We just started to make sense of it. I encourage you to track down the chapter for more detail—it is really great.

    [estimated time: 2 min]

    ACESSE Resource G slide 55

    Culturally Resurgent Pedagogy

    There are different approaches to culture-based pedagogy. Culturally relevant and responsive approaches are common. Culturally sustaining approaches are increasingly popular. We want to explore culturally resurgent pedagogy that supports the continuance of the life-ways of non-dominant communities.

    ((READ SLIDE))

    [estimated time: 1 min]

    [BACKGROUND CITATIONS]

    Bang, M., & Medin, D. (2010). Cultural Processes in Science Education: Supporting the Navigation of Multiple Epistemologies. Science Education, 94(6), 1008-1026.

    Lee, T. S., & McCarty, T. L. (2017). Upholding Indigenous Education Sovereignty Through Critical Culturally Sustaining/Revitalizing Pedagogy. In D. Paris & H. S. Alim (Eds.), Culturally Sustaining Pedagogies: Teaching and Learning for Justice in a Changing World (pp. 61-82). New York, NY: Teachers College Press.

    ACESSE Resource G slide 56

    Personal Reflection

    ((WAIT FOR INDIVIDUALS TO CREATE A BRIEF LIST OF INSIGHTS))

    [estimated time: 3-5 min]

    ACESSE Resource G slide 57

    Instructional Strategy

    In terms of the stance you should adopt, it is one that is generous and open to what students produce. You should develop a norm for the messiness and ambiguity that comes with sorting out complex, new ideas.

    ((READ SLIDE))

    Once we learn to see diverse resources for sense-making, we need to learn how to leverage them in instruction—or how to let them “diffract” into our sense-making experience.

    [estimated time: 2 min]

    ACESSE Resource G slide 58

    Expanding Relationships Among Students, Teachers & Science Practices

    I want to remind us about a major take-away here. How can we work to have all of these different kinds of sense-making resources connected to science in meaningful ways that we continue to explore as a community—for the purposes of building relationships to each other and to science.

    ((READ SLIDE))

    [estimated time 3 min]

    ACESSE Resource G slide 58

    Equity-oriented STEM education

    ((READ THE FIRST SENTENCE))

    All students must be ensured a sense of “belonging” in the learning environment—in STEM education. They should have a rightful presence to these learning experiences and knowledge.

    Relevant scales of justice: racial, socioeconomic, gender, environmental, Indigenous sovereignty, sexual orientation, migration history, etc.

    And there are important intersectionalities… e.g., being a woman of color in STEM education

    The second idea here highlights that the institutions we work in are imperfect—there are systems, infrastructures, and routines that produce inequities. Working towards equity and justice means that we actively “de-settle” these sources of inequity.

    Examples of things that need de-settling include: ((SELECT A FEW TO SHARE))

    •course pathways where there is implicit or explicit tracking that is unfair

    •curriculum may include exclusionary storylines or phenomena

    •pacing schedules may not make room for responsive instruction and genuine sense-making

    •adverse stereotypes might be embedded in the environment—communicating who can / can’t learn STEM

    •narrow expectations around how to talk or write

    •unfair assessments (e.g., privileging the use of written prestige English—over other languages or ways of representing understanding

    And then in response, we need to work to create more expansive cultural learning pathways for youth. Equity discussions can sometimes frame critiques—but not think through possible ways to respond and support learning.

    [estimated time: 3 minutes

    ACESSE Resource G slide 60

    The Equity Stance of Seeing The Diverse Sense-Making Resources of Students

    So relating these equity dimensions to the work we have been doing in this session…

    ((READ SLIDE))

    [estimated time: 2 minutes]

    ACESSE Resource G slide 60

    Making a Specific Commitment

    Here’s the wrap up… based on the main take-away what is a concrete commitment you can make to have a more generous and open stance to the intellectual treasures (i.e., assets) that students share with you. This work takes some concerted effort to get going—but then it becomes routine.

    ((READ SLIDE, launch the reflection activity))

    Reflect on a specific thing you’ve learned that relates to something you want to work on in your practice. Name it. Write it down. Put it somewhere where it will nudge you to keep working on it over time. And then move on to the next concrete commitment.

    ((Possible commitments (if people have a hard time generating them—or if you want to model what is intended:

    •In order to better attend to the diversity of student’s ideas, I will work to ask them to rephrase their connecting idea when I don’t understand it, and I will know I am making progress if I come to see the meaning behind the connection they are making.”

    •Twice per class period I will sink in and explore the depth of one student’s thinking—as opposed to popcorning around.

    •Ask more questions about their responses when I don’t understand the connection to science / our efforts.

    •To monitor how I respond on-the-fly to student ideas. Am I only seeking out what I believe is the “right” answer?

    •I will closely observe how students engage in activity and try to see how they engage in knowledge work—like with observation and story in the Indigenous brief.

    •I will use my interest in a student’s thinking every day to further develop a intellectual relationship with that student.))

    ((AFTER PEOPLE GENERATE THEIR COMMITMENTS, HAVE PEOPLE SHARE THEM.))

    [ALTERNATIVE: You might ask participates to use a web site reminder system like https://www.futureme.org to send themselves a reminder in the future based on their specific commitment.]

    [estimated time: 10 min

    ACESSE Resource G slide 62

    Help us improve the resource

    [READ SLIDE and ask participants to complete the survey. Clarify that this is information for the ACESSE team to refine the activities—and not about you as the facilitator.]

    [estimated time: 5 min]

    ACESSE Resource G slide 63

    Professional Learning Resources to Support NGSS Implementation

    You will be able to find ACESSE resources and other tools on the STEM Teaching Tools site. You can easily download PDFs of dozens of tools to support implementation of the NRC Framework vision.

    [estimated time: 30 sec]

    ACESSE Resource G slide 64

    On Twitter @STEMTeachTools

    You can learn about these tools on Twitter.

    [estimated time: 30 sec]

    ACESSE Resource G slide 65

    Sign Up for Email Newsletter http://STEMteachingtools.org

    Or sign up for a periodic email newsletter—at the bottom of the front page of the web site.

    [estimated time: 30 sec]

    http://STEMteachingtools.org

    ACESSE Resource G slide 66

    IndigenousEducationTools.org

    Here’s a great set of tools focused on Indigenous pedagogy and ways of knowing. The tools are generally useful for all students.

    [estimated time: 30 sec]

    ACESSE Resource G slide 67

    The authors want to express their deep gratitude to everyone in the ACESSE Network

    This resource—along with all of the others from the ACESSE project—went through cycles of co-design, use, and refinement by researchers and practitioners working in science education. The authors wanted to acknowledge the contributors listed here.

    [estimated time: 30 sec]

    ((This resource was refined through a 13-state collaboration to make the resource more broadly useful. If you choose to adapt these materials, please attribute the source and that it was work funded by the National Science Foundation (NSF).))

    ACESSE Resource G slide 68

    Thank you! For more info…

    Here are some resources and contact information for the lead author of this PD unit. They hope you have found it useful. They welcome any feedback or suggestions on how to improve it.

    [estimated time: 30 sec]

    ((This resource was refined through a 13-state collaboration to make the resource more broadly useful. If you choose to adapt these materials, please attribute the source and that it was work funded by the National Science Foundation (NSF).))

    ACESSE Resource G slide 69