Sensemaking in Science: Supporting and Deepening Student Learning
For grades 5-12
June 16-17, Lexington
Engage in active sensemaking to identify the supports students will need to successfully make sense of phenomena, create a classroom culture of ‘we’ and to communicate their understanding.
Sensemaking is an evidence-based way to deepen student learning and thinking as they actively try to figure out how the world works (science) or how to design solutions to problems (engineering). You will leave this two-day session with a phenomenon-driven lesson sequence and:
- deepened understanding of sensemaking in science
- strategies to support and deepen students’ sensemaking by:
- utilizing phenomena in units/lessons, which requires students to develop targeted science ideas needed to explain how or why the phenomenon occurred.
- engaging students in developing and using the elements of science and engineering practices to make sense of the science ideas needed to explain the how or why of the phenomenon.
- leveraging student ideas about a phenomenon through establishing a culture of “we” and academically productive discourse.
- determining how to develop students’ understanding of KAS for science core science ideas to explain phenomena.
science teachers and coaches grades 5-12Facilitator: Diane Johnson, PIMSER Regional Teacher PartnerDiane has participated in thousands of hours of training on the KAS for Science. She is an expert facilitator who can easily adapt to address learning needs during the 2-day session. Diane taught high school science for 25 years, served 5 years as an instructional supervisor, and now is a Master Teacher for MSUTeach at Morehead State University. She is an NSTA PL Cadre member, Peer Review Panel member for WestEd (formerly Achieve who led the development of our current KAS for Science), and leadership trainee for BSCS STeLLA Scale-up project in KY.
Cost: $250 per person Early Bird rate through May 31 ($300 after)