Engage in use of strategies to support explanation of what sensemaking is and why it is critical to student learning. Gain a deeper understanding of sensemaking in science and learn ways to begin to incorporate strategies to provide opportunities for all students to engage in sensemaking.
These videos were made possible by funding from the Kentucky Department of Education.
Develop a working description of sensemaking in science, deepen your understanding of using a sensemaking frame of instruction in science and its compatibility with brain research, and preview each attribute of sensemaking.
Video Length: 34:04
Estimated time to work through in a PLC or other learning group: 60 min
Deepen your understanding of what Disciplinary Core Ideas (DCIs) are and the significance in determining selection of curricular materials, instructional strategies, and assessment. Practice clarifying science ideas using an easy process.
Video Length: 51:04
Estimated time to work through in a PLC or other learning group: 90 min
Determine what instructionally productive phenomena are and how to use them to support sensemaking.
Video Length: 54:58
Estimated time to work through in a PLC or other learning group: 90 minutes
The video has two natural breaks based on the objectives. A PLC could do the first objective (what are instructionally productive phenomena) in one meeting and the second objective (how to use to support sensemaking) in a second meeting.
Determine ways to establish and maintain a supportive classroom culture. Explore strategies for leveraging student assets and ideas.
Video Length: 1:19:32
Estimated time to work through in a PLC or other learning group: This module will take three sessions of about 45 minutes to complete.