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To close the achievement gap, diverse classrooms need a proven framework for optimizing student engagement. Culturally responsive instruction has shown promise, but many teachers have struggled with its implementation―until now.

In this book, Zaretta Hammond draws on cutting edge neuroscience research to offer an innovative approach for designing and implementing brain compatible culturally responsive instruction.

The book includes:

Information on how one's culture programs the brain to process data and affects learning relationships

Ten "key moves" to build students' learner operating systems and prepare them to become independent learners

Prompts for action and valuable self reflection

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Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students

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Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students [Hammond, Zaretta L.] on Amazon.com. *FREE* shipping on qualifying offers. Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students

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Or download File

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I selected 9 videos from the AST website I thought were most useful for those of us reading the book. (There are many more great videos on this site!) Each QR-code links to a video that corresponds to nearby text. Place QR codes on the page noted at the bottom of each label.
See this in action! https://bit.ly/2l3f9S5

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QR video links for the Ambitious Science Teaching book

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I selected 9 videos from the AST website I thought were most useful for those of us reading the book. (There are many more great videos on this site!) Each QR-code links to a video that corresponds to nearby text. Place QR codes on the page noted at the bottom of each label.

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Foreword by Mark Windschitl
Copublished with NSTA Press

Robust and effective classroom discussions are essential for providing students with opportunities to simultaneously engage in science practices while learning key science content. Using numerous examples and science learning tasks, the authors show how teachers can plan the lesson to encourage students to not only learn science content but employ disciplinary practices as well. This volume outlines the five practices teachers need for facilitating effective inquiry-oriented classrooms:

Anticipate what students will do-what strategies they will use-in solving a problem

Monitor their work as they approach the problem in class

Select students whose strategies are worth discussing in class

Sequence those students' presentations to maximize their potential to increase students' learning

Connect the strategies and ideas in a way that helps students understand the science learned

The 5 Practices framework identifies a set of instructional practices that will help teachers achieve high-demand learning objectives by using student work as the launching point for discussions in which important scientific ideas are brought to the surface, contradictions are exposed, and understandings are developed or consolidated.
About the Authors:
Jennifer Cartier is the director of teacher education and a member of the science education faculty at the University of Pittsburgh. Her work focuses on the design and facilitation of learning contexts for pre-service and early career teachers.

Margaret Smith holds a joint appointment at the University of Pittsburgh as professor of mathematics education in the School of Education and as Senior Scientist at the Learning Research and Development Center. Her research focuses on what teachers learn from the professional education experiences in which they engage.

Mary Kay Stein holds a joint appointment at the University of Pittsburgh as professor of learning sciences and policy and as Senior Scientist at the Learning Research and Development Center. Her research focuses on mathematics teaching and learning in classrooms and the ways in which policy and organizational conditions shape teachers' practice.

Danielle K. Ross is a teaching fellow and doctoral candidate in science education at the School of Education of the University of Pittsburgh. Her work focuses on teacher learning and the design of learning contexts for beginning teachers. She was previously a biology and ecology teacher at Leechburg Area School District in Leechburg, Pennsylvania.

Reviews and Endorsements for 5 Practices for Orchestrating Productive Task-Based Discussions in Science:

"One of my biggest challenges as a science teacher is how to both engage students in the practices from the Next Generation Science Standards and teach the content from my curriculum. Before, I sometimes felt that I had to choose between the two. However, 5 Practices provides clear examples and very concrete guidelines for how to orchestrate student-centered discussions that also support sense making. Now my students and I can experience the excitement of argumentation while still staying true to our curriculum. This is my new bible for facilitating student discourse!"-Austin Deaver, Science Teacher, Montgomery Village Middle School Montgomery Village, Maryland

"Planning for and engaging students in meaningful scientific reasoning and adapting instruction in response are simultaneously the most difficult and the most important tasks science teachers face. This book provides both new and experienced teachers with a road map to continually improve their ability to do this work."- Nicole M. Gillespie, Executive Director, Knowles Science Teaching Foundation Moorestown, New Jersey

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5 Practices for Orchestrating Task-Based Discussions in Science - National Council of Teachers of Mathematics

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Robust and effective classroom discussions are essential for providing students with opportunities to simultaneously engage in science practices while learning key science content. Using numerous examples and science learning tasks, the authors show how teachers can plan the lesson to encourage students to not only learn science content but employ disciplinary practices as well.

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Take a look up at the stars on a clear night and you get a sense that the universe is vast and untouchable, full of mysteries beyond comprehension. But did you know that the key to unveiling the secrets of the cosmos is as close as the nearest toaster?

Our home here on Earth is messy, mutable, and full of humdrum things that we touch and modify without much thought every day. But these familiar surroundings are just the place to look if you're interested in what makes the universe tick. In Storm in a Teacup, Helen Czerski provides the tools to alter the way we see everything around us by linking ordinary objects and occurrences, like popcorn popping, coffee stains, and fridge magnets, to big ideas like climate change, the energy crisis, or innovative medical testing. She guides us through the principles of gases ("Explosions in the kitchen are generally considered a bad idea. But just occasionally a small one can produce something delicious"); gravity (drop some raisins in a bottle of carbonated lemonade and watch the whoosh of bubbles and the dancing raisins at the bottom bumping into each other); size (Czerski explains the action of the water molecules that cause the crime-scene stain left by a puddle of dried coffee); and time (why it takes so long for ketchup to come out of a bottle).

Along the way, she provides answers to vexing questions: How does water travel from the roots of a redwood tree to its crown? How do ducks keep their feet warm when walking on ice? Why does milk, when added to tea, look like billowing storm clouds? In an engaging voice at once warm and witty, Czerski shares her stunning breadth of knowledge to lift the veil of familiarity from the ordinary. You may never look at your toaster the same way.

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storm in a teacup: the physics of everyday life

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Storm in a Teacup: The Physics of Everyday Life

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Buy Storm in a Teacup: The Physics of Everyday Life on Amazon.com ✓ FREE SHIPPING on qualified orders

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toward high school biology: understanding growth in living things

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national science teachers association - nsta press

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Toward High School Biology: Understanding Growth in Living Things, Teacher Edition - PB434XT

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Toward High School Biology: Understanding Growth in Living Things, Teacher Edition - PB434XT [AAAS/Project 2061] on Amazon.com. *FREE* shipping on qualifying offers. Toward High School Biology: Understanding Growth in Living Things, Teacher Edition - PB434XT

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Hands-on lessons can be fun and compelling, but when it comes to life science, they aren't always possible, practical, effective, or safe. Children can't follow wolves as they hunt elk, visit a prehistoric swamp, or shrink down to the size of a molecule and observe photosynthesis firsthand. But they can explore a whole world of animals, plants, and ecosystems through the pages of beautifully illustrated, science-themed picture books.

You can create a quote by adding products to your cart and selecting Quote in checkout.

Shipping Details

In stock. Free ground shipping. No minimum.

Hands-on lessons can be fun and compelling, but when it comes to life science, they aren't always possible, practical, effective, or safe. Children can't follow wolves as they hunt elk, visit a prehistoric swamp, or shrink down to the size of a molecule and observe photosynthesis firsthand. But they can explore a whole world of animals, plants, and ecosystems through the pages of beautifully illustrated, science-themed picture books.

Perfect Pairs, which marries fiction and n

Acknowledgments

Introduction

How Perfect Pairs Can Help You

Not All Nonfiction for Children Is Created Equal

Why Combine Science and Children's Books?

Why Pair Fiction and Nonfiction?

From Idea to Book

Who Is This Guide For?

Getting Started

Obtaining the Books

Starting with a Wonder Statement

The Investigative Process

Reinforcing the Concept

ELA Links

The Wonder Journal

Science Dialogues and Science Circles

Meeting the Standards

Addressing the Next Generation Science Standards

Supporting the Common Core State Standards for English Language Arts

Lessons for Grade 3

Lesson 3.1: What the Lives of All Creatures Have in Common, Even When Their Life Cycles Are Different

Lesson 3.2: How Being Part of a Group Helps Animals Survive

Lesson 3.3: Why Some Animals Look Different from Their Family Members

Lesson 3.4: What Fossils Can Tell Us About Life and Environments Long Ago

Lesson 3.5: How Variations in Characteristics Can Help Some Animals Survive

Lesson 3.6: How Animals Survive in a Cold Environment

Lesson 3.7: How People Try to Solve Problems That Occur When an Environment Changes

Picture Books for Grade 3 Lessons

Lessons for Grade 4

Lesson 4.1: How Our Body Structures Help Us Survive

Lesson 4.2: How Feathers Help Birds Survive

Lesson 4.3: How a Tree's Structures Help It Survive

Lesson 4.4: How Animals Depend on Their Senses

Lesson 4.5: How Natural Resources Provide Electrical Energy

Lesson 4.6: How Energy Use Affects Environments and the Animals Living There

Picture Books for Grade 4 Lessons

Lessons for Grade 5

Lesson 5.1A: Where Plants Get Most of the Materials They Use to Grow

Lesson 5.1B: Where Animals Get the Energy They Need to Live and Grow

Lesson 5.2: Why Dead Plants and Animals Don't Pile Up in Natural Places

Lesson 5.3: How Matter Moves Among Living Things and the Environment

Lesson 5.4: How Living Things Depend on Their Environment for Survival

Lesson 5.5: How Introduced Species Can Affect an Ecosystem

Lesson 5.6: How We Can Protect Earth's Resources and Environments

Picture Books for Grade 5 Lessons

Appendix A: Tables of Next Generation Science Standards (NGSS) and Common Core State Standards for English Language Arts (ELA) Addressed in Perfect Pairs Lessons

Appendix B: Reproducibles for Perfect Pairs Lessons

Bibliography of Picture Books in Perfect Pairs Lessons

Professional References

Hands-on lessons can be fun and compelling, but when it comes to life science, they aren't always possible, practical, effective, or safe. Children can't follow wolves as they hunt elk, visit a prehistoric swamp, or shrink down to the size of a molecule and observe photosynthesis firsthand. But they can explore a whole world of animals, plants, and ecosystems through the pages of beautifully illustrated, science-themed picture books.

Shipping Details

In stock. Free ground shipping. No minimum.

Hands-on lessons can be fun and compelling, but when it comes to life science, they aren't always possible, practical, effective, or safe. Children can't follow wolves as they hunt elk, visit a prehistoric swamp, or shrink down to the size of a molecule and observe photosynthesis firsthand. But they can explore a whole world of animals, plants, and ecosystems through the pages of beautifully illustrated, science-themed picture books.

Perfect Pairs, which marries fiction and n

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Hands-on lessons can be fun and compelling, but when it comes to life science, they aren't always possible, practical, effective, or safe. Children can't follow wolves as they hunt elk, visit a prehistoric swamp, or shrink down to the size of a molecule and observe photosynthesis firsthand.

# data[].attributes.attachment_link.readable_text
Hands-on lessons can be fun and compelling, but when it comes to life science, they aren't always possible, practical, effective, or safe. Children can't follow a lion as it stalks a gazelle, visit the exotic kapok tree in a rain forest, or swim alongside the underwater life in a pond. But they can explore a whole world of animals, plants, and ecosystems through the pages of beautifully illustrated, science-themed picture books.

You can create a quote by adding products to your cart and selecting Quote in checkout.

Shipping Details

In stock. Free ground shipping. No minimum.

Hands-on lessons can be fun and compelling, but when it comes to life science, they aren't always possible, practical, effective, or safe. Children can't follow a lion as it stalks a gazelle, visit the exotic kapok tree in a rain forest, or swim alongside the underwater life in a pond. But they can explore a whole world of animals, plants, and ecosystems through the pages of beautifully illustrated, science-themed picture books.

Perfect Pairs, which marries fiction and nonfict

About the Author(s)

Table of Contents

Acknowledgments

Introduction

Getting Started

Meeting the Standards

Lessons for Kindergarten

Lessons for Grade 1

Lessons for Grade 2

Appendixes

Bibliography

Professional References

Credits

Index

Hands-on lessons can be fun and compelling, but when it comes to life science, they aren't always possible, practical, effective, or safe. Children can't follow a lion as it stalks a gazelle, visit the exotic kapok tree in a rain forest, or swim alongside the underwater life in a pond. But they can explore a whole world of animals, plants, and ecosystems through the pages of beautifully illustrated, science-themed picture books.

You can create a quote by adding products to your cart and selecting Quote in checkout.

Shipping Details

In stock. Free ground shipping. No minimum.

Hands-on lessons can be fun and compelling, but when it comes to life science, they aren't always possible, practical, effective, or safe. Children can't follow a lion as it stalks a gazelle, visit the exotic kapok tree in a rain forest, or swim alongside the underwater life in a pond. But they can explore a whole world of animals, plants, and ecosystems through the pages of beautifully illustrated, science-themed picture books.

Perfect Pairs, which marries fiction and nonfict

Acknowledgments

Introduction

Getting Started

Meeting the Standards

Lessons for Kindergarten

Lessons for Grade 1

Lessons for Grade 2

Appendixes

Bibliography

Professional References

Credits

Index

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Hands-on lessons can be fun and compelling, but when it comes to life science, they aren't always possible, practical, effective, or safe. Children can't follow a lion as it stalks a gazelle, visit the exotic kapok tree in a rain forest, or swim alongside the underwater life in a pond.

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How to Outsmart Your Own Unconscious Bias | Valerie Alexander | TEDxPasadena

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Skip to main content

Culturally responsive teaching recognizes the importance of including students' cultural references in all aspects of learning, enriching classroom experiences and keeping students engaged.

Corona High School teacher, Marcos Torres, talks about being culturally responsive in his classroom.

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Skip to main content Culturally responsive teaching recognizes the importance of including students' cultural references in all aspects of learning, enriching classroom experiences and keeping students engaged. Corona High School teacher, Marcos Torres, talks about being culturally responsive in his classroom.

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Ideas include knowing every child, celebrating their potential, recognizing their challenges, acknowledging inequity, and using culture as a resource.

I coached Jane in her third year of teaching ninth-grade English in a high school with many English language learners (ELLs). Her style leaned toward direct instruction, and she did a great job of modeling literacy strategies. One day, I observed Jane leading a mini-lesson on paragraph revision. As I sat beside an ELL named Veronica, I noticed that her "paragraph" was one long run-on sentence. With Veronica's permission, I made a copy of the paragraph for Jane.

"Ugh!" she sighed when she saw it. "What do I do with this?" Veronica had a clear learning gap around punctuation and syntax.

"Well," I said, "you get to teach her. What do you know about her schooling experiences in El Salvador? You set a goal to individualize instruction this year, and this seems like an opportunity to practice. Why not pull Veronica aside tomorrow to offer targeted support?"

"But we have a quiz!" Jane responded, almost forlorn. "There's never enough time."

"Why," I pushed gently, "does she need to take the quiz more than she needs to sit with you and learn how to structure a paragraph?" It was a simple question, but I saw signs of awakening on Jane's face. "You're right," she finally said. "I never considered my ability to make choices like this. Tomorrow, I'll work with Veronica one-on-one."

Equality vs. Equity

This vignette cuts to the heart of equality vs. equity in the classroom. If equality means giving everyone the same resources, equity means giving each student access to the resources they need to learn and thrive. As those of us who are parents know, each child is different. It can be tough to meet their competing needs, but this is pretty much the job description for parenting and, I would argue, for teaching. Jane could have modeled paragraph revision until she was blue in the face, but Veronica lacked the building blocks of a sentence. Instead, Jane provided this learner with a critical resource: the attention of her skillful teacher.

If we're committed to the success of every child, we must acknowledge the uneven playing field that exists for many: ELLs, students with special needs, children experiencing trauma or relentless poverty, and students of color who confront unconscious biases about their capacity. Walking toward equity will help us to create inclusive, 21st-century classrooms.

6 Steps Toward Equity

It's hard to sum up what it means to embrace equity in the classroom. My partner and I are veteran equity-driven educators, and we wrestle with this question. Complexity duly noted, here are six ways to walk toward equity.

1. Know every child: First and foremost, get to know each student as a unique and layered individual. Embrace storientation to learn where they're from, what they love to do outside of school, what their family is like. Don't subscribe to a single story about any child. The more you know, the more you can build trust and differentiate instruction.

2. Become a warm demander: Author Lisa Delpit describes warm demanders as teachers who "expect a great deal of their students, convince them of their own brilliance, and help them to reach their potential in a disciplined and structured environment." An equity stance pushes us to couple high expectations with a commitment to every child's success.

3. Practice lean-in assessment: As you gather a student's human story, start to piece together his or her learning story. How does she approach tasks? What are his strengths as a learner What does she struggle with?

No standardized test will provide you with quality data on these questions. Use proximity and lean-in assessment to diagnose students' learning needs. Carry a clipboard with you while students are working, and take careful notes on what you observe.

4. Flex your routines: Remember that one-size lessons do not fit all. Jane had mastered the art of the mini-lesson, but she was losing learners in the process. Be willing to flex or set aside your well-laid plans to individualize instruction. If pulling a student out of an activity to support him or her makes you uncomfortable, notice your discomfort and try not to let it control your decisions.

5. Make it safe to fail: Teach students that failure is just another form of data. When a child feels shame about his learning gaps, he'll hide behind quiet compliance or bravado and acting out. In an equitable classroom, there's no need to hide because struggle and failure are neutralized, normalized, and even celebrated. Consider this: Once a week, have students meet in groups to share something they struggled with and what they learned in the process.

6. View culture as a resource: Finally, don't be culture-blind. When we ignore students' identities, we efface who they are in the world and lose a rich resource for learning. Understand this simple, powerful truth offered by my friend Zaretta Hammond in her recent book Culturally Responsive Teaching and the Brain: "Culture, it turns out, is the way every brain makes sense of the world." Help students activate their cultural schema to access challenging content. Invite them to share where they come from, not just with you but also with each other. Value and affirm all forms of difference.

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Equity vs. Equality: 6 Steps Toward Equity

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Ideas include knowing every child, celebrating their potential, recognizing their challenges, acknowledging inequity, and using culture as a resource. I coached Jane in her third year of teaching ninth-grade English in a high school with many English language learners (ELLs). Her style leaned toward direct instruction, and she did a great job of modeling literacy strategies.

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Implicit Bias -- how it effects us and how we push through | Melanie Funchess | TEDxFlourCity

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We all have implicit biases. So what can we do about it? | Dushaw Hockett | TEDxMidAtlanticSalon

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Play the whole episode by clicking the play button below or finding on your podcast platform:
Subscribe to our Newsletter for updates and blog posts right in your inbox. Meet pre-service teacher Tamashi Hettiarachchi. She shares with us her experiences & resources she finds helpful in learning how to teach NGSS. Her passion and energy is contagious. Listen and then check the show notes for links to the resources mentioned in the show. Join our Facebook Group and let us know what you think of this episode. And remember, you're phenomenal!

03:05 - 05:25 Meet Tamashi and learn why she decided to become a teacher

05:25 - 08:35 AntU professional development resources

08:35 - 10:45 What it's like to be a pre-service teacher today

10:45 - 21:10 5 Practices for Orchestrating Task Based Discussions in Science

21:15 - 23:00 Applying the 5 Practices to teaching Chemistry

23:00 - 25:00 Tamashi's other favorite resources

"I think it's a really valuable experience to be able to be in a classroom so early as an education student and with that I think I've learned some things that I think my fellow students could benefit from. And some students who are mentor teachers or future cooperating teachers, definitely one thing that I think is really important is to try to create a relationship of trust in setting expectations between both parties just so that there isn't any confusion or miscommunication. I think something that's really valuable is for the in service teacher to, as much as possible, try to make their thinking as visible as possible." [08:45-09:45] Tamashi Hettiarachchi

"In the end, the goal is for the class discussion to become an evidence-based explanation for whatever phenomena you present to the class. And I think especially in this kind of productive talk is something that's new to the classroom, and it's important to remember that this type of talk is new for your students and new for you as a teacher, so the transition takes time. Setting discussion norms is definitely really useful in this kind of setting, and just framing questions in terms of students work." [16:25-17:05] Tamashi Hettiarachchi

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We'd love to feature NGSS or Framework teachers and experts on our podcast. Contact us at [email protected] .

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Episode 054: 5 Practices for Orchestrating Task Based Discussion

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Meet pre-service teacher Tamashi Hettiarachchi. She shares with us her experiences & resources she finds helpful in learning how to teach NGSS. Her passion and energy is contagious. Listen and then check the show notes for links to the resources mentioned in the show.