This project builds on existing work on three-dimensional learning progressions in high school physical sciences to develop an artificial intelligence supported scoring system for student text and models. These tools will be used to support learning of electrical forces in an integrated curriculum with real-time feedback on formative assessment items. We report on early attempts to design coding rubrics for automatic scoring of explanations and modeling responses and outcomes of developing text classification models.

The project is extending a digital collaborative platform for networks of teachers to create, use, and share resources for planning, teaching, and reflecting. The resources online include problem-based curriculum, classroom artifacts from students, and resources created by teachers. We report on how teachers use the resources, collaborate with each other, and make instructional decisions. With more classroom resources being created online, the project will help understand how mathematics teaching can be best supported.

This project involves four strands of work: (a) investigating teachers’ engineering instruction, (b) developing a framework of conceptual understanding of engineering education for students with ESN, (c) conducting research to support universally designed engineering instruction and materials, and (d) producing and disseminating the instructional support framework and materials. Insights from project research will be used to further refine professional learning materials to better support teachers' ability to support engineering focused behaviors of students with ESN.

In this project, we are developing strengths-based formative assessment tools to support students’ use of the crosscutting concepts (CCCs) in phenomenon-based science learning. We have used the practice of Developing and Using Models as a window into student use of the CCCs, co-developing instructional supports with participating teachers. We are now connecting these supports to aspects of the formative assessment process (e.g., visualizing success, eliciting evidence of student thinking, providing feedback, and cultivating student self-assessment).

In this session, we share our conceptualization of an Equitable and Interactive Mathematical Modeling (EIM2) program that positions students as decision-makers in their own learning. Students engage in equitable mathematical modeling, a process of using mathematics to analyze and quantify scenarios through a lens of equity. The program involves collaborations with middle school students, a professional learning community series with their mathematics teachers, and the creation of a free online platform that hosts EIM2 modules.

This poster will present the NSF funded project entitled CAREER: Situating Computational Learning Opportunities in the Digital Lives of High School Students. This project explores ways to use the data that high school students create and consume daily to situate foundational data science ideas.

Working in two high-needs urban school districts, Doing the Math refines and researches a mathematics professional development model for paraeducators in grades PK-3 through ongoing PD designed to enhance pedagogical content knowledge and mathematics teaching self-efficacy. This work also provides opportunities to support pathways to teaching, address the critical teacher shortage and diversify the teaching pool. Program sustainability is supported through integration in PD of classroom teachers, mathematics coaches, and use of PD graduated paraeducators.

“Dimensions of Success: Transforming Quality Assessment in Middle School Science and Engineering” aims to update and expand the Dimensions of Success (DoS) quality observation tool (created for informal science learning settings under NSF Award #1008591) to middle school science and engineering classrooms. This project will create a sustainable and scalable system of support for teachers as they 1) implement current science and engineering standards, and 2) create classroom cultures that are equitable and inclusive.

The goal of this project is to develop and test an online professional development (PD) platform, Science Comprehensive Online Learning Platform (SCOLP), against traditional face-to-face (F2F) PD to build the capacity of rural teachers to collaborate and support the successful implementation of Toward High School Biology (THSB) in their own settings through online job-embedded professional learning.

We are utilizing a novel form of professional learning--Technology-Mediated Lesson Study--to support rural science teachers' professional networks and capacity for 3D science teaching. We are studying changes in teacher practice, and changes in their professional social networks. The teachers are producing 3D lesson plans responsive to rural students' cultures, interests, and needs.