We need to create opportunities for students to share and build on each other’s ideas. How we facilitate these discussions depends on the purpose of these discussions which changes throughout an instructional sequence. In this web seminar, we’ll look at the different types of discussions and gain strategies for implementing them.

We need to create opportunities for students to share and build on each other’s ideas. How we facilitate these discussions depends on the purpose of these discussions which changes throughout an instructional sequence. In this web seminar, we’ll look at the different types of discussions and gain strategies for implementing them.

We need to create opportunities for students to share and build on each other’s ideas. How we facilitate these discussions depends on the purpose of these discussions which changes throughout an instructional sequence. In this web seminar, we’ll look at the different types of discussions and gain strategies for implementing them.

We need to create opportunities for students to share and build on each other’s ideas. How we facilitate these discussions depends on the purpose of these discussions which changes throughout an instructional sequence. In this web seminar, we’ll look at the different types of discussions and gain strategies for implementing them.

We need to create opportunities for students to share and build on each other’s ideas. How we facilitate these discussions depends on the purpose of these discussions which changes throughout an instructional sequence. In this web seminar, we’ll look at the different types of discussions and gain strategies for implementing them.

Whether in the classroom or at home, we want to provide students with opportunities for sensemaking. The actual doing of science or engineering can also pique students’ curiosity, capture their interest, and motivate their continued study; the insights thus gained help them recognize that the work of scientists and engineers is a creative endeavor—one that has deeply affected the world they live in (A Framework for K-12 Science Education, p 42).

Whether in the classroom or at home, we want to provide students with opportunities for sensemaking. The actual doing of science or engineering can also pique students’ curiosity, capture their interest, and motivate their continued study; the insights thus gained help them recognize that the work of scientists and engineers is a creative endeavor—one that has deeply affected the world they live in (A Framework for K-12 Science Education, p 42).

Whether in the classroom or at home, we want to provide students with opportunities for sensemaking. The actual doing of science or engineering can also pique students’ curiosity, capture their interest, and motivate their continued study; the insights thus gained help them recognize that the work of scientists and engineers is a creative endeavor—one that has deeply affected the world they live in (A Framework for K-12 Science Education, p 42).

Whether in the classroom or at home, we want to provide students with opportunities for sensemaking. The actual doing of science or engineering can also pique students’ curiosity, capture their interest, and motivate their continued study; the insights thus gained help them recognize that the work of scientists and engineers is a creative endeavor—one that has deeply affected the world they live in (A Framework for K-12 Science Education, p 42).

Whether in the classroom or at home, we want to provide students with opportunities for sensemaking. The actual doing of science or engineering can also pique students’ curiosity, capture their interest, and motivate their continued study; the insights thus gained help them recognize that the work of scientists and engineers is a creative endeavor—one that has deeply affected the world they live in (A Framework for K-12 Science Education, p 42).

Are you a K-12 school teacher working to enhance your knowledge and understanding of the Science and Engineering Practices from A Framework for K-12 Science Education and the Next Generation Science Standards (NGSS)? Register to participate in the Science and Engineering Practices: Professional Book Study, taking place in September-October, 2020!

Are you a K-12 school teacher working to enhance your knowledge and understanding of the Science and Engineering Practices from A Framework for K-12 Science Education and the Next Generation Science Standards (NGSS)? Register to participate in the Science and Engineering Practices: Professional Book Study, taking place in September-October, 2020!

Are you a K-12 school teacher working to enhance your knowledge and understanding of the Science and Engineering Practices from A Framework for K-12 Science Education and the Next Generation Science Standards (NGSS)? Register to participate in the Science and Engineering Practices: Professional Book Study, taking place in September-October, 2020!

Are you a K-12 school teacher working to enhance your knowledge and understanding of the Science and Engineering Practices from A Framework for K-12 Science Education and the Next Generation Science Standards (NGSS)? Register to participate in the Science and Engineering Practices: Professional Book Study, taking place in September-October, 2020!

Are you a K-12 school teacher working to enhance your knowledge and understanding of the Science and Engineering Practices from A Framework for K-12 Science Education and the Next Generation Science Standards (NGSS)? Register to participate in the Science and Engineering Practices: Professional Book Study, taking place in September-October, 2020!

Many states, districts, and schools are unsure of what the coming school year will bring. Will we back together in the classroom or teaching and learning from a distance? Perhaps a blend of the two? In this four-part web seminar series, we’ll explore ways in which we can continue to give our students experience with relevant, intriguing phenomena to create the need to engage in science learning to explain what they’ve observed utilizing distance-learning strategies.

Many states, districts, and schools are unsure of what the coming school year will bring. Will we back together in the classroom or teaching and learning from a distance? Perhaps a blend of the two? In this four-part web seminar series, we’ll explore ways in which we can continue to give our students experience with relevant, intriguing phenomena to create the need to engage in science learning to explain what they’ve observed utilizing distance-learning strategies.

Many states, districts, and schools are unsure of what the coming school year will bring. Will we back together in the classroom or teaching and learning from a distance? Perhaps a blend of the two? In this four-part web seminar series, we’ll explore ways in which we can continue to give our students experience with relevant, intriguing phenomena to create the need to engage in science learning to explain what they’ve observed utilizing distance-learning strategies.

Many states, districts, and schools are unsure of what the coming school year will bring. Will we back together in the classroom or teaching and learning from a distance? Perhaps a blend of the two? In this four-part web seminar series, we’ll explore ways in which we can continue to give our students experience with relevant, intriguing phenomena to create the need to engage in science learning to explain what they’ve observed utilizing distance-learning strategies.

Many states, districts, and schools are unsure of what the coming school year will bring. Will we back together in the classroom or teaching and learning from a distance? Perhaps a blend of the two? In this four-part web seminar series, we’ll explore ways in which we can continue to give our students experience with relevant, intriguing phenomena to create the need to engage in science learning to explain what they’ve observed utilizing distance-learning strategies.

Many states, districts, and schools are unsure of what the coming school year will bring. Will we back together in the classroom or teaching and learning from a distance? Perhaps a blend of the two? In this four-part web seminar series, we’ll explore ways in which we can continue to give our students experience with relevant, intriguing phenomena to create the need to engage in science learning to explain what they’ve observed utilizing distance-learning strategies.

Many states, districts, and schools are unsure of what the coming school year will bring. Will we back together in the classroom or teaching and learning from a distance? Perhaps a blend of the two? In this four-part web seminar series, we’ll explore ways in which we can continue to give our students experience with relevant, intriguing phenomena to create the need to engage in science learning to explain what they’ve observed utilizing distance-learning strategies.

Many states, districts, and schools are unsure of what the coming school year will bring. Will we back together in the classroom or teaching and learning from a distance? Perhaps a blend of the two? In this four-part web seminar series, we’ll explore ways in which we can continue to give our students experience with relevant, intriguing phenomena to create the need to engage in science learning to explain what they’ve observed utilizing distance-learning strategies.

Many states, districts, and schools are unsure of what the coming school year will bring. Will we back together in the classroom or teaching and learning from a distance? Perhaps a blend of the two? In this four-part web seminar series, we’ll explore ways in which we can continue to give our students experience with relevant, intriguing phenomena to create the need to engage in science learning to explain what they’ve observed utilizing distance-learning strategies.

Many states, districts, and schools are unsure of what the coming school year will bring. Will we back together in the classroom or teaching and learning from a distance? Perhaps a blend of the two? In this four-part web seminar series, we’ll explore ways in which we can continue to give our students experience with relevant, intriguing phenomena to create the need to engage in science learning to explain what they’ve observed utilizing distance-learning strategies.

Three-dimensional teaching and learning presents new opportunities to build assessments that move student learning forward. The challenge we face is how do we get there from our current system of assessment. In this workshop, participants will begin by learning how to leverage student artifacts as part of a formative assessment cycle using a student work analysis protocol. Participants will also gain experience using science assessment tasks screening tools.

Three-dimensional teaching and learning presents new opportunities to build assessments that move student learning forward. The challenge we face is how do we get there from our current system of assessment. In this workshop, participants will begin by learning how to leverage student artifacts as part of a formative assessment cycle using a student work analysis protocol. Participants will also gain experience using science assessment tasks screening tools.

Three-dimensional teaching and learning presents new opportunities to build assessments that move student learning forward. The challenge we face is how do we get there from our current system of assessment. In this workshop, participants will begin by learning how to leverage student artifacts as part of a formative assessment cycle using a student work analysis protocol. Participants will also gain experience using science assessment tasks screening tools.

Three-dimensional teaching and learning presents new opportunities to build assessments that move student learning forward. The challenge we face is how do we get there from our current system of assessment. In this workshop, participants will begin by learning how to leverage student artifacts as part of a formative assessment cycle using a student work analysis protocol. Participants will also gain experience using science assessment tasks screening tools.

Three-dimensional teaching and learning presents new opportunities to build assessments that move student learning forward. The challenge we face is how do we get there from our current system of assessment. In this workshop, participants will begin by learning how to leverage student artifacts as part of a formative assessment cycle using a student work analysis protocol. Participants will also gain experience using science assessment tasks screening tools.

Have you read great articles in the NSTA journals that changed or added to the ways you and your students do science for the better?

Have you read great articles in the NSTA journals that changed or added to the ways you and your students do science for the better?

Have you read great articles in the NSTA journals that changed or added to the ways you and your students do science for the better?

Have you read great articles in the NSTA journals that changed or added to the ways you and your students do science for the better?