Students’ Ideas Matter! Linking Formative Assessment Probes to Instructional Sequence teaching is all about creating conceptual coherence for learners to better prepare them for future careers.

Students’ Ideas Matter! Linking Formative Assessment Probes to Instructional Sequence teaching is all about creating conceptual coherence for learners to better prepare them for future careers.

Students’ Ideas Matter! Linking Formative Assessment Probes to Instructional Sequence teaching is all about creating conceptual coherence for learners to better prepare them for future careers.

Students’ Ideas Matter! Linking Formative Assessment Probes to Instructional Sequence teaching is all about creating conceptual coherence for learners to better prepare them for future careers.

Education research, policy, and practice with minoritized student groups were traditionally framed in terms of what the students were lacking and how to fix this problem (a deficit-oriented view). In recent years, there have been growing efforts to leverage the resources that all students bring to the classroom (an asset-oriented view). The education of multilingual learners in content areas, including science, is a prime case. Asset-oriented framing of multilingual learners represents linguistically sustaining pedagogy or linguistic equity pedagogy.

Education research, policy, and practice with minoritized student groups were traditionally framed in terms of what the students were lacking and how to fix this problem (a deficit-oriented view). In recent years, there have been growing efforts to leverage the resources that all students bring to the classroom (an asset-oriented view). The education of multilingual learners in content areas, including science, is a prime case. Asset-oriented framing of multilingual learners represents linguistically sustaining pedagogy or linguistic equity pedagogy.

Education research, policy, and practice with minoritized student groups were traditionally framed in terms of what the students were lacking and how to fix this problem (a deficit-oriented view). In recent years, there have been growing efforts to leverage the resources that all students bring to the classroom (an asset-oriented view). The education of multilingual learners in content areas, including science, is a prime case. Asset-oriented framing of multilingual learners represents linguistically sustaining pedagogy or linguistic equity pedagogy.

Education research, policy, and practice with minoritized student groups were traditionally framed in terms of what the students were lacking and how to fix this problem (a deficit-oriented view). In recent years, there have been growing efforts to leverage the resources that all students bring to the classroom (an asset-oriented view). The education of multilingual learners in content areas, including science, is a prime case. Asset-oriented framing of multilingual learners represents linguistically sustaining pedagogy or linguistic equity pedagogy.

Education research, policy, and practice with minoritized student groups were traditionally framed in terms of what the students were lacking and how to fix this problem (a deficit-oriented view). In recent years, there have been growing efforts to leverage the resources that all students bring to the classroom (an asset-oriented view). The education of multilingual learners in content areas, including science, is a prime case. Asset-oriented framing of multilingual learners represents linguistically sustaining pedagogy or linguistic equity pedagogy.

Education research, policy, and practice with minoritized student groups were traditionally framed in terms of what the students were lacking and how to fix this problem (a deficit-oriented view). In recent years, there have been growing efforts to leverage the resources that all students bring to the classroom (an asset-oriented view). The education of multilingual learners in content areas, including science, is a prime case. Asset-oriented framing of multilingual learners represents linguistically sustaining pedagogy or linguistic equity pedagogy.

Education research, policy, and practice with minoritized student groups were traditionally framed in terms of what the students were lacking and how to fix this problem (a deficit-oriented view). In recent years, there have been growing efforts to leverage the resources that all students bring to the classroom (an asset-oriented view). The education of multilingual learners in content areas, including science, is a prime case. Asset-oriented framing of multilingual learners represents linguistically sustaining pedagogy or linguistic equity pedagogy.

Education research, policy, and practice with minoritized student groups were traditionally framed in terms of what the students were lacking and how to fix this problem (a deficit-oriented view). In recent years, there have been growing efforts to leverage the resources that all students bring to the classroom (an asset-oriented view). The education of multilingual learners in content areas, including science, is a prime case. Asset-oriented framing of multilingual learners represents linguistically sustaining pedagogy or linguistic equity pedagogy.

Science notebooks are a powerful and flexible tool to support students’ sensemaking. The science notebook creates a space for students to document their thinking, develop and revise models, plan investigations, and analyze data—all of which serve as a record for students of how their ideas have evolved over time. Additionally, strategic use of science notebooks provide opportunities for purposeful communication that are supportive of both science and language learning.

Science notebooks are a powerful and flexible tool to support students’ sensemaking. The science notebook creates a space for students to document their thinking, develop and revise models, plan investigations, and analyze data—all of which serve as a record for students of how their ideas have evolved over time. Additionally, strategic use of science notebooks provide opportunities for purposeful communication that are supportive of both science and language learning.

Science notebooks are a powerful and flexible tool to support students’ sensemaking. The science notebook creates a space for students to document their thinking, develop and revise models, plan investigations, and analyze data—all of which serve as a record for students of how their ideas have evolved over time. Additionally, strategic use of science notebooks provide opportunities for purposeful communication that are supportive of both science and language learning.

Science notebooks are a powerful and flexible tool to support students’ sensemaking. The science notebook creates a space for students to document their thinking, develop and revise models, plan investigations, and analyze data—all of which serve as a record for students of how their ideas have evolved over time. Additionally, strategic use of science notebooks provide opportunities for purposeful communication that are supportive of both science and language learning.

Science notebooks are a powerful and flexible tool to support students’ sensemaking. The science notebook creates a space for students to document their thinking, develop and revise models, plan investigations, and analyze data—all of which serve as a record for students of how their ideas have evolved over time. Additionally, strategic use of science notebooks provide opportunities for purposeful communication that are supportive of both science and language learning.

Science notebooks are a powerful and flexible tool to support students’ sensemaking. The science notebook creates a space for students to document their thinking, develop and revise models, plan investigations, and analyze data—all of which serve as a record for students of how their ideas have evolved over time. Additionally, strategic use of science notebooks provide opportunities for purposeful communication that are supportive of both science and language learning.

Science notebooks are a powerful and flexible tool to support students’ sensemaking. The science notebook creates a space for students to document their thinking, develop and revise models, plan investigations, and analyze data—all of which serve as a record for students of how their ideas have evolved over time. Additionally, strategic use of science notebooks provide opportunities for purposeful communication that are supportive of both science and language learning.

Science notebooks are a powerful and flexible tool to support students’ sensemaking. The science notebook creates a space for students to document their thinking, develop and revise models, plan investigations, and analyze data—all of which serve as a record for students of how their ideas have evolved over time. Additionally, strategic use of science notebooks provide opportunities for purposeful communication that are supportive of both science and language learning.

Science notebooks are a powerful and flexible tool to support students’ sensemaking. The science notebook creates a space for students to document their thinking, develop and revise models, plan investigations, and analyze data—all of which serve as a record for students of how their ideas have evolved over time. Additionally, strategic use of science notebooks provide opportunities for purposeful communication that are supportive of both science and language learning.

Science notebooks are a powerful and flexible tool to support students’ sensemaking. The science notebook creates a space for students to document their thinking, develop and revise models, plan investigations, and analyze data—all of which serve as a record for students of how their ideas have evolved over time. Additionally, strategic use of science notebooks provide opportunities for purposeful communication that are supportive of both science and language learning.

High-quality instructional materials (HQIM) designed for next generation science can make a difference in the quality of equitable science teaching and learning throughout the educational system and for all learners (i.e., for all leaders, teachers, and students). So how can local leaders take a systems approach to the selection, broad and effective implementation, and sustained improvements offered by such materials? What are some practical ways to make this work in our community?

High-quality instructional materials (HQIM) designed for next generation science can make a difference in the quality of equitable science teaching and learning throughout the educational system and for all learners (i.e., for all leaders, teachers, and students). So how can local leaders take a systems approach to the selection, broad and effective implementation, and sustained improvements offered by such materials? What are some practical ways to make this work in our community?

High-quality instructional materials (HQIM) designed for next generation science can make a difference in the quality of equitable science teaching and learning throughout the educational system and for all learners (i.e., for all leaders, teachers, and students). So how can local leaders take a systems approach to the selection, broad and effective implementation, and sustained improvements offered by such materials? What are some practical ways to make this work in our community?

High-quality instructional materials (HQIM) designed for next generation science can make a difference in the quality of equitable science teaching and learning throughout the educational system and for all learners (i.e., for all leaders, teachers, and students). So how can local leaders take a systems approach to the selection, broad and effective implementation, and sustained improvements offered by such materials? What are some practical ways to make this work in our community?

This topic study for elementary school teachers on assessing three-dimensional learning will move our learning community from research to practice over the course of four weeks. We will use high-quality instructional and assessment materials to identify the similarities and differences between tasks designed for instruction and assessment tasks.

This topic study for elementary school teachers on assessing three-dimensional learning will move our learning community from research to practice over the course of four weeks. We will use high-quality instructional and assessment materials to identify the similarities and differences between tasks designed for instruction and assessment tasks.

This topic study for elementary school teachers on assessing three-dimensional learning will move our learning community from research to practice over the course of four weeks. We will use high-quality instructional and assessment materials to identify the similarities and differences between tasks designed for instruction and assessment tasks.

This topic study for elementary school teachers on assessing three-dimensional learning will move our learning community from research to practice over the course of four weeks. We will use high-quality instructional and assessment materials to identify the similarities and differences between tasks designed for instruction and assessment tasks.

This topic study for elementary school teachers on assessing three-dimensional learning will move our learning community from research to practice over the course of four weeks. We will use high-quality instructional and assessment materials to identify the similarities and differences between tasks designed for instruction and assessment tasks.