How can grading better represent students’ 3-D learning? This workshop will take a specific focus on grading phenomenon-driven curricula that do not have typical worksheets.

TAKEAWAYS:
Standards-based grading and careful selection of student work aligned to lesson-level PEs for feedback can help make 3-D learning more meaningful for students.

SPEAKERS:
Kerri Wingert (Good Question Research: Boulder, CO)

Arguing from evidence can be an integral part of the knowledge-building work students do as part of any three dimensional science learning, as students make sense of their findings and use them to develop and evaluate competing models and explanations. But how do we help students grow in sophistication in this practice over time? This presentation will provide an overview of the learning progression, tasks, and scaffolding used to help students refine and assess their arguments in the OpenSciEd middle school program, focus is on the support and growth embedded within a 7th grade chemistry unit. Participants will have opportunities to analyze curriculum supports, students’ written work, and video of discussions of students engaged in this practice using classroom artifacts from implementations of the OpenSciEd Bath Bomb unit.

TAKEAWAYS:
Participants will learn what the practice of arguing from evidence can look like in middle school classrooms, tools that can support scaffolding practice, and how teachers can use it to assess where students are at in their sense-making.

SPEAKERS:
Michael Novak (Northwestern University: Evanston, IL), Brian Reiser (Northwestern University: Evanston, IL)

The Vision set forth by A Framework for K-12 Science Education and the Next Generation Science Standards emphasize science as the integration of practices (SEPs), content (DCIs), and big ideas (CCCs). By using all three dimensions, students are able to make sense of phenomena while learning science concepts and processes. However, this way of thinking and learning takes practice and guidance. Teachers play a pivotal role in helping their students to engage with this kind of science learning. Therefore, they must find ways to explicitly integrate and embed all three dimensions in activities, lessons, and assessments. This participatory presentation will explore how teachers can explicitly embed SEPs, DCIs, and CCCs into prompts (questions and guiding statements) to promote more integrated opportunities for student sense-making. By generating prompts that include SEPs, DCIs, and CCCs, teachers can guide students to think in a more three-dimensional way and gain the skills to do so outside of the classroom. Attendees will identify strategies for posing integrated prompts, consider the benefits of multi-dimensional prompts for students, practice asking and improving prompts, and apply these strategies to use in their own classroom context.

TAKEAWAYS:
Creating prompts (questions and guiding statements) that explicitly promote the three dimensions can drive more integrated, equitable student learning

SPEAKERS:
Ana Houseal (University of Wyoming: Laramie, WY), Clare Gunshenan (University of Wyoming: Laramie, WY)