Session 1 of 3. Curriculum implementation requires significant planning so that systems support the needed shifts in practice to strengthen science teaching and learning. Join us to figure out how managing change–an important element of curriculum-based professional learning–can make a difference.

TAKEAWAYS:
Leaders can create a culture that is conducive to the significant changes in knowledge, beliefs, and practices required to support the implementation of high-quality instructional materials for next generation science.

SPEAKERS:
Jody Bintz (BSCS Science Learning: Colorado Springs, CO)

Curriculum implementation requires a robust professional learning program to support teachers in making the shifts toward three dimensional, phenomenon- and problem-driven science teaching and learning called for in NRC’s Framework for K-12 Science Education. This experience is grounded in BSCS Science Learning’s new instructional model, Anchored Inquiry Learning (AIL), and an immersion model of professional learning.

TAKEAWAYS:
Leaders can support teachers with making the instructional shifts called for in the NRC’s Framework through immersive, curriculum-based professional learning programs.

SPEAKERS:
Jody Bintz (BSCS Science Learning: Colorado Springs, CO)

Session 3 of 3. Look across the Core and Structural Design Features of curriculum-based professional learning to figure out how leaders use them together to support teachers in making the shifts called for in NRC’s Framework for K-12 Science Education and the Next Generation Science Standards

TAKEAWAYS:
By attending to Core and Structural Design Features of curriculum-based professional learning, leaders take a systems approach to supporting teachers in the instructional shifts called for by NRC’s Framework. These shifts promote 3-dimensional phenomena/problem driven science teaching and learning.

SPEAKERS:
Jody Bintz (BSCS Science Learning: Colorado Springs, CO)