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Responsive teaching and the beginning of energy in a third grade classroom

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Responsive teaching and the beginning of energy in a third grade classroom

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Read the article and share one idea that resonates with you

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Qualtrics sophisticated online survey software solutions make creating online surveys easy. Learn more about Research Suite and get a free account today.

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Qualtrics sophisticated online survey software solutions make creating online surveys easy. Learn more about Research Suite and get a free account today.

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Copy of Copy of Teacher Roles of Questioning in Early Elementary Science Classrooms A Framework Promoting Student Cognitive Complexities in Argumentation (2).pdf

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KT3 sentence stems for student discussion Sp_En.docx

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Place-Based Learning for Elementary Science at Scale (PeBLES2) supports educators in creating science learning experiences to help students make sense of their world by connecting to local phenomena, communities, and cultures. To support equitable access to place-based science learning

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Responsive teaching places unique demands on curriculum. While the teacher may start with a set of goals and a sense of where things might go, the 'enacted' curriculum emerges from the ideas students suggest and the next move decisions the teacher makes based on those ideas. At the start of an implementation of toy cars, students discuss various ways to make a toy car move. Over several subsequent class periods, this initial seeding of student ideas leads to discussions about motion, forces, and energy, driven by the students' substantive engagement in scientific inquiry. In the Responsive Teaching Project, we have closely monitored several implementations of toy cars, and have found that, despite the contextual nature of the enacted curricula, students in all the classes share many common ideas, and they engage in similar kinds of classroom activity (although usually in different sequences). In this section of the website, we describe several such implementations, focusing in particular on the students' ideas as they emerge and the next move decisions that the teachers make. In our responsive teaching in science project, toy cars was implemented in second-, third-, and fourth-grade classrooms.

A student in the class asks a question about an idea the presenting student has about a car moving along a series of hills and ramps, while the teacher (Sharon) looks on from the left.

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Responsive teaching places unique demands on curriculum. While the teacher may start with a set of goals and a sense of where things might go, the 'enacted' curriculum emerges from the ideas students suggest and the next move decisions the teacher makes based on those ideas.

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KT3 MLL 2025 Primary Workshop Slides_draft for 2025

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The Misconceptions-Oriented Standards-Based Assessment Resources for Teachers (MOSART) is a set of teacher knowledge assessments linked to the NRC National Science Education Standards. Assessments are broken down by grade level (K-4, 5-8, and 9-12) and by content area (physical science, earth science, space science, and life science). Assessments are multiple choice with each question asking for the scientifically correct answer (to measure subject matter knowledge) as well as the most popular incorrect answer given by students (to measure knowledge of student misconceptions). Student assessments with items linked to teacher assessments are also available.

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Hi everyone and welcome to the discussion portal for our KT3 Professional Learning Workshop—Kid Talk Teacher Talk in Elementary Science : Building Student Cognitive Engagement by Enhancing Classroom Discourse!

Over the next two weeks, we’ll explore how to get kids questioning, talking—and thinking—more deeply during science. We'll practice asking launch questions, listen closely to student ideas, and try out strategies that boost student engagement and ownership.

Across languages, learning styles, and abilities. We’ll also consider how to make classroom talk accessible and meaningful for all.

This space is here for you—drop in to share takeaways, ask questions, and connect with each other.