Auburn School District

High School Science Workshop

Sensemaking for Equity

Asynchronous Workshop

with Kirk Robbins

Welcome!

This website houses the asynchronous Sensemaking for Equity fall workshop for Auburn School District high school science teachers facilitated by Kirk Robbins.

Start at the top of this page and watch the video where Kirk will provide an overview of the workshop. Then you will work your way down the page engaging in the activities as you go. At the end you will complete a Google Form.

Video Overview with Directions for Tasks

Directions:

Watch the video to the right
The video contains:
- An overview of the workshop
- Brief directions for each task below

Part 1: What is Sensemaking in Science?

Directions:

A. Before watching the video add your thoughts to the JAMBOARD and answer this prompt.

- What are some strategies you currently use to help student MAKE SENSE of the science they are engaging in?

B. Watch the video embedded to the right

Consider the following as you watch the video
- What is sensemaking?
- Why is sensemaking important in science learning?
- What are some strategies that teachers can use to support sensemaking?

C. Access Effective Science Instruction: What Does Research Tell Us?

Read p. 13-14 and 23-25 (on sense-making)
Answer the questions on the Google Doc HERE

Part 2: NSTA Sensemaking Toolkit

Overview:

The National Science Teachers' Association (NSTA) has recently launched a Sensemaking Toolkit. While still under construction- this toolkit presents four important attributes of sensemaking that lead to equitable science learning experiences.

Directions:

For this task you will examine some of the resources at the NSTA Sensemaking Toolkit.

How does NSTA define sensemaking? Compare this definition to the one used in Effective Science Instruction in Part 1 above.
Read about each of the 4 Attributes of Sensemaking.
- Are there any attributes that you would add to this graphic? If so, what and why?
Skim the Single-Point Rubric for Sensemaking Lessons
- How might you use this rubric? Which of the 4 attributes do you think you are strongest with? Which one might be a weak spot?
- What does it mean when the rubric says, "students engage in ELEMENTS of science and engineering practices"?

Part 3: Classroom Video Case

Overview: Way back in the spring of 2021 we watched a video of a middle school class learning about forces and motion. Students observed 2 teachers rollerblading in the hall. They observed how the rollerbladers started, stopped, etc.

OPTIONAL: Click HERE if you want a refresher of that previous video.

For this online PD session we will watch a video of the next science lesson after the rollerblading observations. We will be looking for sensemaking.

Directions:

Click HERE to access the video
Watch the first 10 minutes of the video. Think about the 4 Attributes of Sensemaking as you observe the video.
1. Phenomena: What questions are students trying to answer?
2. Science Ideas: What part of the HOW or WHY of the phenomena can students explain?
3. Practices: What are students doing in the lesson?
4. Student Ideas: How are students moving their thinking forward together?
Look at the Single Point Rubric for Sense-Making Lessons to review the video lesson you observed.
Answer the prompts HERE after watching the video.

Part 4: Promoting Equitable Sensemaking

Directions:

Access STEM Teaching Tool #47
Read the document closely
Explore the embedded hyperlinks to multiple other resources
As you read, identify:
- One Quote you appreciate
- One question you have about sensemaking in science education
Post your thinking on the doc HERE.

Part 5: Putting Sensemaking into Practice

Overview: Think about your first science unit of the year. How can you intentionally incorporate equitable sensemaking experiences that value multiple perspectives? Take some time to examine your own unit using the Single-Point Rubric for Sensemaking Lessons. Consider how you can improve the sensemaking opportunities by using the 4 Attributes of Sensemaking.

Directions:

Examine your first full science lesson of the fall.
Use the Single-Point Rubric for Sensemaking Lessons to review the unit.
- Improve any areas that will lead to improved equitable sensemaking
Describe at least ONE sensemaking improvement you added to a unit HERE.

Part 6: Thank You and Feedback

Directions: Access and submit the feedback form HERE once you are done with Parts 1-5 of the workshop.

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