Experience curriculum-based learning and consider how it differs from traditional professional learning. Engage in core, structural, and functional design features and enabling conditions of curriculum-based professional learning and consider implications for your work.

TAKEAWAYS:
Take away a deeper understanding of curriculum-based professional learning, ideas for how to strengthen your own work, and a copy of the book, Transforming Teaching through Curriculum-Based Professional Learning.

SPEAKERS:
Jody Bintz (BSCS Science Learning: Colorado Springs, CO), Susan Gomez Zwiep (BSCS Science Learning: Long Beach, CA), Jim Short (BSCS Science Learning: Ridgefield, NY)

In this session, we will explore strategies for eliciting, identifying, and appreciating the range of intellectual resources students use as they make sense of phenomena.

TAKEAWAYS:
This session will help leaders work directly with educators to better appreciate students’ multiple ways of knowing and better shape instruction to support diverse sense-making through science and engineering practices.

SPEAKERS:
Angela Kolonich (Minnesota Department of Education: Herbster, WI), Tiffany Neill (OpenSciEd: New York, NY), Philip Bell (University of Washington: Seattle, WA)

Part 1. Examine research based approaches and enabling conditions that effective schools and systems have put in place to reinforce and amplify the power of high-quality curriculum and skillful teaching. Examine the foundation for The Elements, a challenge paper from Carnegie Corporation of New York

TAKEAWAYS:
Take away a deeper understanding of curriculum-based professional learning and insights into how the Elements were embodied in one district’s PL program.

SPEAKERS:
Susan Gomez Zwiep (BSCS Science Learning: Long Beach, CA), Jim Short (BSCS Science Learning: Ridgefield, NY)

In this session leaders will explore a protocol for identifying and attending to facets of student thinking from formative assessments. The protocol can be used to assist educators in recognizing, building on, and responding to the range of ideas—or Facets of students’ thinking—during instruction.

TAKEAWAYS:
Students bring a range of intellectual and cultural resources, which they have accumulated in their unique life experiences, into the classroom as they learn science. These resources can be considered different “facets” of student thinking.

SPEAKERS:
Ricky Scott (Tooele County School District: Tooele, UT), Philip Bell (University of Washington: Seattle, WA), Tiffany Neill (OpenSciEd: New York, NY)

Part 2. Examine research based actions and enabling conditions that effective schools and systems have put in place to reinforce and amplify the power of high-quality curriculum. Consider roles and responsibilities for putting into action the elements of curriculum-based professional learning.

TAKEAWAYS:
Take away a deeper understanding of curriculum-based professional learning and ideas for how to strengthen your own work.

SPEAKERS:
Jim Short (BSCS Science Learning: Ridgefield, NY), Susan Gomez Zwiep (BSCS Science Learning: Long Beach, CA), Jody Bintz (BSCS Science Learning: Colorado Springs, CO)