Thread by @dyereliz

@reiserbrianj shares work on supporting purposeful sensemaking in science classrooms #NARST2019

@reiserbrianj How do teachers' knowledge, beliefs, and practices shape how they interpret and enact instructional materials? How do this evolve over time? #NARST2019

@reiserbrianj @cindypassmoreCA : purposeful sensemaking involves developing questions from phenomena, incremental knowledge building, purposeful navigation, joint participation in knowledge building. #NARST2019

@reiserbrianj @cindypassmoreCA @cindypassmoreCA Phenomena should be an anchor, not a hook! #NARST2019

@reiserbrianj @cindypassmoreCA @cindypassmoreCA Teachers have common questions about purposeful sensemaking: what happens if kids don't ask the right questions? What happens if they all want to go in different directions? Don't I need to "pre-teach" #narst2019

@reiserbrianj @cindypassmoreCA In science classrooms, the class comes back to questions over days or weeks. This presents challenges for teachers. #NARST2019

@reiserbrianj @cindypassmoreCA Teachers worry about: students might leave with misconceptions, will this leave students hanging? #NARST2019

@reiserbrianj @cindypassmoreCA @reiserbrianj : Navigation of purposeful sensemaking comes from how the classroom community thinks about what they need to do next. Not from the location within a curriculum unit #NARST2019

@reiserbrianj @cindypassmoreCA @reiserbrianj When supporting purposeful navigation, teachers worry about: Will students want to go where we need to go to reach our context? Will students be successful if we make them do the heavy lifting? My kids don't like to talk. #NARST2019

@reiserbrianj @cindypassmoreCA @reiserbrianj asks us to consider what teacher practices, knowledge, beliefs most need support? #NARST2019

@reiserbrianj @cindypassmoreCA @bpenuel we can look at teacher learning in a variety of contexts: teachers' planning and reflection, what they say and do in PD, and in teachers' practice or enactment #NARST2019

@reiserbrianj @cindypassmoreCA @bpenuel @jalzen - study finds the most evidence that teachers' ideas about epistemic agency and student buy-in to the collective enterprise deepened after PD and curriculum enactment #NARST2019

@reiserbrianj @cindypassmoreCA @bpenuel @jalzen @jftrey shares results about teachers' reflective posts, transcripts of teachers' online meetings, and lesson reflection surveys #NARST2019

@reiserbrianj @cindypassmoreCA @bpenuel @jalzen @jftrey @jftrey teachers reported using a variety of strategies to get students to generate questions and how to organize those questions, like creating multiple DQBs for different classrooms #NARST2019

@reiserbrianj @cindypassmoreCA @bpenuel @jalzen @jftrey @jftrey teacher elaborates on the goal of supporting students in generating questions: that are personally meaningful, that are succinct, that are varied. These elaborations can be complementary or in tension. #NARST2019

@reiserbrianj @cindypassmoreCA @bpenuel @jalzen @jftrey @jftrey It’s exciting to see the complexity that teachers bring to this work of supporting purposeful sensemaking. We know this is not simple work! #NARST2019

@reiserbrianj @cindypassmoreCA @bpenuel @jalzen @jftrey @jftrey teachers often used the driving question board to look back, checking for understanding or what questions have been answered, but used it less to look forward, where the class needs to go #NARST2019

@reiserbrianj @cindypassmoreCA @bpenuel @jalzen @jftrey @jftrey looking at teachers' engagement helps us understand what parts of reform are resonating with teachers #NARST2019