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| Importance of Supporting Students in Scientific Explanation | |
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| The role of explanations in science | |
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| Scientific explanations in the classroom | |
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| Benefits of scientific explanations | |
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| Alignment with the national science standards | |
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| Student challenges with scientific explanations | |
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| Check Point | |
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| Study Group Questions | |
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| Framework for Constructing Scientific Explanations | |
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| Students' understandings of scientific explanations | |
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| Framework for constructing scientific explanations | |
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| Video Example ��� Introducing the instructional framework | |
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| Examples of scientific explanations | |
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| Increasing the complexity of the framework over time | |
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| Benefits of the framework for all learners | |
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| Check Point | |
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| Study Group Questions | |
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| Designing Learning Tasks for Your Science Curriculum | |
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| Considerations for designing learning tasks | |
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| Step 1: Identify opportunities in the curriculum | |
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| Examples of learning tasks | |
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| Step 2: Design complexity of the learning task | |
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| Step 3: Create Classroom Support | |
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| Check Point | |
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| Study Group Questions | |
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| Teaching Strategies to Integrate into Classroom Instruction | |
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| Teaching strategies | |
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| Supporting all learners | |
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| Check Point | |
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| Study Group Questions | |
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| Developing Assessment Tasks and Rubrics | |
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| Overview of the development process | |
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| Step 1: Identify and unpack the content standard | |
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| Step 2: Select scientific explanation level of complexity | |
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| Step 3: Create learning performances | |
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| Step 4: Write the assessment task | |
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| Step 5: Review the assessment task | |
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| Step 6: Develop specific rubric | |
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| Check Point | |
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| Study Group Questions | |
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| Using Rubrics and Student Data to Inform Instruction | |
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| Role of assessment in creating a supportive learning environment | |
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| Using rubrics to support student learning | |
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| Providing students with feedback | |
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| Check Point | |
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| Study Group Questions | |
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| Supporting Learning Over Time | |
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| Developing a classroom culture | |
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| A learning progression for scientific explanation | |
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| Connecting to other content areas | |
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| Check Point | |
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| Study Group Questions | |