The NSTA Sensemaking Tool (adapted from the research-based NGSS Lesson Screener) is designed to help educators be critical consumers of curricular materials as well as create and/or revise science lessons to reflect the instructional shifts required by new standards (sensemaking). Join us to gain experience using the tool and facilitating criteria-based consensus conversations with colleagues.

The NSTA Sensemaking Tool (adapted from the research-based NGSS Lesson Screener) is designed to help educators be critical consumers of curricular materials as well as create and/or revise science lessons to reflect the instructional shifts required by new standards (sensemaking). Join us to gain experience using the tool and facilitating criteria-based consensus conversations with colleagues.

The NSTA Sensemaking Tool (adapted from the research-based NGSS Lesson Screener) is designed to help educators be critical consumers of curricular materials as well as create and/or revise science lessons to reflect the instructional shifts required by new standards (sensemaking). Join us to gain experience using the tool and facilitating criteria-based consensus conversations with colleagues.

The NSTA Sensemaking Tool (adapted from the research-based NGSS Lesson Screener) is designed to help educators be critical consumers of curricular materials as well as create and/or revise science lessons to reflect the instructional shifts required by new standards (sensemaking). Join us to gain experience using the tool and facilitating criteria-based consensus conversations with colleagues.

The NSTA Sensemaking Tool (adapted from the research-based NGSS Lesson Screener) is designed to help educators be critical consumers of curricular materials as well as create and/or revise science lessons to reflect the instructional shifts required by new standards (sensemaking). Join us to gain experience using the tool and facilitating criteria-based consensus conversations with colleagues.

The NSTA Sensemaking Tool (adapted from the research-based NGSS Lesson Screener) is designed to help educators be critical consumers of curricular materials as well as create and/or revise science lessons to reflect the instructional shifts required by new standards (sensemaking). Join us to gain experience using the tool and facilitating criteria-based consensus conversations with colleagues.

The NSTA Sensemaking Tool (adapted from the research-based NGSS Lesson Screener) is designed to help educators be critical consumers of curricular materials as well as create and/or revise science lessons to reflect the instructional shifts required by new standards (sensemaking). Join us to gain experience using the tool and facilitating criteria-based consensus conversations with colleagues.

The NSTA Sensemaking Tool (adapted from the research-based NGSS Lesson Screener) is designed to help educators be critical consumers of curricular materials as well as create and/or revise science lessons to reflect the instructional shifts required by new standards (sensemaking). Join us to gain experience using the tool and facilitating criteria-based consensus conversations with colleagues.

The NSTA Sensemaking Tool (adapted from the research-based NGSS Lesson Screener) is designed to help educators be critical consumers of curricular materials as well as create and/or revise science lessons to reflect the instructional shifts required by new standards (sensemaking). Join us to gain experience using the tool and facilitating criteria-based consensus conversations with colleagues.

The NSTA Sensemaking Tool (adapted from the research-based NGSS Lesson Screener) is designed to help educators be critical consumers of curricular materials as well as create and/or revise science lessons to reflect the instructional shifts required by new standards (sensemaking). Join us to gain experience using the tool and facilitating criteria-based consensus conversations with colleagues.

Do you want to design an engaging, three-dimensional assessment that you can use in your classroom that is connected to your instructional materials and coherent from the perspective of your students?

Do you want to design an engaging, three-dimensional assessment that you can use in your classroom that is connected to your instructional materials and coherent from the perspective of your students?

Do you want to design an engaging, three-dimensional assessment that you can use in your classroom that is connected to your instructional materials and coherent from the perspective of your students?

Do you want to design an engaging, three-dimensional assessment that you can use in your classroom that is connected to your instructional materials and coherent from the perspective of your students?

Do you want to design an engaging, three-dimensional assessment that you can use in your classroom that is connected to your instructional materials and coherent from the perspective of your students?

Students who use CCCs regularly build confidence in their science practices and develop a stronger sense of science identity. Each session presents participants with the opportunity to consider the different ways in which the CCCs can be used in the classroom for science instruction and assessment.

Program outline:

Students who use CCCs regularly build confidence in their science practices and develop a stronger sense of science identity. Each session presents participants with the opportunity to consider the different ways in which the CCCs can be used in the classroom for science instruction and assessment.

Program outline:

Students who use CCCs regularly build confidence in their science practices and develop a stronger sense of science identity. Each session presents participants with the opportunity to consider the different ways in which the CCCs can be used in the classroom for science instruction and assessment.

Program outline:

Students who use CCCs regularly build confidence in their science practices and develop a stronger sense of science identity. Each session presents participants with the opportunity to consider the different ways in which the CCCs can be used in the classroom for science instruction and assessment.

Program outline:

Students who use CCCs regularly build confidence in their science practices and develop a stronger sense of science identity. Each session presents participants with the opportunity to consider the different ways in which the CCCs can be used in the classroom for science instruction and assessment.

Program outline: