In this professional development session, we will develop a shared understanding of how formative assessment works and different approaches that have been developed. The material for this resource come from a series of PD sessions on formative assessment developed by the ACESSE team: Philip Bell, Shelley Stromholt, Bill Penuel, Katie Van Horne, Tiffany Neill, and Sam Shaw.We will be updating this Facilitator's Guide for ACESSE Resource A with the most up-to-date information about this resource over time. If you encounter problems with this resource, you can contact us at: STEMteachingtools@uw.edu
How can science instruction be meaningfullyconnected to the out-of-school lives of students? In this professional development, we will consider how to design formative assessments that build on learners’ interest and knowledge, promoting equity and social justice in the process. The material for this resource comes from a series of PD sessions on formative assessment originally developed by Philip Bell and Shelley Stromholt.We will be updating this Facilitator's Guide for ACESSE Resource C with the most up to date information about this resource over time. If you encounter problesm with this resources, you can contact us at STEMteachingtools@uw.eduThis resource was refined through a 13-state collaboration to make the resource more broadly useful. If you choose to adapt these materials, please attribute the source and that it was work funded by the National Science Foundation (NSF).
This pair of workshops is designed to introduce you to the process of selecting phenomena that can anchor an entire unit that supports students’ 3D science learning or that can serve as a basis for a multi-component assessment task. This resource can also be used by individuals wanting to refine their teaching practice around phenomena based instruction. You may have heard a lot about phenomena, but you may also be wondering what exactly they are, and whether using phenomena is any different from how teachers teach today already.This learning experience will help you:Explain to a peer the role of phenomena and design challenges in science teaching, with a particular focus on equity and justice. Generate working definitions of phenomena, design challenges, and disciplinary core ideas. Identify phenomena related to a bundle of three-dimensional standards. Experience how phenomena can be introduced at the start of a unit, in order to launch a student-driven series of questions.With respect to the assessment process, this resource supports the task of clarifying learning goals and eliciting evidence of student learning. Specifically, analyzing standards helps to clarify learning goals. In assessment, scenarios present phenomena to students, and then specific prompts are designed to elicit student understanding of core ideas, practices and crosscutting concepts. Once written as a scenario for an assessment, teachers can use the resources introduced in ACESSE Resource B to design specific prompts for their assessments (SEP Task Formats Tool, CCC Prompts Tool). This resource complements Resource C, in that it provides some ways to integrate tools to connect science instruction meaningfully to students’ everyday lives and cultural practices. This workshop has multiple segments, and it is broken into two sessions that last roughly three hours each, which can be organized as a full-day session or across multiple days.
Overview: In this workshop, we will build our capacity to identify the range of intellectual resources students use as they make sense of phenomena. We will first explore how equity and justice relate to culture-based approaches to pedagogy—and then focus on how to identify and leverage the resources students use in moments of sensemaking. This resource can also be used by individuals wanting to learn how equity involves promoting the rightful presence of all students across scales of justice, desettling inequities, and supporting expansive learning pathways. This workshop provides participants with an opportunity to explore important theoretical ideas by exploring examples of how learners engage in diverse sense-making. Participants will learn about some of the challenges that less expansive learning environments can cause for learners from non-dominant communities. This resource is estimated to take between 161-268 minutes (2 ⅔ - 4 ¾ hours), depending on the choices of the facilitator in scenario selection.
As educators begin to develop OER, one component of that process is navigating concerns around copyright when finding digital teaching materials. This webinar series addresses that and is divided into two tracks: K-12 and Higher Education. There are also two stand-alone webinar options that can be attended by both the K-12 and Higher Education community. All of the webinars will also be available on YouTube and linked to this page after the live event has ended.
An online training for school staff to recognize and respond to student emotional and behavioral distress.
Image by lisa runnels from Pixabay
The Center for Strengthening the Teaching Profession – Teacher Tech Project provides information, resources and learning opportunities for teachers to develop their knowledge, skills and understanding of Learning Management Systems and instructional design for distance learning.
The Washington Office of Superintendent of Public Instruction has teamed with the Civic Learning Council and the National Constitution Center to provide this professional development opportunity on resources and tools for helping students engage in discussions of controversial issues.
Download the video file here: https://www.dropbox.com/s/jefvmk5tv6t0zoa/OSPI_CLC_CIVICS-BridgeTheDivide-FINAL.mp4?dl=0
Earth Systems and Changes from Educational Service District 123, provides professional learning resources for K-5 teachers around elementary Earth Science and Climate Science related standards content.
It also provides learning to assist in the development of classroom tasks: Claims, Evidence Reasoning, and Models and Explanations, that can be used formatively to elicit student ideas and to support changes in student thinking over time.
License: License: Commons Attribution 4.0 (CC BY)
Except where otherwise noted, this template by Educational Service District 123 is licensed under a Creative Commons Attribution License. All logos and trademarks are property of their respective owners. Content within template is the copyright of the creator.
With students and educators under shelter-at-home orders, states and districts are faced with difficult decisions about how to support students’ science learning while they are home. Home environments support different aspects of student learning than school-based environments. Designing home-based learning experiences to intentionally take advantage of the unique assets of being at home can be supportive of students’ social, emotional, and mental health; provide a meaningful and complementary science learning experience; and allow students to explore real-world and personally relevant science in ways that are difficult to accomplish in school. Field-based examples of home and neighborhood investigations of ecological systems will be shared.
Community Building is an interactive synchronous training for teachers. It explains the importance of a classroom community and the positive effect it has on student learning. It provides many examples and opportunities for teachers to think about their class communities and how to strengthen them.
Differentiation in the Online Classroom is an interactive synchronous training for teachers. It explains why providing content appropriate for every individual is vital to students' success. This module provides ideas and methods for how to meet each students' needs.
The toolkit contains a high-level overview of the facilitated conversation, with individual PowerPoint presentations and materials containing detailed notes, resources, and activities that will help you move through each part of the conversation. Educators are encouraged to modify these presentations so they work for your school community.
EQuIP (Educators Evaluating the Quality of Instructional Products) is an initiative designed to identify high-quality materials aligned to the Common Core State Standards (CCSS) or Next Generation Science Standards (NGSS).
The objectives are two-fold:
1) Increase the supply of high quality lessons and units aligned to the CCSS or the NGSS that are available to elementary, middle, and high school teachers as soon as possible; and
2) Build the capacity of educators to evaluate and improve the quality of instructional materials for use in their classrooms and schools.
In the 2018-2019 school year, Northwest Educational Service District 189 brought together a design team of six Pre Kindergarten - Kindergarten educators through a ClimeTime grant to find play-based, and engaging ways to teach climate science to early learners. This course shares out the findings of the team, including some work around designing for equity and 3-Dimensional Next Generation Science Standards (NGSS) alignment. You will engage in activities to use with students including a puddle walk, soil permeability tests, and lesson examples. Phenomenon based lessons will be shared as well as a list of resources and recommended books compiled by our design team.
Template developed by the Washington Office of Superintendent of Public Instruction (OSPI) ClimeTime grantees.This format is designed to be an example of how to develop a coherent lesson or suite of lessons that integrate other content areas such as English Language Arts, Mathematics and other subjects into science learning for students.
Elementary Science and Integrated Subjects is a statewide Clime Time collaboration among ESD 123, ESD 105, and the Office of Superintendent of Public Instruction. Development of the resources is in response to a need for research- based science lessons for elementary teachers that are integrated with English language arts, mathematics and other subjects such as social studies. The template for Elementary Integration can serve as an organized, coherent and research-based roadmap for teachers in the development of their own NGSS aligned science lessons. Lessons can also be useful for classrooms that have no adopted curriculum as well as to serve as enhancements for current science curriculum. The EFSIS project brings together grade level teams of teachers to develop lessons or suites of lessons that are 1) focused on grade level Performance Expectations, and 2) leverage ELA and Mathematics Washington State Learning Standards.
- Environmental Science
- Environmental Studies
- Elementary Education
- English Language Arts
- Reading Informational Text
- Life Science
- Material Type:
- Lesson Plan
- Teaching/Learning Strategy
- Georgia Boatman
- Washington OSPI OER Project
- Kimberley Astle
- Ellen Ebert
- Barbara Soots
- Date Added:
The Washington Office of Superintendent of Public Instruction hosts Graduation: A Team Effort (GATE) Equity webinars that help growth minded educators and education advocates to learn from Washington districts who are closing opportunity gaps. Watch archived sessions on OSPI's YouTube playlist.
This is a nine-module synchronous training for teachers created using the Washinton State Office of Superintendent of Public Instruction’s Inclusionary Practices Handbook, Section One, Chapter One; Collaborative Practices that Support Inclusion. These modules offer participants opportunities to engage and collaborate around practices to support making their classrooms more inclusive for all students.