What does effective teacher guidance look like in science instructional materials designed for today’s science standards? By Jenny Sarna | February 9, 2022 In my first year as a teacher, I relied heavily on an inquiry-based textbook as I enthusiastically dove into writing units and lessons for my high school biology course. As I mapped out my plan, I modified the textbook’s unit structure by swapping activities for ones I liked better or skipping ones that weren't convenient. Despite my best intentions and efforts, my modifications sometimes derailed the plan for the unit, or worse — left my students confused [...]

Should we expect K–2 students to revise models, iterate solutions, and define criteria and constraints? By Vanessa Wolbrink | January 6, 2022 I wasn’t ready for the transformation I was about to witness when I stepped into my kindergarten classroom my first year as a teacher. How will these students who know so little about the world around them — including even the difference between a letter and a number — start to read, add, and engage with science knowledge and practice by the end of the year? I was amazed by the intensity of their curiosity and thirst to make [...]

How can we use feedback to support student learning? By Neelo Soltanzadeh | December 8, 2021 I recently came across a recipe for "fesenjoon", a Persian staple at my family's Thanksgiving table. As I attempted to recreate this stew that I'd eaten many times, I found myself repeatedly speed-dialing my mom: "Is this the right color?", "Why do I have so many pots to clean?", "Does our family recipe use duck or chicken?” My mom listened patiently, asked me a few questions, and helped coach me through cooking my first fesenjoon, giving me valuable feedback on the culinary choices I was [...]