Join us for a dynamic four-part webinar series, scheduled on March 3, 10, 17, and 24, 2026, from 7:00 PM to 8:30 PM ET, where educators will explore how to use the NSTA Sensemaking Tool to give actionable feedback on lessons, and support instructional shifts aligned with 3D science standards. Whether you are refining your own materials or coaching others, this series will equip you with the tools and strategies to foster deeper student sensemaking.

Web Seminar 1: Introduction to the NSTA Sensemaking Tool

Join us for a dynamic four-part webinar series, scheduled on March 3, 10, 17, and 24, 2026, from 7:00 PM to 8:30 PM ET, where educators will explore how to use the NSTA Sensemaking Tool to give actionable feedback on lessons, and support instructional shifts aligned with 3D science standards. Whether you are refining your own materials or coaching others, this series will equip you with the tools and strategies to foster deeper student sensemaking.

Web Seminar 1: Introduction to the NSTA Sensemaking Tool

Join us for a dynamic four-part webinar series, scheduled on March 3, 10, 17, and 24, 2026, from 7:00 PM to 8:30 PM ET, where educators will explore how to use the NSTA Sensemaking Tool to give actionable feedback on lessons, and support instructional shifts aligned with 3D science standards. Whether you are refining your own materials or coaching others, this series will equip you with the tools and strategies to foster deeper student sensemaking.

Web Seminar 1: Introduction to the NSTA Sensemaking Tool

Join us for a dynamic four-part webinar series, scheduled on March 3, 10, 17, and 24, 2026, from 7:00 PM to 8:30 PM ET, where educators will explore how to use the NSTA Sensemaking Tool to give actionable feedback on lessons, and support instructional shifts aligned with 3D science standards. Whether you are refining your own materials or coaching others, this series will equip you with the tools and strategies to foster deeper student sensemaking.

Web Seminar 1: Introduction to the NSTA Sensemaking Tool

Join us for a dynamic four-part webinar series, scheduled on March 3, 10, 17, and 24, 2026, from 7:00 PM to 8:30 PM ET, where educators will explore how to use the NSTA Sensemaking Tool to give actionable feedback on lessons, and support instructional shifts aligned with 3D science standards. Whether you are refining your own materials or coaching others, this series will equip you with the tools and strategies to foster deeper student sensemaking.

Web Seminar 1: Introduction to the NSTA Sensemaking Tool

Class discussions are at the heart of OpenSciEd’s instructional model, but ensuring that all students feel empowered to participate can be a challenge.

Class discussions are at the heart of OpenSciEd’s instructional model, but ensuring that all students feel empowered to participate can be a challenge.

Class discussions are at the heart of OpenSciEd’s instructional model, but ensuring that all students feel empowered to participate can be a challenge.

Class discussions are at the heart of OpenSciEd’s instructional model, but ensuring that all students feel empowered to participate can be a challenge.

Class discussions are at the heart of OpenSciEd’s instructional model, but ensuring that all students feel empowered to participate can be a challenge.

The Putting the Pieces Together routine is a cornerstone of OpenSciEd instruction. It gives students structured opportunities to reflect, synthesize, and connect what they have learned across lessons, deepening their understanding of scientific phenomena.

The Putting the Pieces Together routine is a cornerstone of OpenSciEd instruction. It gives students structured opportunities to reflect, synthesize, and connect what they have learned across lessons, deepening their understanding of scientific phenomena.

The Putting the Pieces Together routine is a cornerstone of OpenSciEd instruction. It gives students structured opportunities to reflect, synthesize, and connect what they have learned across lessons, deepening their understanding of scientific phenomena.

The Putting the Pieces Together routine is a cornerstone of OpenSciEd instruction. It gives students structured opportunities to reflect, synthesize, and connect what they have learned across lessons, deepening their understanding of scientific phenomena.

The Putting the Pieces Together routine is a cornerstone of OpenSciEd instruction. It gives students structured opportunities to reflect, synthesize, and connect what they have learned across lessons, deepening their understanding of scientific phenomena.

Are your students making their thinking visible? OpenSciEd’s student notebooks and progress trackers are essential tools for supporting sensemaking, self-assessment, and learning over time—but only if they are used intentionally.

Participants will:

Are your students making their thinking visible? OpenSciEd’s student notebooks and progress trackers are essential tools for supporting sensemaking, self-assessment, and learning over time—but only if they are used intentionally.

Participants will:

Are your students making their thinking visible? OpenSciEd’s student notebooks and progress trackers are essential tools for supporting sensemaking, self-assessment, and learning over time—but only if they are used intentionally.

Participants will:

Are your students making their thinking visible? OpenSciEd’s student notebooks and progress trackers are essential tools for supporting sensemaking, self-assessment, and learning over time—but only if they are used intentionally.

Participants will:

Are your students making their thinking visible? OpenSciEd’s student notebooks and progress trackers are essential tools for supporting sensemaking, self-assessment, and learning over time—but only if they are used intentionally.

Participants will:

Participants will:

Participants will:

Participants will:

Participants will:

Participants will:

Helping students make sense of complex scientific ideas requires more than just content delivery—it requires purposeful, consistent opportunities for thinking, talking, and connecting ideas. Instructional routines are structured, repeatable strategies that create space for all students to engage in meaningful sensemaking.

Helping students make sense of complex scientific ideas requires more than just content delivery—it requires purposeful, consistent opportunities for thinking, talking, and connecting ideas. Instructional routines are structured, repeatable strategies that create space for all students to engage in meaningful sensemaking.

Helping students make sense of complex scientific ideas requires more than just content delivery—it requires purposeful, consistent opportunities for thinking, talking, and connecting ideas. Instructional routines are structured, repeatable strategies that create space for all students to engage in meaningful sensemaking.

Helping students make sense of complex scientific ideas requires more than just content delivery—it requires purposeful, consistent opportunities for thinking, talking, and connecting ideas. Instructional routines are structured, repeatable strategies that create space for all students to engage in meaningful sensemaking.

Helping students make sense of complex scientific ideas requires more than just content delivery—it requires purposeful, consistent opportunities for thinking, talking, and connecting ideas. Instructional routines are structured, repeatable strategies that create space for all students to engage in meaningful sensemaking.