Educator Courses

Designing for Learning: Science

  • Dates

    March 1 - March 5, 2021
  • Cost for members

  • Cost for non-members


    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. After meeting course requirements, you are eligible to receive a digital credential in the form of a course badge demonstrating your accomplishment in completing Designing for Learning: Science. This can be shared on your resume and on social media platforms such as LinkedIn.

    Who It's For

    Designing for Learning: Science is applicable to 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

    What You'll Learn

    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


    This course will be facilitated by the GOA Professional Learning team, GOA Faculty Member, Learning Design Coach and science teacher Jessica Gould, and GOA Learning Design Coach and former Chemistry teacher, Jake Clapp. You can see Jake and Jessica's bios on our team page.

    What Our Community is Saying

    • GOA is a leader in its field. Superb staff, inten­tion­al plan­ning, well-thought out and exe­cut­ed. A role mod­el for education.” Clyfe Beckwith Phillips Academy Andover
    • The most valu­able aspect of this course has been the way GOA has cre­at­ed an expe­ri­ence that allows edu­ca­tors to eas­i­ly iden­ti­fy strate­gies that are acces­si­ble and man­age­able, and build on our expe­ri­ence as edu­ca­tors rather than trans­form us into peo­ple who are stu­dents would­n’t recognize.” Matthew Bobo Fordham Preparatory School
    • Heard at an after­noon team meet­ing dis­cussing design­ing online learn­ing: This is going to raise the bar for our stu­dents and make me a bet­ter teacher!’ ” Nancy Lang The New School

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