I want my students to “take risks” when learning but I am not sure how to start.
Alicia, Mississippi

We must deliver science content differently by modeling for our students that risk-taking is encouraged in the classroom. You can encourage risk-taking through differentiation. Think about three components that I call the “C.I.A. of Differentiation:” Content, Investigation and Assessment. As the teacher, you are the “director” of learning (pun intended). It is your mission to provide a learning environment in which students take an active part in the learning process. This means that you have to make teaching and learning not only engaging for them but for you too. Rethink your role as the teacher. You are not expected to know everything; however, you are expected to establish a safe learning environment where mistakes are permitted if students learn from them. Your content knowledge is important but it can be just as important for you to model the strategies you use when you do not know an answer. As you guide students to the information they need, they pose questions. Allow students to investigate, gathering information that will help them solve problems or validate established theories. Student products or assessments are concrete evidence of the learning that has taken place. Allowing students to demonstrate their knowledge through a choice of blogs, news reports, debates or posters keeps your classroom creative and relevant. Students feel safe to express themselves without judgment when they have choice. Bringing the “C.I.A.” to your classroom is risky but worth it. With this mindset, you develop skilled, science-conscious scholars willing to question ideas and design answers to help make a better place to live.