Are you wondering what your students are thinking in chemistry?
This opportunity is now closed.
Join other high school science teachers to explore how using eliciting and advancing questions can foster student discourse and deepen students' chemical thinking.
This engaging ten session professional learning experience focuses on the use of formative assessment to elicit and uncover students’ disciplinary thinking about important chemistry ideas. This series will offer teachers opportunities to investigate formative assessment and its usefulness for uncovering student thinking. Design and adaptation of formative assessments and interpretation of classroom discourse will be emphasized. This professional learning opportunity is funded through the National Science Foundation grant (NSF) Award 1621228, Assessing for Change in Chemical Thinking.
Participant Requirements:
- Teach at least one section of high school chemistry
- Attend 10 program sessions, 3 hours each
- Complete short assignments between sessions
- Video recording brief episodes of formative assessment activities in your classroom and analyzing student work
- Participate in the program evaluation process with TERC
- Complete all surveys as part of program evaluation
A $500 stipend will be paid upon completion of all course requirements.
This opportunity is now closed. Contact ACCTproject@umb.edu if you are interested in joining our teacher cohort OR Marianne Dunne at mdunne@bostonpublicschools.org(link sends e-mail)