Elementary

SAIL Garbage Unit

School, home, and neighborhoods make large amounts of garbage every day. In answering the driving question of the unit, “What happens to our garbage?”, students investigate a series of subquestions (e.g., “What is that smell?” and “What causes changes in the properties of garbage materials?”) that address a targeted set of physical science and life science performance expectations. Over nine weeks of instruction, students develop a coherent understanding of the structure and properties of matter to make sense of the anchoring phenomenon and to answer the driving question.

Author/Presenter: 
The SAIL Team
Lead Organization(s): 
Year: 
2019
Short Description: 

School, home, and neighborhoods make large amounts of garbage every day. In answering the driving question of the unit, “What happens to our garbage?”, students investigate a series of subquestions (e.g., “What is that smell?” and “What causes changes in the properties of garbage materials?”) that address a targeted set of physical science and life science performance expectations. This unit was developed with a specific focus on English learners by using an engaging, local phenomenon and design principles that capitalize on the mutually supportive nature of science and language learning.

Design Technology and Engineering Education (DTEEL) Curriculum

Design Technology and Engineering Education (DTEEL) for bilingual English Learner Students is a K-5th grade curriculum focused on language development through engineering design and problem solving. Each grade level includes a series of units focused on different aspects of engineering: Materials, Structures, Mechanisms, and Work & Energy. The last two grade levels add units that synthesize these engineering components with a Systems focus on Systems. Each lesson includes instructional strategies to strategically integrate language use and engineering content.

Author/Presenter: 
The DTEEL Team
Lead Organization(s): 
Year: 
2018
Short Description: 

Design Technology and Engineering Education (DTEEL) for bilingual English Learner Students is a K-5th grade curriculum focused on language development through engineering design and problem solving. Each grade level includes a series of units focused on different aspects of engineering: Materials, Structures, Mechanisms, and Work & Energy. The last two grade levels add units that synthesize these engineering components with a Systems focus on Systems. Each lesson includes instructional strategies to strategically integrate language use and engineering content.

Young Mathematicians Math Games

Fun and easy to use math games designed for children ages 3 to 6-years-old. Some games are quick and use everyday materials; others use a game board for more extended play. All of the games can be played multiple times and their difficulty can be increased or decreased to target a “just right” level of challenge for children as they gain proficiency.

Author/Presenter: 
The YM Team
Year: 
2021
Short Description: 

Fun and easy to use math games designed for children ages 3 to 6-years-old. Some games are quick and use everyday materials; others use a game board for more extended play. All of the games can be played multiple times and their difficulty can be increased or decreased to target a “just right” level of challenge for children as they gain proficiency.

Sensing Science Apps

Sensing Science has created several free educational apps for iPads to build conceptual understanding of matter and its changes in kindergarten students. Related resources and support materials are available.

Author/Presenter: 
The Sensing Science Team
Lead Organization(s): 
Year: 
2020
Short Description: 

Sensing Science has created several free educational apps for iPads to build conceptual understanding of matter and its changes in kindergarten students. Related resources and support materials are available.

Fraction Activities and Assessments for Conceptual Teaching (FAACT)

The Fraction Activities and Assessments for Conceptual Teaching (FAACT) instructional program is designed to support teachers’ insights into students’ conceptual understandings of fractions. The overall program goal is to foster a deep conceptual understanding of fractions as quantities for students with LD and math difficulty. FAACT is designed from validated learning trajectories, which consist of a learning goal, developmental stages of thinking, and activities designed to explicitly promote the stages of thinking.

Author/Presenter: 
Jessica Hunt
Alejandra Duarte
Kristi Martin
Juanita Silva
Jasmine Welch-Ptak
Year: 
2021
Short Description: 

The Fraction Activities and Assessments for Conceptual Teaching (FAACT) instructional program is designed to support teachers’ insights into students’ conceptual understandings of fractions. The overall program goal is to foster a deep conceptual understanding of fractions as quantities for students with LD and math difficulty. FAACT is designed from validated learning trajectories, which consist of a learning goal, developmental stages of thinking, and activities designed to explicitly promote the stages of thinking. The program also includes prompts for teachers to use to support students’ thinking as they solve problems. Finally, talk moves are included for teachers to use to facilitate conversation among students as they work in small group intervention settings.

Prompting Collaborative and Exploratory Discourse: An Epistemic Network Analysis Study

By encouraging elementary students to work collaboratively, they can gain essential skills such as perspective taking, conflict negotiation, and asking for and receiving assistance. Epistemic Network Analysis (ENA) is an analytic technique that provides an alternative to more typical approaches to analyzing and synthesizing coded dialogue. This study used an easy-to-implement prompting intervention in the context of collaborative (pair) programming with upper elementary students to demonstrate the potential of ENA to understand the impact of the intervention.

Author/Presenter: 
Jessica Vandenberg, Zarifa Zakaria, Jennifer Tsan, Anna Iwanski, Collin Lynch, Kristy Elizabeth Boyer, and Eric Wiebe
Year: 
2021
Short Description: 

This study used an easy-to-implement prompting intervention in the context of collaborative (pair) programming with upper elementary students to demonstrate the potential of Epistemic Network Analysis to understand the impact of the intervention.

NGSS-Aligned Assessment Tasks for Grades 3–5

This web-based portal offers free, technology-enhanced science assessment tasks for Grades 3-5. Designed for use by educators, researchers, and the public, the tasks are aligned to the NGSS performance expectations and have been developed with elementary teachers.

Development of these tasks and associated resources will be ongoing, throughout the duration of the project period. These updates may include new and revised tasks, tasks for additional performance expectations, task rubrics, and other teacher materials and guides to support classroom assessment.

Author/Presenter: 
Improving Multi-Dimensional Assessment and Instruction Project Team
Year: 
2021
Short Description: 

This web-based portal offers free, technology-enhanced science assessment tasks for Grades 3-5. Designed for use by educators, researchers, and the public, the tasks are aligned to the NGSS performance expectations and have been developed with elementary teachers.

Talk is the Ticket to Teaching Math to English Learners

This article describes one mathematics professional development program designed to support all K-5 students' engagement in productive mathematical discussions, in particular emergent multilingual learners.

Malzahn, K., Sztajn, P., & Heck, D. (October, 2019). Talk is the ticket to teaching math to English learners. The Learning Professional, 40(5).

Author/Presenter: 
Kristen Malzahn
Paola Sztajn
Daniel Heck
Year: 
2019
Short Description: 

This article describes one mathematics professional development program designed to support all K-5 students' engagement in productive mathematical discussions, in particular emergent multilingual learners.

Decomposing Practice in Teacher Professional Development: Examining Sequences of Learning Activities

In this paper, we analyze a PD design, examining its activities and the sequencing of professional learning tasks. We use a theoretical framework typically used in pre-service teacher education to understand the design of one PD program. Our overarching goal is to theorize about how to design PD and sequence professional learning tasks for practicing teachers.

Author/Presenter: 
Paola Sztajn
Daniel J. Heck
Kristen A. Malzahn
Lara K. Dick
Year: 
2020
Short Description: 

In this paper, authors analyze a PD design, examining its activities and the sequencing of professional learning tasks.

Controlled Implementations: Teaching Practice to Practicing Mathematics Teachers

In this chapter, we use the Framework for Teaching Practice (Grossman, et al., 2009) as a conceptual tool for analzying the design of professional development. Although initially developed to examine the education of prospective teachers, we contend that this framework is appropriate for analyzing and supporting the design of professional development. The framework consists of three elements: decompositions, representations, and approximations of practice.

Author/Presenter: 
Paola Sztajn
Lara Dick
Reema Alnizami
Dan Heck
Kristen Malzahn
Year: 
2020
Short Description: 

In this chapter, authors use the Framework for Teaching Practice (Grossman, et al., 2009) as a conceptual tool for analzying the design of professional development.

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