PROFESSIONAL LEARNING SESSION

La Queitta Hill
Based on the adult learning research provided in the literature
readings, I would suggest the following professional learning activity
for science teachers. To address adult learner characteristics, it is
designed to be self-directed, goal oriented, relevancy oriented,
practical, and respectful.
The professional learning activity is self-directed. The topic of the
activity is determined through a survey and assessment of NGSS
knowledge and instructional strategies used in the classroom. A
facilitator guides learners through a 2-hour inquiry based procession of
activities that builds knowledge through discourse and reflection.
Learners are actively involved in the entire 2-hours, even in the 10minute Quick Lecture, which requires them to stand clustered at the
white board.
The professional learning activity is goal oriented. It addresses an
immediate need to shift classroom instruction to meet the needs of the
NGSS. The goal is explicitly communicated to the learner.
The professional learning activity is relevancy oriented. Through an
inquiry and experiential process, the learners explore and determine
their own meaning for why discourse is fundamental to building
knowledge. Not only is the topic applicable their work, the structure
and strategies of the professional learning activity are equally useful.
In its familiar setting, it becomes a model of classroom instruction
where the content could easily be changed to the academic subject
that they teach.
The professional learning activity is also practical. Its learning
activities are chosen for their immediate application. Not only is the
content, structures, and strategies modeled, the facilitator explicitly
explains how to use them in the classroom and provides appropriates
handouts. Furthermore, coaching will be provided to ensure that
learning is retained and transferred to their classrooms.
Lastly, the professional learning activity is respectful. Learners are
respected as professionals with a wealth of experience and knowledge.
The learning activity provides ample encouragement and opportunity
for them to enrich the experience with their perspectives. The
facilitative structure removes hierarchal roles allowing everyone to
learn together.

Science Discourse PD
BACKGROUND:
Science teachers will need to make many instructional shifts to meet the
Common Core State Standards (CCSS) & the New Generation Science
Standards (NGSS). One of the biggest and shifts is to increase student
discourse in the classroom. Based on a teacher survey and instructional
assessment, the following needs should be addressed in the professional
learning activity:
An understanding of why instructional shifts must occur
Ideas for how to get students talking
Accountability measures for student talk
Model for what student discourse looks like in the classroom
o All teachers primarily use direct instruction, except during lab
time
ICE BREAKER: 15 minutes
Speed Dating
o Introduce yourself and interview partner
o Switch and repeat 4 more times for 1 min each rotation
Class Discussion
o How speed dating could be used in class?
Anxiety Check:
o Write down on post-it one reason why students may experience
anxiety when sharing
o Exchange post-it several times so you dont know who has it
o Class share out what is written on the post-it you received and
ways to alleviate fears
o T-Chart
Feelings, Fears, & Attitudes
Moves to Alleviate Fears

VS

Teacher

ENGAGE: 15 minutes
Observe Phenomena: Analyze two photos (Inquiry/Discourse vs Direct
Instruction)
o Independently write down all thoughts, observations, inferences,
and questionsthen write down the main question that is most
pronounced in your thoughts.
o How can you represent the data?
Share thoughts, questions, and ideas with your group
o Use the Discussion Diamond form to record your groups
responses.

o Based on your shared ideas, write a statement/quote that

represents what these photos say about student learning.
o Paste your Discussion Diamond in the top right corner of your
poster paper.
Whip Around Class Share-Out

EXPLORE: 30 minutes
Video Overview of Ambitious Science Teaching
o http://ambitiousscienceteaching.org/get-started/
o Take notes from the video; our focus is anything regarding
student discussion.
What is happening/strategy being used, what are teachers
doing, what are students doing, goal of strategy, category:
discourse or student talk
o Stop and do Quick Pair Shares at 5 and 10 min of video
Using Each Team Members Notes Collaboratively Create a VennDiagram on the poster paper Comparing/Contrasting Student Discourse
& Student Talk.
Using your Anxiety T-Chart, Diamond Statement, & Venn-Diagram
Develop a Process for Facilitating Discourse (a series of actions or steps
taken in order to achieve a particular end).
Gallery Walk: Peer Review (Sticky Notes)
o Edit your discussion process after reading peer feedback
EXPLAIN: 15 minutes
10 min Mini-Lecture
(up at board)
o Why is Discourse Important?
o Student Discourse vs Student Talk
o How to Facilitate Student Discourse
Create Culture & Norms that provide Safety
Practice Discourse Strategies
Increase Discourse Opportunities with Structures
Copy and process notes and thoughts (back at seats)
ELABORATE: 30 minutes
Socratic Seminar
o Prep for seminar with Close Reading of texts
Text: Educating Informed Citizens
Text: The Promise of Critical Thinking
o Seminar Prompt: If I Truly Believe in Educating My Students,
What Does That Mean for my Classroom Regardless of which
Standards are in Place?
EVALUATE: 15 minutes

Reveal all the strategies used in workshop

o Student Discourse, Note-booking for Information Processing, 5E
Lesson Planning
o Explain the idea of embedding application content in
instruction
o Discuss appropriateness of each strategy in the classroom
Inform participants of resources to use strategies in classroom
o Article: Never Say What a Kid Could Say
Reflect on learning Quick-Write & Whip Around
Complete Survey
NOTEBOOK PROCESSING GUIDE

Page 1

Table of Contents
10 min

Page 2
Discourse)

(Processing: Draw a Picture that Summarizes the 3-Features of Great Science

Safety, Structure, & Strategy

Page 3

Anxiety T-Chart
5min 10 min
Feelings, Fears, & Attitudes > Teacher Moves to Alleviate Fears

Page 4

(Processing: Define How Discourse Affects Student Learning)

Page 6

(Processing: Group Venn Diagram & Peer Review)

Page 7

Explore: Video Overview of Ambitious Science Teaching

30 min 40 min
http://ambitiousscienceteaching.org/get-started/
Take notes from the video; our focus is anything regarding student
discussion.
o What is happening/strategy being used, what are teachers
doing, what are students doing, goal of strategy, category:
discourse or student talk
Stop and do Quick Pair Shares at 5 and 10 min of video
Using Each Team Members Notes Collaboratively Create a VennDiagram on the Poster Comparing/Contrasting Student Discourse &
Student Talk.
Using your Anxiety T-Chart, Diamond Statement, & Venn-Diagram
Develop a Process for Facilitating Discourse (a series of actions or
steps taken in order to achieve a particular end).
Gallery Walk: Peer Review (Sticky Notes)
Edit Process after Reading Feedback

Page 8

(Processing 10-2 Mini-Lecture)

Page 9

Explain: 10-2 Mini-Lecture

10 min
Why is Discourse Important?

Student Discourse vs Student Talk

How to Facilitate Student Discourse
o Create Culture & Norms
o Practice Discourse Strategies
o Increase Discourse Opportunities with Structures

Page 10

(Processing Socratic Seminar)

Page 11

Elaborate: Socratic Seminar

15 min
Outside members jot down interesting comments

Page 12

Evaluate: Processing/Wrap Up:

5 min 10 min
Student Discourse, Notebooking for Information Processing, & the
5E Lesson Plan
Never Say What A Kid Can Say! (Best way to StartIf all this is too
much)

Materials:

Comp books
Popsicle Sticks
Norms Social Skill T Chart
Fear Paper slips and a bag to mix them up in
Anxiety/Teacher Moves T-Chart
Discussion Diamond Sheet
Chart Paper
Glue Sticks
Markers
Pens/Pencils
Video of Discourse
Sticky Notes
10-2 Mini Lesson Chart Paper (Ready to go in Pencil)
o SEPs Chart Paper
Never say what a kid can say article