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.

This session will highlight:

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.

This session will highlight:

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.

This session will highlight:

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.

This session will highlight:

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.

This session will highlight:

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.

Drawing on current research, classroom examples, and district case studies, this session will focus on:

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.

Drawing on current research, classroom examples, and district case studies, this session will focus on:

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.

Drawing on current research, classroom examples, and district case studies, this session will focus on:

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.

Drawing on current research, classroom examples, and district case studies, this session will focus on:

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

Designed specifically for school and district leaders, this session will provide a clear vision of 3D learning in action and offer tools for identifying and supporting high-quality, three-dimensional instruction.

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

Designed specifically for school and district leaders, this session will provide a clear vision of 3D learning in action and offer tools for identifying and supporting high-quality, three-dimensional instruction.

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

Designed specifically for school and district leaders, this session will provide a clear vision of 3D learning in action and offer tools for identifying and supporting high-quality, three-dimensional instruction.

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

Designed specifically for school and district leaders, this session will provide a clear vision of 3D learning in action and offer tools for identifying and supporting high-quality, three-dimensional instruction.

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?

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?