Designing for Learning: Science

Registration for this course is closed. Please stay tuned for the next offering of this course. Thank you.

As science educators transitioned to hybrid and online teaching, questions unique to the context of science courses quickly emerged, such as “How might we demonstrate and apply hands-on scientific processes and practices?” and “How might we support scientific inquiry?” Designing for Learning: Science takes a deep dive exploration into designing for access and equity, developing valid and authentic assessments, planning asynchronous and synchronous science experiences, implementing real-world problem solving, and making student learning visible. Through the lens of science content, this course prioritizes equitable design and student-centered pedagogies that apply no matter where students are learning.

Grounded in teacher and student voices and examples across secondary grade levels (5-12), this one week course invites science educators to explore resources, consider applications, and participate in community conversations. Science educators will walk away with creative solutions for translating content-specific experiences from in-person to online and hybrid in ways that prioritize equity and access.

This course is applicable for science educators across middle and high school grade levels (5-12) and contexts. An estimated 4-6 hour time commitment, it is intentionally designed to be:

• Adaptable: Provides examples and insights across science disciplines
• Collaborative: Ideal for teachers, school teams, and instructional coaches
• Flexible: Fits within a teacher schedule; you choose your time commitment and when you will engage in this entirely asynchronous experience
• Personalized: Apply what you need to your own course and context; choose between resources, strategies, activities, and discussions
• Practical: Take what you’ve learned and apply it immediately to your teaching practice

Strategies for (in a science classroom context):

• Conducting synchronous and asynchronous learning experiences
• Content curation
• Designing assessments for learning
• Increasing engagement and meaningful collaboration
• Making student learning visible
• Planning accessible, interactive, and navigable learning experiences
• Redesigning the science lab experience
• Supporting students in developing and exercising agency
• Translating what works in-person to hybrid and online