1. 1 Developing ambitious and equitable practices Jessica Thompson & Sara Hagenah

2. A commitment to equity “Our commitment to equity will determine the future” (Darling-Hammond, 2007) What are the challenges to learning ambitious & equitable science teaching practices? –Compartmentalizing equitable practices- standards, teacher ed, curriculum (Jackson & Cobb, 2010) –13% of K-12 math and science lessons were highly respectful & rigorous (HRI, 2003) NARST 2011 Orlando2

3. What might ambitious and equitable teaching sound like? Rigor in Classroom DiscourseResponsiveness of Classroom Discourse 1)selecting scientifically important big ideas and models (Windschitl & Thompson, 2006) 2)pressing students to develop rich evidence-based scientific explanations (Sandoval & Reiser, 2004) 1)building on students’ scientific ideas (Banks, 1995; Engle & Conant, 2002; Levin, Hammer & Coffey, 2009; Pierson, 2008) 2)encouraging participation and building classroom community (Delpit, 1995; Herrenkohl & Guerra, 1998; Neito,1999; Wenger, 1998) 3)building cultural competence & developing identities (Calabrese- Barton, 2000; Gutiérrez, Baquedano-Lopez & Tejeda,1999; Ladson-Billings, 2001; Moll, Amanti, Neff, & Gonzalez, 2001) NARST 2011 Orlando3

4. Learning to focus ideas in the classroom NARST 2011 Orlando4 S: Would ash be considered a physical change? Like an egg? S: So we did an example of melted cheese. Intern: So what did we just have in the back of the class? S: We thought also that it was physical changes even though it comes after melting and boiling. S: I don’t agree with that because even though there was a color change CO2 was emitted so the identity of the log would have had to have changed Mentor Teacher: Does anyone have something to add to this? … Intern: Raise your hand if you have seen a fire burning…so is it possible that a physical change is happening? Students’ stories Participation Working on students’ ideas Students’ stories Participation Working on students’ ideas

5. NARST 2011 Orlando5 Mentor Teacher: so this is chemistry. Let’s think about this at an atomic level…What makes up an egg? S: Elements S: Potassium Intern: Be specific S: Proteins, and when we cook proteins the proteins change Intern: What does it look like? What happens when it cooks? [TC draws on board and shows a tightly bound protein and an unwound protein.] S: So it is breaking and forming bonds S: It expanded because of heat. When it heated they [bonds] move apart rather than together. Students’ stories Participation Working on students’ ideas Students’ stories Participation Working on students’ ideas

6. Breaking down the action in classrooms NARST 2011 Orlando6 178 classroom observations of 37 novice teachers ---------- 40 observations with 8 intern & mentor teacher 178 classroom observations of 37 novice teachers ---------- 40 observations with 8 intern & mentor teacher Depth of explanation Connection to real world phenomenon Link between observable and unobservable features Use of theoretical components to explain a class of phenomena Dimensions of Rigor in Classroom Talk BSI Responding to and building on students’ scientific ideas PART Responding to participation structures and the building of a community STORY Responding to students’ lived experiences and building scientific stories Dimensions of Responsiveness in Classroom Talk

7. Levels of responsiveness in practice NARST 2011 Orlando7 Level 1- Teacher Responding to Students Level 2- Teacher Building a Responsive Classroom Level 3-Teacher and Students Supporting New Participation Structures across Contexts BSI Responding to and building on students’ scientific ideas PART Responding to participation structures and the building of a community STORY Responding to students’ lived experiences and building scientific stories S1: A red giant is a star that expands. S2: it’s basically a star that got big and it’s red. S3: It’s like a car that ran out of fuel. S1: How do you know that for sure? T: What is your evidence for running out of fuel? S1: A red giant is a star that expands. S2: it’s basically a star that got big and it’s red. S3: It’s like a car that ran out of fuel. S1: How do you know that for sure? T: What is your evidence for running out of fuel?

8. Levels of responsiveness in practice NARST 2011 Orlando8 Level 1- Teacher Responding to Students Level 2- Teacher Building a Responsive Classroom Level 3-Teacher and Students Supporting New Participation Structures across Contexts BSI Responding to and building on students’ scientific ideas PART Responding to participation structures and the building of a community STORY Responding to students’ lived experiences and building scientific stories T: What is your evidence for running out of fuel? S1: How do you know it is running out of fuel? What’s your evidence? S3: Hydrogen is running out. T: What is your evidence for running out of fuel? S1: How do you know it is running out of fuel? What’s your evidence? S3: Hydrogen is running out.

9. Levels of responsiveness in practice NARST 2011 Orlando9 Level 1- Teacher Responding to Students Level 2- Teacher Building a Responsive Classroom Level 3-Teacher and Students Supporting New Participation Structures across Contexts BSI Responding to and building on students’ scientific ideas PART Responding to participation structures and the building of a community STORY Responding to students’ lived experiences and building scientific stories

10. Funneling vs. Focusing ideas in practice High Rigor/Low Responsiveness High Rigor/ High Responsiveness Low Rigor/ Low Responsiveness Low Rigor/ High Responsiveness NARST 2011 Orlando10 Students’ ideas Science ideas Students’ ideas & stories Students’ answers Science answers Students’ answers Science ideas- theoretical & unobservable Science ideas- theoretical & unobservable

11. Website: http://tools4teachingscience.orghttp://tools4teachingscience.org In appreciation of funding from: 11NARST 2011, Orlando

12. A beginner’s repertoire Our understanding of a beginner’s repertoire of ambitious and equitable teaching looks like: 1) Most novice teachers beginning repertoire includes level 1 BSI and PART, they are not on the STORY scale-many times missed STORY opportunities 2) At the end of student teaching, some novice teachers working with students in small groups move up to a level 2 in BSI and PART and their practice is coupled with high rigor NARST 2011 Orlando12