Student hat activities and planning-reflection tools support teachers' curricular sensemaking, content understanding, and empathy with student experiences¶

Claim · All claims
Evidence · 2 studies · 1 review r2, 1 qualitative r? · q1
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Student hat activities supported teachers' learning about science content ideas, their students, and the OpenSciEd instructional approach. → student-hat-learning q1 i? Discussion planning and reflection cycles helped one teacher navigate tensions between planned coherence and coherence from the student perspective. → planning-tool-tensions

Evidence¶

student-hat-learning¶

McElhaney, K. W., Mills, K., Kamdar, D., Baker, A., & Roschelle, J. (2023, March). A summary and synthesis of initial OpenSciEd research: Updated version [White paper]. Digital Promise. https://doi.org/10.51388/20.500.12265/171

q1 · i? · review · r2

Analyses of video recordings of teachers in student hat activities during PD workshops and teacher interviews (Lowell, 2022; Lowell & McNeill, 2020), summarized by the review; qualitative, no effect sizes.

"These analyses revealed that the student hat activities supported teachers' learning about science content ideas, their students, and the OpenSciEd instructional approach."

planning-tool-tensions¶

McElhaney, K. W., Mills, K., Kamdar, D., Baker, A., & Roschelle, J. (2023, March). A summary and synthesis of initial OpenSciEd research: Updated version [White paper]. Digital Promise. https://doi.org/10.51388/20.500.12265/171

q1 · i? · qualitative · r?

Case study of one teacher using the discussion planning tool across all three discussion types, summarized by the review; planning supported noticing tensions between equitable participation and conceptual depth, time constraints, and epistemic ownership.

"Mr. Kelly navigated "tension between the coherence that was planned for in the storyline materials and his enactment of these materials in a manner that is coherent from the student perspective" (Cherbow & McNeill, 2022, p. 20)."

Discussion¶

Related Claims¶

• OpenSciEd curriculum design goals, especially coherence from the student perspective, come into tension during unit design — related
• OpenSciEd enactment faces key challenges: project fatigue, unit length and pacing, pseudoagency, and gaps in student sensemaking practices — related
• Co-design tools for standards analysis, student-interest data, and launch rehearsal support balancing standards alignment with student interests — related
• Collaboration with experts during design and enactment contributed to the quality of designed artefacts and to teacher learning across all three cases — related
• Professional learning and other teacher supports are perceived as foundational, addressing root causes of many OpenSciEd practitioner challenges across adoption, enactment, and assessment. — related