Join
Transforming Science Learning: Part 2: Multilingual Learners in Science Classrooms: Instruction and Assessment Practices, February 2, 2022
Join us on Wednesday, February 2, 2022, from 7:00 PM to 8:30 PM ET for part 2 (of two) of this Transforming Science Learning seminar series.
Science instruction with multilingual learners has traditionally emphasized what these students “lack” (deficit thinking) but current research indicates that teachers should focus instead on the assets that multilingual learners bring to science learning. This shift calls for key changes to instruction and assessment practices in linguistically diverse science classrooms.
Join us on Wednesday, February 2, 2022, from 7:00 PM to 8:30 PM ET for part 2 (of two) of this Transforming Science Learning seminar series.
Science instruction with multilingual learners has traditionally emphasized what these students “lack” (deficit thinking) but current research indicates that teachers should focus instead on the assets that multilingual learners bring to science learning. This shift calls for key changes to instruction and assessment practices in linguistically diverse science classrooms.
Join us on Wednesday, February 2, 2022, from 7:00 PM to 8:30 PM ET for part 2 (of two) of this Transforming Science Learning seminar series.
Science instruction with multilingual learners has traditionally emphasized what these students “lack” (deficit thinking) but current research indicates that teachers should focus instead on the assets that multilingual learners bring to science learning. This shift calls for key changes to instruction and assessment practices in linguistically diverse science classrooms.
Join us on Wednesday, February 2, 2022, from 7:00 PM to 8:30 PM ET for part 2 (of two) of this Transforming Science Learning seminar series.
Science instruction with multilingual learners has traditionally emphasized what these students “lack” (deficit thinking) but current research indicates that teachers should focus instead on the assets that multilingual learners bring to science learning. This shift calls for key changes to instruction and assessment practices in linguistically diverse science classrooms.
Join us on Wednesday, February 2, 2022, from 7:00 PM to 8:30 PM ET for part 2 (of two) of this Transforming Science Learning seminar series.
Science instruction with multilingual learners has traditionally emphasized what these students “lack” (deficit thinking) but current research indicates that teachers should focus instead on the assets that multilingual learners bring to science learning. This shift calls for key changes to instruction and assessment practices in linguistically diverse science classrooms.
Transforming Science Learning: Part 1: Multilingual Learners in Science Classrooms: Theory and Policy Foundations, January 26, 2022
Join us on Wednesday, January 26, 2022, from 7:00 PM to 8:30 PM ET for part 1 (of two) of this Transforming Science Learning seminar series.
Science instruction with multilingual learners has traditionally emphasized what these students “lack” (deficit thinking) but current research indicates that teachers should focus instead on the assets that multilingual learners bring to science learning. This shift calls for key changes to instruction and assessment practices in linguistically diverse science classrooms.
Join us on Wednesday, January 26, 2022, from 7:00 PM to 8:30 PM ET for part 1 (of two) of this Transforming Science Learning seminar series.
Science instruction with multilingual learners has traditionally emphasized what these students “lack” (deficit thinking) but current research indicates that teachers should focus instead on the assets that multilingual learners bring to science learning. This shift calls for key changes to instruction and assessment practices in linguistically diverse science classrooms.
Join us on Wednesday, January 26, 2022, from 7:00 PM to 8:30 PM ET for part 1 (of two) of this Transforming Science Learning seminar series.
Science instruction with multilingual learners has traditionally emphasized what these students “lack” (deficit thinking) but current research indicates that teachers should focus instead on the assets that multilingual learners bring to science learning. This shift calls for key changes to instruction and assessment practices in linguistically diverse science classrooms.
Join us on Wednesday, January 26, 2022, from 7:00 PM to 8:30 PM ET for part 1 (of two) of this Transforming Science Learning seminar series.
Science instruction with multilingual learners has traditionally emphasized what these students “lack” (deficit thinking) but current research indicates that teachers should focus instead on the assets that multilingual learners bring to science learning. This shift calls for key changes to instruction and assessment practices in linguistically diverse science classrooms.
Join us on Wednesday, January 26, 2022, from 7:00 PM to 8:30 PM ET for part 1 (of two) of this Transforming Science Learning seminar series.
Science instruction with multilingual learners has traditionally emphasized what these students “lack” (deficit thinking) but current research indicates that teachers should focus instead on the assets that multilingual learners bring to science learning. This shift calls for key changes to instruction and assessment practices in linguistically diverse science classrooms.
Right to the Source
Discovering Carlos Finlay
Career of the Month
Radiochemist Catherine Riddle
feature
Making Sense of Sickle Cell Disease
Personal reflections on the development of a new NGSS-aligned genetics unit
The Science Teacher—November/December 2021 (Volume 89, Issue 2)
By John Protopapa-Henkel and Janelle M. Bailey
feature
