By June 2016 participants will implement research-based practices for supporting students to develop a solid understanding of science concepts before engaging in target science language practices.
How do your students talk about science? How can you use their language practices as a resource? This group will engage new and veteran science teachers in discussing student talk samples from a strengths-first perspective. We will explore research-based practices for supporting student understanding before requiring target science language practices to explain phenomena. Participants will also unpack the language demands of the NGSS. This course will be relevant to all 6-12 science teachers, especially those who teach English Language Learners / Emergent Bilingual Students.
Science Talk Meetings:
PLDL Kickoff: Thursday 10/22/15: 5:00-8:00pm
Session 1: Saturday 10/31/15
Session 2: Online, complete at your own pace
Session 3: Saturday 12/5/15
Session 4: Online, complete at your own pace
Session 5: Saturday 2/6/16
Session 6: Online, complete at your own pace
Session 7: Saturday 4/16/16
Session 8: Online, complete at your own pace
(The in-person sessions will be from 9am to 12noon at Stanford.)
Keywords: science, STEM, language, literacy, ELL, Bilingual, NGSS
|Audience: 6-8 Teachers, 9-12 Teachers||Duration: Monthly, 2015-2016 School Year|
|Format of Course: Blended (Face-to-Face and Online)||Cost: $200|
|Units: 3||Status: Open|
Location: Stanford University, Online Portal
Catherine Lemmi Catherine Lemmi is a PhD student in Science Curriculum and Instruction at the Stanford GSE. Her work investigates science teaching for students who are designated as English Language Learners. Her current project explores how teachers make sense of what their students know. Before beginning her doctoral work, Catherine was a substitute in Memphis, taught ESL in Japan for two years, and spent five years teaching Biology, Integrated Science and IB Environmental Systems and Societies at Sequoia High School in Redwood City.