This book explores how to support student sensemaking of science concepts. It includes specific vignettes, examples, and practical suggestions for implementing in the classroom.

This microcredential represents educators' participation in effective curriculum creation, revision and adoption of SEEd standards. This stack of microcredentials fulfills one of the requirements of the pathway for the Secondary Science Endorsement.

A teacher friendly research document that explains the three dimensions of science including science and engineering practices, crosscutting concepts, and disciplinary core ideas. Each dimension as well as their specific progressions from grades K to 12 is explained in depth within its own chapter. The disciplinary core ideas are grouped into major disciplines (i.e., Physical Sciences; Life Sciences; Earth and Space Sciences; Engineering, Technology, and Applications of Science). Each discipline is explained in a separate chapter. The report also describes developmentally appropriate learning progressions. Additionally there are chapters on important topics such as integrating the three dimensions (Ch.9), Implementation into the classroom (Ch.10), Equity and Diversity (Ch.11).

This book explores each of the Science and Engineering Practices in detail with examples used in the classroom. Ch 4 and 14 discuss strategies to help facilitate student sensemaking. Schwarz, Chrstina V, Passmore, Cynthia, & Reiser, Brian J. (2017). Arlington, VA: NSTAPress.

This microcredential represents educators' implementation of effective instructional models to support student sensemaking. This stack of microcredentials fulfills one of the requirements of the pathway for the Secondary Science Endorsement.

This microcredential represents educators' integration of other content areas, including mathematics, ELA and engineering into secondary science instruction to support all learners. This stack of microcredentials fulfills one of the requirements of the pathway for the Secondary Science Endorsement.

This microcredential represents educators' consistent and effective development of safe learning environments to support student sensemaking. This stack of microcredentials fulfills one of the requirements of the pathway for the Secondary Science Endorsement.

This microcredential represents professional educators' contribution to projects and organizations focused on improving science teaching and learning. These educators understand how to be reflective practitioners who review their instruction and seek constant improvement. Professional educators also identify and participate in ongoing professional learning opportunities to improve classroom instruction practices and deepen their knowledge of the discipline, both in content and pedagogy. This stack of microcredentials fulfills one of the requirements of the pathway for the Secondary Science Endorsement.

In a phenomena-focused, 3D approach to science learning, students use science practices to consider each other’s ideas based on available interpretations and evidence. To promote deep and equitable learning, plan purposefully to ensure that the various perspectives that students bring to making sense of phenomena are solicited, clarifed, and considered. It is important to support students as they develop a shared understanding of the diferent perspectives in the group.

The use of student-to-student collaboration and interaction through discourse is a critical skill students must develop and is central to effective student learning. This microcredential represents educators' ability to effectively met these goals in their classroom.

This microcredential represents educators' use of three dimensional classroom instruction to drive learning through student sensemaking. This stack of microcredentials fulfills one of the requirements of the pathway for the Secondary Science Endorsement.