Taking Stock of Science Standards Implementation Proceedings of a Virtual Summit (2022) / Chapter Skim
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9 Tools and Resources to Build Capacity and Drive Coherence
9 Tools and Resources to Build Capacity and Drive Coherence
Pages 75-84
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. Many K–12 educators report feeling beholden to a certain curriculum and worrying about high-stakes testing, whereas in the ECE space there is more opportunity to create exploration and hands-on playful learning.
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76 FIGURE 9-1 Summary of Preschool to Elementary Transition Breakout Group Discussion reported by Andres Bustamante. NOTE: PD = professional development.
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To capitalize on the strengths and opportunities within ECE, Bustamante said there is a need to convey to parents and teachers that many of them are already "doing science"; some minor tweaks and support could help ECE educators make explicit connections between their existing practices and 3-D science education. There are many opportunities to build upon students' cultural funds of knowledge due to the deep connections between ECE and families and communities, and the unconstrained nature of the ECE space means that providers can use a "science is everywhere" approach.
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78 FIGURE 9-2 Summary of Curriculum and Instructional Materials Breakout Group Discussion reported by Christine Cunningham. NOTE: HQIM = High-quality instructional materials; PL = professional learning.
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The group identified several immediate needs in the area of instructional materials including the following: • Help with selecting materials • Efforts to build teacher capacity • Models that are highly usable and accessible • Support for implementation at scale • Professional learning about curriculum materials • Materials for K–5 classrooms • Involvement and buy-in from leadership and administrators • Further data and research to help guide decision making FORMATIVE ASSESSMENT In the area of formative assessment, there are a number of examples to look at and information to learn from, said Sara Cooper (Independent Consultant) (see Figure 9-3)
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80 FIGURE 9-3 Summary of Formative Assessment Breakout Group Discussion reported on by Sara Cooper. NOTE: OER = open educational resources.
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One pressing need is to develop usable formative assessment materials such as one-pagers, to get these resources in the hands of educators. Other immediate needs include considering how to closely connect curriculum, instruction, and assessment, and working directly with instructional materials developers to build coherence across the system.
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82 FIGURE 9-4 Summary of Instructional Practice Breakout Group Discussion reported by Kate McNeill.
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The third category was equity: equity needs to be at the center with a focus on what equitable science instruction looks like; for example, rather than focusing on scientific language, hearing and supporting the "brilliance that youth bring to the classroom." As an example, McNeill shared a quote from a middle school science student who felt like part of the scientific endeavor and focused on the collaborative nature of inquiry: "We were the ones who came up with it, so we were able to understand. We had similar ideas or different ideas.
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