Noticing and interpreting in chemistry classroom talk
Upon noticing the substance of their students' chemical thinking, a teacher may decide to either advance their students' thinking or to elicit further chemical thinking toward a curricular aim. Here we will consider the stances that teachers may take in their noticing and interpreting according to the formative assessment model of enactment. This model was derived from rigorous analysis of classroom videos of experienced science teachers (many of whom are chemistry teachers, most are teacher leaders in their school district) doing formative assessment activities with their students. Excellent science teachers have a broad repertoire and use all of these different kinds of teaching moves in different moments, depending on the in-the-moment purposes that teachers have which are shaped by knowing the specific students and the challenges they are facing at that moment, as well as in the context of the overall lesson purposes.