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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.

As science education evolves, the shift toward three-dimensional (3D) teaching and learning, integrating disciplinary core ideas, crosscutting concepts, and science and engineering practices, represents a transformative opportunity for educators and students alike. But with transformation comes challenge, and teachers need informed, sustained support as they reimagine their instructional practice.

As science education evolves, the shift toward three-dimensional (3D) teaching and learning, integrating disciplinary core ideas, crosscutting concepts, and science and engineering practices, represents a transformative opportunity for educators and students alike. But with transformation comes challenge, and teachers need informed, sustained support as they reimagine their instructional practice.

As science education evolves, the shift toward three-dimensional (3D) teaching and learning, integrating disciplinary core ideas, crosscutting concepts, and science and engineering practices, represents a transformative opportunity for educators and students alike. But with transformation comes challenge, and teachers need informed, sustained support as they reimagine their instructional practice.

As science education evolves, the shift toward three-dimensional (3D) teaching and learning, integrating disciplinary core ideas, crosscutting concepts, and science and engineering practices, represents a transformative opportunity for educators and students alike. But with transformation comes challenge, and teachers need informed, sustained support as they reimagine their instructional practice.

Three-dimensional (3D) learning is at the heart of the Next Generation Science Standards (NGSS) and science education reform, but what does it really look like in classrooms, and how can leaders support its implementation system wide?

Three-dimensional (3D) learning is at the heart of the Next Generation Science Standards (NGSS) and science education reform, but what does it really look like in classrooms, and how can leaders support its implementation system wide?

Three-dimensional (3D) learning is at the heart of the Next Generation Science Standards (NGSS) and science education reform, but what does it really look like in classrooms, and how can leaders support its implementation system wide?

Three-dimensional (3D) learning is at the heart of the Next Generation Science Standards (NGSS) and science education reform, but what does it really look like in classrooms, and how can leaders support its implementation system wide?

What does it take to create a science classroom where students feel empowered to share their ideas, ask questions, and figure things out together? 

What does it take to create a science classroom where students feel empowered to share their ideas, ask questions, and figure things out together? 

What does it take to create a science classroom where students feel empowered to share their ideas, ask questions, and figure things out together? 

What does it take to create a science classroom where students feel empowered to share their ideas, ask questions, and figure things out together? 

What does it take to create a science classroom where students feel empowered to share their ideas, ask questions, and figure things out together? 

What makes instructional materials high quality—and how can you tell the difference between a resource that simply covers content and one that truly supports deep, three-dimensional learning?

What makes instructional materials high quality—and how can you tell the difference between a resource that simply covers content and one that truly supports deep, three-dimensional learning?

What makes instructional materials high quality—and how can you tell the difference between a resource that simply covers content and one that truly supports deep, three-dimensional learning?

What makes instructional materials high quality—and how can you tell the difference between a resource that simply covers content and one that truly supports deep, three-dimensional learning?

What makes instructional materials high quality—and how can you tell the difference between a resource that simply covers content and one that truly supports deep, three-dimensional learning?

Join us on Thursday, November 20, 2025, from 7:00 PM to 8:30 PM ET, to learn how aligning professional learning with instructional materials creates the conditions for lasting instructional change leading to more coherent, and engaging science learning for all students.

Join us on Thursday, November 20, 2025, from 7:00 PM to 8:30 PM ET, to learn how aligning professional learning with instructional materials creates the conditions for lasting instructional change leading to more coherent, and engaging science learning for all students.

Join us on Thursday, November 20, 2025, from 7:00 PM to 8:30 PM ET, to learn how aligning professional learning with instructional materials creates the conditions for lasting instructional change leading to more coherent, and engaging science learning for all students.

Join us on Thursday, November 20, 2025, from 7:00 PM to 8:30 PM ET, to learn how aligning professional learning with instructional materials creates the conditions for lasting instructional change leading to more coherent, and engaging science learning for all students.

Join us on Thursday, November 20, 2025, from 7:00 PM to 8:30 PM ET, to learn how aligning professional learning with instructional materials creates the conditions for lasting instructional change leading to more coherent, and engaging science learning for all students.

What does it really mean for students to make sense of science?

What does it really mean for students to make sense of science?

What does it really mean for students to make sense of science?

What does it really mean for students to make sense of science?

What does it really mean for students to make sense of science?

Join us on Thursday, February 12, 2026, from 7:00 PM to 8:30 PM ET, to immerse yourself in classroom-ready lessons that spark authentic engagement in Using Mathematics and Computational Thinking—a powerful but often unfamiliar science and engineering practice.

Join us on Thursday, February 12, 2026, from 7:00 PM to 8:30 PM ET, to immerse yourself in classroom-ready lessons that spark authentic engagement in Using Mathematics and Computational Thinking—a powerful but often unfamiliar science and engineering practice.

Join us on Thursday, February 12, 2026, from 7:00 PM to 8:30 PM ET, to immerse yourself in classroom-ready lessons that spark authentic engagement in Using Mathematics and Computational Thinking—a powerful but often unfamiliar science and engineering practice.

Join us on Thursday, February 12, 2026, from 7:00 PM to 8:30 PM ET, to immerse yourself in classroom-ready lessons that spark authentic engagement in Using Mathematics and Computational Thinking—a powerful but often unfamiliar science and engineering practice.

Join us on Thursday, February 12, 2026, from 7:00 PM to 8:30 PM ET, to immerse yourself in classroom-ready lessons that spark authentic engagement in Using Mathematics and Computational Thinking—a powerful but often unfamiliar science and engineering practice.

Join us on Tuesday, February 10, 2026, from 7:00 PM to 8:30 PM ET, to immerse yourself in a classroom-ready lesson that creates an authentic need for students to engage in Using Mathematics and Computational Thinking—a core science and engineering practice that is often unfamiliar territory for many educators.

Join us on Tuesday, February 10, 2026, from 7:00 PM to 8:30 PM ET, to immerse yourself in a classroom-ready lesson that creates an authentic need for students to engage in Using Mathematics and Computational Thinking—a core science and engineering practice that is often unfamiliar territory for many educators.

Join us on Tuesday, February 10, 2026, from 7:00 PM to 8:30 PM ET, to immerse yourself in a classroom-ready lesson that creates an authentic need for students to engage in Using Mathematics and Computational Thinking—a core science and engineering practice that is often unfamiliar territory for many educators.

Join us on Tuesday, February 10, 2026, from 7:00 PM to 8:30 PM ET, to immerse yourself in a classroom-ready lesson that creates an authentic need for students to engage in Using Mathematics and Computational Thinking—a core science and engineering practice that is often unfamiliar territory for many educators.

Join us on Tuesday, February 10, 2026, from 7:00 PM to 8:30 PM ET, to immerse yourself in a classroom-ready lesson that creates an authentic need for students to engage in Using Mathematics and Computational Thinking—a core science and engineering practice that is often unfamiliar territory for many educators.