Professional Learning

Want lessons to focus on real-world scenarios?
Want students to make sense of those scenarios using real science practices and ways of thinking?
These workshops are for you!
We support all grades and content areas.
*Browse offerings below.*

INTRODUCTION TO PHENOMENA

In this first-touch workshop, you will explore the use of phenomena in lessons and activities aligned to the Next Generation Science Standards (NGSS) and similar K-12 Framework-based standards.

We place you in the role of a student scientist to review the structure and intent of these standards.
We dig deep into phenomena, discussing criteria, characteristics, and pitfalls.
You will evaluate examples of stand-alone phenomena and phenomena associated with published resources, discussing the alignments and merits of each.
You will evaluate activities in published resources, focusing on the phenomenon, student use of the three dimensions, and student-centered learning.
In the end, you will have a process to help you determine if a curricular resource aligns to your state's standards and whether it includes a phenomenon or anchor that will work for you.

Introduction to Phenomena involves eight contact hours, plus time spent on assignments. We offer it in online blocks that you can schedule as you like. We will customize the content for your group (e.g., for partipants in Hawaii, we focus on the NGSS; for participants in Pennsylvania, we compare the NGSS to the new STEELS standards). We can also come to you and run it on site over two days, which allows for more interaction. In addition, we offer a one day in-person version that covers about half of the material and has no assignments.

View scheduled special online sessions for individuals.

Download a flyer with objectives and goals.

Download a handy list of all our workshops.

Standards & Phenomena I: Evaluating Activities

In this professional learning workshop, you will evaluate phenomenon-based activities aligned to the NGSS and similar K-12 Framework-derived three-dimensional (3D) performance expectations.

We discuss how 3D standards change the concept of student proficiency.
We review the structure, progressions, and student-centered intent of 3D standards.
We introduce student proficiency goals as a tool for understanding connections among the three core dimensions of a standard.
We review phenomenon characteristics and criteria.
You will learn to map a phenomenon to a standard's proficiency goals and then use this method to select workable phenomena for your lessons.
You will evaluate curricular resources, looking for standards-aligned, phenomenon-based, student-centered activities.
You will explore modifying the lessons to ensure agreement among the standards, the phenomenon, and the student tasks.
You will choose a lesson, evaluate it, and map it to a common learning model (e.g., 5E).
In the end, you will have a process to help you evaluate and adjust lessons so that they will work for you. In addition, you will take home an adjusted lesson that lets your students address a real-world example using actual science practices and ways of thinking.

Standards and Phenomena I involves sixteen contact hours, plus time spent on assignments. We offer it over two in-person days or via online blocks that you can schedule as you like. We also offer a three-day version that allows you to dig deeper into both student proficiency and your final project. We customize the content based on enrollment.

S&P I works best if it follows Introduction to Phenomena or if participants are well versed in 3D standards and the use of phenomena in a student-centered classroom.

Download a flyer with objectives and goals.

Download a handy list of all our workshops.

S&P Bundle

We can bundle Introduction to Phenomena and S&P I into a three-day in-person session.

Doing so eliminates the need to review Intro material in S&P I so we can cover additional topics.

Standards & Phenomena II: Classroom Assessments

In this advanced workshop, you will study phenomenon-based questions and prompts that assess components of K-12 Framework-based three-dimensional (3D) performance expectations.

We review phenomenon criteria/characteristics and the structure and student-centered intent of 3D standards.
We review how student proficiency for 3D standards differs from previous concepts.
We discuss best practices in measuring student progress in the classroom.
You will evaluate phenomena and review classroom assessments where students use combinations of the three dimensions to address those phenomena.
You will examine phenomenon-based classroom activities and consider logical assessment points within them, and you will study the associated rubrics.
You will draft assessment questions and prompts for 3D-aligned, phenomenon-based activities.
In the end, you will have experience drafting questions and prompts for various phenomena.

S&P II should follow S&P I.

S&P II involves sixteen contact hours. We offer it over two in-person days or via online sessions that you can schedule as you like. In addition to customizing for your specific content needs, we can negotiate a version with additional contact hours or follow up meetings.

Download a flyer with objectives and goals.

Download a handy list of all our workshops.

Digging into 3D Standards

For alumni of S&P I, we offer discussions of student proficiency and possible phenomena for an individual K-12 Framework-based performance expectation of your choice.

Writing Activities in Three Dimensions

This workshop provides instruction and practice in the design of phenomenon-based activities aligned to K-12 Framework-based 3D standards.

The first part consists of Introduction to Phenomena, S&P I, and some aspects of S&P II (including deeper explorations of what student proficiency means in terms of 3D standards and the concept of linking related phenomena together under coherent anchors).
We examine classroom activity sets for possible assessment points, brainstorm phenomena, and sketch out sets of activities designed to allow students to use logical combinations of the three dimensions to address those phenomena.

Writing Classroom Activities in Three Dimensions involves 40 in-person contact hours. It is an intensive five-day experience. We will work with you in arranging the days of the workshop to best match your needs.

Download a handy list of all our workshops.

Writing Assessments in Three Dimensions

This advanced workshop provides instruction and practice in the design and writing of phenomenon-based performance task assessments aligned to 3D standards, at the classroom formative and summative levels.

The first part consists of S&P II, with the addition of deeper training on best practices in evaluating student performance and discussions of bias and sensitivity in assessment writing.
From there, participants examine classroom activity sets for possible assessment points and begin writing and peer-reviewing assessment questions and prompts for selected standards (these are focused on phenomena that are presented to participants and on phenomena that they brainstorm themselves).

This workshop should follow S&P I.

Writing Assessments in Three Dimensions involves 40 in-person contact hours. It is an intensive five-day experience. We will work with you in arranging the days of this workshop to best match your needs.

Download a handy list of all our workshops.

Using Phenomena in Non-NGSS States

In this first-touch workshop, we explore using science phenomena within classroom activities and lessons.

We begin with a sample classroom activity to review the structure of your state's standards.
Then we dig into phenomena, exploring criteria, characteristics, and pitfalls.
You will evaluate examples of stand-alone phenomena and phenomena associated with published resources, discussing the merits of each.
You will explore the differences between phenomena and anchors.
In the end, you will have a process for determining if a given curricular resource is aligned with your state’s standards and if it is built around an appropriate phenomenon.

Using Phenomena in Non-NGSS States involves eight contact hours, plus time spent on assignments. We offer it in online blocks that you can schedule as you like. We can also come to you and run it in-person over two days so there is time to complete assignments during the session. Additionally, we offer a "light" in-person version, which is run over a single day and has no assignments.