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  • It’s Time for Science Podcast Episode 26: Cross-Cutting Concepts and Sense-Making Discussions

    It’s Time for Science Podcast Episode 26: Cross-Cutting Concepts and Sense-Making Discussions
    2025/08/15
    It's Time for Science, and it's time to talk about cross cutting concepts and sense-making discussions! Tom talks with Dr. Samantha Messier and professional learning specialist Leslie Lausten about those deep fundamental ideas that span across all science disciplines and how to facilitate students making sense of the data they collect while engaging with phenomena and cross-cutting concepts. Dr. Samantha Messier is a retired educator and biologist from Boulder, Colorado. She served as Director of Standards and Instructional Support for the Colorado Department of Education and in multiple roles for the Boulder Valley School District, including Science Director and Assistant Superintendent for Instructional Services and Equity. Her Ph.D. research was on the evolutionary ecology and behavior of termites. Tom begins the discussion with Dr. Messier on cross-cutting concepts (CCC) and making sense of data, with discussing how one of the most critical components of a science-learning experience for a student is making sense of what they’ve experienced in the classroom. Tom and Dr. Messier talk about how, as educators, we often think of aiming towards a specific performance expectation (PE), but that PE almost always weaves together discipiinary core ideas (DCI), practice, and CCC; how those CCC provide connections across multiple disciplines of science; how we ultimately want students to be able to apply to different contexts and solve different types of problems; CCC help to build conceptual frameworks, which help students to better understand, organize their thinking, and retrieve ideas more easily. They talk about CCC across grades and how CCC change and deepen; Dr. Messier talks about her own deepening of understanding in college, using structure and function as an example; how beginning or less experienced teachers can work at helping students with sense-making; how as a teacher do you help students develop conceptual understandings and move on to the next level?; the importance of high quality instructional materials (HQIM), naming FOSS and the resources FOSS provides in helping facilitate sense-making through clear storylines; examining the DCI and CCC before beginning instruction to understand where a lesson is going; rephrasing DCIs in student-language, how students might say it in their own words, as one way of preparing to teach; how to help teachers with concerns that data collection will go awry–pay attention to groups as they collect data and help facilitate adjustment if needed; the learning opportunities presented by conflicting sets of data from different groups–how do we figure out which outcome is better supported by the data?; the importance of asking good questions as a teacher, rather than understanding all aspects of the science; how teachers might apply CCC to their local context to give students immediate and concrete pieces that relate to their everyday lives–science is literally everywhere! Leslie A. Lausten has a rich background in science instruction. She taught multiple elementary grades, was a literacy coach and science lead teacher for over 30 years in Virginia. She has an MEd in Science Education (K-8) and a Reading Specialist endorsement. Currently, she is the East FOSS Professional Learning Specialist and enjoys helping teachers implement best practices into their science classrooms through meaningful experiences and sensemaking. Tom and Ms. Lausten continue the CCC and sense-making conversation, beginning with discussing how sense-making is something many folks just don’t understand the importance of when teaching a lesson; how science can help interdisciplinary connections; the importance of sense-making in all disciples; demystifying CCC–how are we already doing those things in other disciplines, and how can we transfer that to science?; the importance of HQIM in helping structure sense-making for students; how the exploration of concepts changes across grades, but also how it stays the same; how sense-making routines stay the same across grades, allowing teachers to adjust for content and level while keeping a set routine they know; and what teachers new to sense-making will want to think about when beginning. Ms. Lausten recommends watching the following videos to learn more about how crosscutting concepts and making-sense of data are addressed in FOSS: Crosscutting Concepts in FOSS Grades K-5 https://vimeo.com/389559289 Middle School https://vimeo.com/389565092 Sense-Making in FOSS Grades K-2 https://vimeo.com/389370070 Grades 3-5 https://vimeo.com/389368584 Middle School https://vimeo.com/389378464 She also recommends visiting the FOSS Science upcoming events page to learn more about the EdWebinar, Sensemaking and Elementary Science: That Just Makes Sense! https://www.foss-science.com/resources/events/ Want to read more about our guests and catch up on the podcast? Visit our new and improved blog: https:...
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    32 分
  • It’s Time for Science Podcast Episode 25: A Multimodal Approach to Science Education through Noticing, Wondering, and Connections Routines

    It’s Time for Science Podcast Episode 25: A Multimodal Approach to Science Education through Noticing, Wondering, and Connections Routines
    2025/07/15
    Want to read more about our guests and catch up on the podcast? Visit our new and improved blog: https://www.foss-science.com/category/podcast/. It's Time for Science, and it's time to talk about the importance of activating prior knowledge and a multimodal approach to science education through establishing noticing, wondering, and connections routines! Tom talks to Dr. Joel Donna, professor of teacher education, about routines that help students access prior knowledge and lived experiences, setting the stage for learning by centering student thinking. They also discuss teachers leveraging their own prior knowledge, how AI might begin to fit in to the science classroom, and much more! Joel Donna is a professor of teacher education at the University of Wisconsin–River Falls, where he prepares future elementary through high school teachers to teach science by engaging students in doing science. After earning his degree from UW–River Falls, he taught science in Kasson-Mantorville, MN, then earned a Ph.D. in Science Education from the University of Minnesota. He served as STEM Specialist at the Minnesota Department of Education, overseeing Math Science Partnership Grants and leading state STEM initiatives. He’s been a Lecturer at the University of Minnesota, a Bush Fellow, and Assistant Professor of Physics at Winona State. He also founded 3Ring, a nonprofit supporting new science teachers. He’s taught science at elementary, middle, high school, and college levels, consults with schools, and has served on regional science education committees. He contributed to the development of the OpenSciEd middle school curriculum. His research focuses on curriculum design for teacher learning and exploring teacher purposes of teaching science. He has published five peer-reviewed articles and two book chapters and led over 20 professional development workshops for districts. He’s presented at 60+ teacher conferences. He lives in River Falls with his wife and son and enjoys time in the water. Tom talks with professor Joel Donna about the importance of activating prior knowledge—asking in the classroom what can we do together collectively as a science community?; how teachers coming into elementary science often believe they don’t have the experience or knowledge to teach science and how important it is to leverage a teacher’s prior knowledge, and then how modeling to do that with students. They discuss the the process of noticing, wondering, making some connections, slowing down, making space to see what we’re seeing and hearing and what does it make us think of and connect to; asking teachers to bring in relevant experiences to bridge to students experiences; how when we engage in routine, we have a goal together, and need to make space for time for students to think. Dr. Donna describes the silent count—waiting and giving students time to think, which positions the teacher as co-learner; following routines of noticing, wondering, making connections, and then into group discussion; how high quality instructional materials (HQIM) then fit in; positioning teachers as co-learner BOTH for the teacher AND students. They discuss the importance of no right answers in initially activating prior knowledge and how these techniques can be taken into other disciplines, such as social studies; the importance of HQIM and Dr. Donna's shift from thinking teachers should design materials to partnering with them in appraising and evaluating HQIM; the importance of facilitating sense-making. Tom and Dr. Donna talk about the importance of kids seeing themselves in science and valuing the experiences and language they bring; bringing in vocabulary after students have worked to make sense of phenomena using observations and data; dealing with phenomena-fatigue through connection to real-world experiences and thinking. How teaching is not about perfection; practice makes progress; how science can be a beautiful messy environment where we do the best we can to make sense of the world; and the essential importance of failure. They discuss leveraging AI within teacher pre-service; some ways to approach AI with both preservice teachers and students; what the teacher's role becomes with a space where AI can develop a reasonably complex model of phenomena; and how AI cannot replace teachers' role in collective sense-making work. How preparing students to listen to each other, beginning in kindergarten, helps them become not just more engaged students, but better members of society. It’s Time for Science! To get in touch with us, whether to offer some feedback, ideas for future episodes or reviews, or just to say hi, send us a message at itstimeforscience@schoolspecialty.com. We’d love to hear from you! Look for School Specialty and FOSS on X and Facebook. It’s Time for Science is produced by School Specialty and the Full Option Science System (FOSS) at the Lawrence Hall of Science, ...
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    42 分
  • It’s Time for Science Podcast Episode 24: student-centered learning and successful implementation

    It’s Time for Science Podcast Episode 24: student-centered learning and successful implementation
    2025/06/24
    It's Time for Science, and it's time to talk about student-centered learning and successful implementation! Tom talks to science specialists Lynn Gutzwiller and Rachael Coleman from Jordan School District in Utah about how they best support teachers and how they were able to use ELA and technology funds to help fund their science curriculum purchase. Tom then talks with international classroom teacher Kendra Villalpando about keeping students engaged and her love of science! Lynn Gutzwiller has worked in education for over 20 years, with extensive experience in middle school classrooms, administration, and instructional coaching. She holds a Master’s Degree in Curriculum and Instruction and multiple endorsements including Secondary English, Elementary STEM, Instructional Coaching, and Educational Technology. For the past 5 years, Ms. Gutzwiller has worked as a Science Specialist in Jordan School District. Her consulting work includes museums, universities, and school districts throughout Utah. After parenting 4 boys to adulthood, she enjoys exploring new places in Southern Utah and hanging out with her granddaughter. Rachael Coleman has taught middle and high school science for twenty years. For 6 years she has worked as a Science Specialist in Jordan School District. She holds Masters Degrees in Instructional Design and in Curriculum and Instruction, in addition to multiple teaching endorsements. Outside of work, Ms. Coleman enjoys outdoor adventures of any kind and spending time with her 4 children. Her consulting resume includes Discovery Gateway, Utah State Board of Education, Murray School District, School Specialty, Utah State University, and Canyons School District. Tom talks with science specialists Lynn Gutzwiller and Rachael Coleman about how they approach supporting teachers in science instruction, including building resources and professional development; their beginnings as classroom teachers; the importance of hands-on science (nothing better than doing something with your hands while your brain is engaged!); how doing things with your own hands and watching data change is so critical to analysis; how being able to touch and interact with supplies is critical to answering focus questions. They discuss their journey to implementing FOSS; beginning with looking for a curriculum based on SEP and CC (not just slid in at the end); how they knew going into exploring implementation that they didn’t have enough funds to purchase a curriculum just with science funds, so they included ELA in the conversation and decision, allowing them to use some ELA and tech funds to purchase FOSS. They discuss how ELA has their own curriculum in district and their work to balance science and ELA; how they've found that as kids are building vocabulary doing science, they’re able to access more difficult texts; the shift for teachers to introduce vocabulary in context during an investigation and how it helps students understand vocabulary better; the advantages to having a district-wide curriculum, better able to support that curriculum across 42 schools. They talk about how their visits to every school helps teachers who are less comfortable with science as well as those who have a wider understanding of science; the importance of professional development and what it offers to assist both new and established FOSS teachers; fostering collaboration between teachers; what it was like adopting during lockdown; their favorite FOSS modules; and how disappointed kids are when it’s recess! Kendra Villalpando has taught all over the world. Ms. Villalpando is a newer teacher, currently teaching upper elementary, who holds a master's degree in curricular instruction. Tom and Ms. Villalpando discuss her love of science; how science is best learned through active investigation; how she draws on her own childhood experiences with the natural word, bringing the spirit of curiosity and exploration to the classroom; the advantages of using hands-on science--talking specifically about her experiences using FOSS and how it mirrors her own approach. They discuss how she's set up science as something that all the class looks forward to; integrating science across all content areas; adding science writing to a formal writing space, as a “lab report," and how excited students are about the writing! Ms. Villalpando gives some examples of connecting science to the real world and historically. She discusses her experiences teaching internationally; her experience with FOSS allowing for access and success for all students and engaging all learners; as well as bringing in ELA and allowing for additional observation time and recording in notebooks. It’s Time for Science! To get in touch with us, whether to offer some feedback, ideas for future episodes or reviews, or just to say hi, send us a message at itstimeforscience@schoolspecialty.com. We’d love to hear from you! Look for School ...
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    36 分
  • It’s Time for Science Podcast Episode 23: STEM for All Students and Technology Integration

    It’s Time for Science Podcast Episode 23: STEM for All Students and Technology Integration
    2025/05/14
    It's Time for Science, and it's time to talk again providing access to STEM for all students and technology integration! Tom talks to Dr. Leena Bakshi McLean (founder of STEM4Real, and author of the book “STEM for All: How to Connect, Create, and Cultivate STEM Education for All Learners”) and Nicole Czaplicki, a principal in the Upper Dauphin Area School District. Dr. Leena Bakshi McLean is the founder of STEM4Real, a nonprofit professional learning organization dedicated to integrating science, mathematics, and STEM content with principles of justice-centered teaching and leadership. She has served as an adjunct professor of teaching methods and Universal Design for Learning at UC Berkeley and Claremont Graduate University. Dr. McLean is a former district and county-level administrator as well as a mathematics, science, and health teacher. She currently serves as the Director of Multicultural Education for the National Science Teaching Association (NSTA) and previously served on the CASE Board of Directors. A sought-after international speaker, global consultant, and trusted advisor to schools, districts, charter networks, and nonprofit organizations, Dr. McLean leads research at the intersection of equity and STEM education. Her work focuses on creating access and opportunity for every student, regardless of race, ethnicity, religion, or socioeconomic status. She is the author of the children’s book “There’s Something in the Water” and her latest book, “STEM for All: How to Connect, Create, and Cultivate STEM Education for All Learners.” Each year, she convenes education leaders from across the globe at the STEM for ALL Leadership Symposium, a powerful gathering dedicated to advancing equity, access, and opportunity in STEM education—for ALL, #4Real. Tom talks with Dr. McLean about the importance and interdisciplinary nature of stem; looking at art and history through a STEM lens; why it’s important for students from all backgrounds to see themselves in STEM and industry; looking at the gaps for where we are loosing different students as not a way to divide or pit us against each other, but questions we can ask so we can have some important conversations about what can we do to meet the needs of all students. They discuss teaching students to be real world change makers; Dr. McLean's experiences as a woman of color in STEM; what happens when students fail and how to help them learn from failure; the importance of all students seeing themselves in books, in STEM; how social media can fit in to online education; the power of combining pedagogy and leadership and being able to put both into practice together; the importance of connecting with administrators, teachers, and community members; and how to connect experiences for students, making experiences local and bringing excitement to STEM! Here are some of the links Dr. McLean discusses: STEM4Real Homepage: www.stem4real.org Children's Book: www.stem4real.org/book STEM for ALL Book: www.stemforallbook.com STEM for ALL Leadership Symposium: www.stem4real.org/symposium Nicole Czaplicki was a health & physical education teacher for 21 years at Halifax Area School District. In March of 2022, she joined Upper Dauphin Area School District and spent two years as a secondary instructional coach before becoming an elementary principal in February of 2024. She has two master’s degrees: one in Health Education and one in Educational Technology. Tom and Ms. Czaplicki discuss her background and the point when she was invited to help train teachers and introduced to FOSS, being asked to help with the transition to new state standards using FOSS; her transition to becoming a principal; the importance of hands-on learning and STEM; how providing more pathways to learning supports learning; the importance of technology integration; her use of anchor phenomenon videos to start out each FOSS investigation; the ease of having a technology piece (video) to start off a FOSS investigation and having it as a reference that can be easily revisited; how online assessments make it easier on students and teachers; the use of online activities when hands-on isn’t feasible--including some of the ways technology is integrated into FOSS Pathways. They discuss the way her district successfully brought in new FOSS Pathways units as a three year process; bringing in professional learning as a part of the process; how critical professional learning is for leaders and administrators, along with having an understanding of the pedagogy and theory behind a curriculum; and the importance of instructional learners to be trained to facilitate their teachers through the process. Ms. Czaplicki also discusses how when students are working in hands-on activities, she saw no behavior issues at all in the classroom; and closes discussing her district's impressive state test scores, which attribute to using FOSS; seeing an increase in test scores ...
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    49 分
  • It’s Time for Science Podcast Episode 22: Fostering Safe Hands-On Science Environments

    It’s Time for Science Podcast Episode 22: Fostering Safe Hands-On Science Environments
    2025/04/14
    It's Time for Science, and it's time to talk again fostering safeR hands-on science environments! Tom talks to safety expert Dr. Kenneth R. Roy (Director of Environmental Health & Safety for Glastonbury Public Schools in Connecticut) and 2025 Paul deHart Hurd Award winner Kenneth L. Huff! Dr. Kenneth R. Roy is currently the Director of Environmental Health & Safety for Glastonbury Public Schools (CT). In addition, he is the Chief Science Safety Compliance Adviser/Chief Safety Blogger for the National Science Teaching Association (NSTA) and the Safety Compliance Officer for the National Science Education Leadership Association (NSELA). He also serves as the manager and senior consultant for National Safety Consultants, LLC. He has published 13 recognized science and STEM laboratory safety books and manuals, and authored over 850 safety articles in professional journals and associations including NSTA, NSELA, CSSS, ITEEA and more, covering safety education focused on science, technology education and STEAM disciplines based on legal safety standards and better professional safety practices. Dr. Roy has been actively involved with aspects of risk management and mitigation for decades and is recognized as an ‘Expert Witness’ in litigation cases specializing in the area of legal liability in K-12 laboratories. His career in science and mathematics education has included many, many roles and research positions, and includes the teaching of chemistry, physics & mathematics at the high school level, biology and general science at the college level, and central office administration as a K-12 science curriculum director. Dr. Roy has received numerous professional acknowledgement awards over the years for his outstanding work in the field of science education. Tom talks with Dr. Roy about the importance of safety in the science classroom; Dr. Roy’s role as Director of Environmental Health & Safety for Glastonbury Public Schools; putting the “R” on “safe” through training and responsibility taking; why labs take some of the safety precautions they take through engineering controls; how teachers can make sure any necessary controls are in place before they teach; different kinds of hazards in a lab; how teachers who may have not be trained by their credential programs can be safer; naming some of the differences between elementary and middle/high safety issues; safety seminars they offer at NSTA as preservice; the importance of hands-on science for and explaining safety issues to students; the need for administrator support for safety; proper storage AND proper disposal; knowing the safety policies in writing for field trips and other outside time; surveying outside areas for any risks before bringing students; checking in with any outside speakers to make their presentations safer. Dr. Roy shares some stories of safety skirting; his origin story of why safety matters so much to him personally and professionally; some of the great safety resources available; and a reminder to always put it in writing! NMLSTA 2025 Paul deHart Hurd Award Winner Kenneth L. Huff has been a public-school science teacher for over 33 years and is currently teaching in the Williamsville Central School District in New York. He is also a Teacher in Residence with Harvard University-LabXchange. Mr. Huff served two terms on the National Science Teaching Association (NSTA) Board of Directors and as president of the Science Teachers Association of New York State and of the Association of Presidential Awardees in Science Teaching. He was a member of the writing team for the Next Generation Science Standards. Mr. Huff was awarded the NSTA Distinguished Teaching Award, National Science Education Leadership Association Outstanding Leadership in Science Education Award, State University of New York Buffalo State Distinguished Alumnus Award, and the Presidential Award for Excellence in Mathematics and Science Teaching. Mr. Huff is also a Fellow of the American Association for the Advancement of Science. He is an author of the book Engaging Students in Science Investigation Using GRC: Science Instruction Consistent with the Framework and NGSS. He has served the National Academies of Sciences, Engineering, andMedicine (NASEM) in multiple capacities including as Co-chair of the Teacher AdvisoryCouncil, on the Committee on Science Investigations and Engineering Design Experiences in Grades 6-12 and he presently serves the NASEM on the Collaborative on Advancing Science Teaching and Learning in K-12. He is a National Board-Certified Teacher in Science/Early Adolescence. Tom and Mr. Huff discuss Mr. Huff’s long career and how his interest in teaching began; challenges he faced as he began as a middle school teacher, and how his interest in space science helped him; they discuss his general approach to teaching and what’s inspired him; how he engages students with science content, including culturally scientific ...
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    54 分
  • It’s Time for Science Podcast Episode 21: Implementation Strategies

    It’s Time for Science Podcast Episode 21: Implementation Strategies
    2025/03/17
    It's Time for Science, and it's time to talk again about implementing elementary science effectively! Tom talks with the team from the Syracuse City School District about what they've done to have such a successful implementation of the FOSS Program. This well-oiled team consists of Science and Technology Director Dr. Dana Corcoran and elementary science instructional coaches Amy MacDonough and Ashley Blood. Dr. Dana Corcoran is the Science and Technology Director for the Syracuse City School District (SCSD), a role she has been in for the past 10 years. Prior to her current position, Dr. Corcoran served as the Supervisor of Science at OCM BOCES. Her extensive teaching experience includes both middle and high school science. Dr. Corcoran holds a degree in Biology from Utica College, a Master of Science in Teaching (MST) in Science Teaching from Le Moyne College, and both a PhD and a Certificate of Advanced Study (CAS) in Educational Leadership from Syracuse University. Her academic background and professional journey reflect her deep commitment to education and leadership in the field of science and technology. Dr. Corcoran is also an avid supporter of community engagement and lifelong learning, often participating in local science fairs, mentoring young educators, and staying updated with the latest advancements in science and technology. Throughout her career, Dr. Corcoran has been instrumental in ensuring that all elementary students, from kindergarten through fifth grade, receive comprehensive science programming. She has also been a key leader in the district's transition to the new New York State Science Learning Standards (NYSSLS). Amy M. MacDonough is from Syracuse; New York and has been working for the SCSD for 24 years. In the classroom 22 years, this is her 2nd year as an elementary science instructional coach. In her current role she has greatly enjoyed hooking teachers with the FOSS program. As a former student herself of the SCSD, up to 6th grade, she's thrilled to be giving back. "It's so cool to see their students with materials and being engaged with their learning." Ashley Blood is an elementary science instructional coach for the SCSD. Prior to this role she was an elementary teacher for ten years both in her home state of Alaska and in Syracuse. She is a passionate science educator, as she sees the incredible benefits to her students. Tom begins the discussion with the SCSD team talking about why science education is so important, the importance of a scientific literate community; talking about learning gaps in their district; and how often science instruction is the most exciting for many kids. Students who don’t have a lot of success in school in general can come in and feel successful in science. They discuss Dr. Corcoran's hiring; how she worked to get instructional coaches out of the classroom and working full time; and the need she saw to get consistency across schools and the need to bring in a strong curriculum program. They talk about the importance of instructional coaches in helping teachers get going; their journey to adoption and getting teacher buy-in, implementing small and then expanding to other grades; getting teachers excited; and how FOSS specifically helped students become engaged and get teacher buy-in to teaching science. They continue talking about how teachers learn about management and where to go for help; the PLC work they do helping teachers understand concepts and breaking various concepts down; and making sure new teachers get the support they need. They talk about how teachers are always surprised that there’s really something for kids at all levels to do in science; their successes with students; and hearing over and over again about kids who aren’t necessarily successful in other areas being engaged with science. Even kids that may not be fluent in English can draw, understand, and explore. Tom asks the team to dive deeper into how they approach access and equity in the science classroom; how having equitable access to science can help immensely in trying to work on closing the achievement gap in students from different backgrounds; the importance of sense-making at the end of each lesson to allow kids a collaborative discussion and complete understanding of the phenomenon they just experienced; and the emphasis they put on giving every student the opportunity to succeed. If you'd like to talk to Dr. Corcoran, she's graciously offered to be available: DCorcoran@scsd.us It’s Time for Science! To get in touch with us, whether to offer some feedback, ideas for future episodes or reviews, or just to say hi, send us a message at itstimeforscience@schoolspecialty.com. We’d love to hear from you! Look for School Specialty and FOSS on X and Facebook. It’s Time for Science is produced by School Specialty and the Full Option Science System (FOSS) at the Lawrence Hall of Science, University of California, Berkeley.
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    34 分
  • It’s Time for Science Podcast Episode 20: Outdoor Learning: Taking FOSS Outdoors

    It’s Time for Science Podcast Episode 20: Outdoor Learning: Taking FOSS Outdoors
    2025/02/18
    It's Time for Science, and it's time to talk again about science learning outdoors! Host Tom Racine talks with Dr. April Holton and educator Elisa Slee about outdoor professional learning and the value of getting both kids and teachers outside. Then Tom talks with Erica Beck Spencer about the history and importance of Taking FOSS Outdoors and weaving outdoor experiences directly into the FOSS curriculum. Dr. April Holton has dedicated over 30 years to science education, serving as a middle school teacher, instructional coach, curriculum specialist, and professor. Currently a Clinical Assistant Professor at Arizona State University and science education consultant, she bridges academia with classroom practice. Her work focuses on transforming science instruction through teacher development, emphasizing phenomena-based, three-dimensional learning that puts students at the center. Dr. Holton believes students learn science best through hands-on exploration, meaningful discourse, and real-world connections. She equips educators with research-backed, practical strategies that make science engaging and accessible. Elisa Slee is a longtime educator and former science curriculum specialist. She currently works as a FOSS consultant and science professional development provider, supporting teachers in bringing hands-on science experiences into the classroom. Her passion for outdoor education began as a child while walking to school and was further shaped by a pivotal experience—spending a week at Yosemite with her high school chemistry class. Ms. Slee loves collaborating with teachers and families, emphasizing the role of hands-on investigations in fostering sensemaking in science. Tom begins the discussion with Dr. Holton and Ms. Slee talking about a professional learning summer camp that they conducted with teachers in the Los Angeles Unified School District (LAUSD). In collaboration with LAUSD, they conducted a two day science camp with teachers, working to expand thinking on getting kids outdoors and off screens post-lockdown; highlighting how to work with kids outdoors—getting fresh air and making science connections; and focussing on outdoor learning not as something extra to do with the kids, but as an integral part of learning. They describe taking teachers through group activities, rotating just as if they were students; undergoing several sessions learning about different aspects of outdoor learning, such as nature journaling, using FOSS investigations (possibly ones that teachers might have skipped because they were worried about management); how teachers were able to be in the role of the learner and imagine what they could do with their own kids—working to help get teachers over any obstacles in taking kids outdoors. They discuss how outdoor activities are not something extra, but already built into FOSS. Dr. Holton and Ms. Slee worked to focus on ultra-local phenomena with teachers; walking around their own campuses; seeing how just a bit of dirt and some plant matter can be just as engaging as large open space; helping kids become citizen scientists every time they walk around the school. Dr. Holton and Ms. Slee share some of their own "ah-ha!" moments, with their own learning and with teachers. They discuss how FOSS helped engage students and families during lockdown; how FOSS Home/School Connections bring families into the learning; how simulations just aren't the same for student engagement; and how when you do science outside you begin to ask, what else can I do outside? Erica Beck Spencer is a former curriculum specialist with the Full Option Science System (FOSS) and spearheaded the Taking FOSS Outdoors initiative. In addition to being a curriculum developer, she collaborated with over 50 districts and guided tens of thousands of educators on implementing the FOSS program. She has instructed thousands of formal and nonformal teachers about teaching outside. She is the chair of the board of directors for the Maine Math and Science Alliance and has served on the board for the Maine Environmental Education Association as well as the board for Rippleffect, a nonprofit outdoor expeditionary learning program. Currently she is working on a children's book about fairy houses, inspired by her daughter's college essay, that interweaves an intergenerational love for and sharing of nature, the intersection of play and engineering design, and the importance of connection to place. She is also consulting while looking for what comes next professionally. Ms. Beck Spencer provides us with a brief history of Taking FOSS Outdoors; how she became involved; and how Taking FOSS Outdoors went from supplemental guides to being interwoven into the FOSS curriculum. She discusses the importance of management for outside work; the benefits of having PL camps such as the one done with LAUSD; how anyone, even in big urban areas can get outside; the specific layout of the Taking FOSS ...
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    43 分
  • It’s Time for Science Podcast Episode 19: FOSS Pathways Awarded Design Review Badge

    It’s Time for Science Podcast Episode 19: FOSS Pathways Awarded Design Review Badge
    2025/01/20
    It's Time for Science is back in 2025 to celebrate being FOSS awarded a design review badge by Johns Hopkins University! Host Tom Racine talks with Dr. Steven Ross and Dr. Alan Reid from Johns Hopkins, before having a conversation with FOSS director Linda De Lucchi. Steven M. Ross, PhD is a professor and Executive Director at the Center for Research and Reform in Education at Johns Hopkins University. Dr. Ross is the author of six textbooks and over 140 journal articles in the areas of educational technology, at-risk learners, educational reform, extended learning time programs, and research and evaluation. He is a noted lecturer on school programs and educational evaluation, Editor Emeritus of the research section of the Educational Technology Research and Development journal, and a member of the editorial board for four other professional journals. He was the first faculty recipient of The University of Memphis Eminent Faculty Award for teaching, research and service, and held the Lillian and Morrie Moss Chair of Excellence in Urban Education and a Faudree Professorship at The University of Memphis. In 2019, he was awarded the prestigious Michael Spector Career Achievement Award from the Association of Educational Communications and Technology. He has testified on school restructuring research before the U.S. House of Representatives Subcommittee on Early Childhood, Youth, and Families, has been a consultant to the National Science Foundation on project evaluation design, and is a technical advisor and researcher on current national initiatives regarding the evaluation of out-of-school learning, STEM instruction, technology integration, and social-emotional learning. Alan J. Reid, PhD is an assistant research scientist at the Center for Research and Reform in Education at Johns Hopkins University. He specializes in mixed-methods evaluation research in the fields of instructional design, STEM, and educational technology. He has published several books, journal articles, and book chapters that explore the intersectionality between technology, human behavior, and learning. Dr. Reid continues to teach graduate courses in research writing, instructional design, and educational research at various institutions. Learn more about Dr. Reid here: https://alanjreid.my.canva.site/ Tom and Drs. Ross and Reid discuss FOSS Pathways being awarded the Instructional Design Review FOSS Pathways (PK-5) Tier 4 ESSA badge. They discuss the importance of curriculum design and evaluation; how the Center for Research and Reform in Education at Johns Hopkins works to support the publishing industry to evaluate their own curricula and the importance of said curricula being scientifically based and able to be refined over time. They discuss what is involved in the design review process and what the tiers of evidence of ESSA mean; and how ESSA tier 4 is a good foundational basis for a curriculum. They discuss the badge as a type of accreditation for school districts, allowing schools to be able to validate a program; what made FOSS Pathways stand out; specific elements and rubrics from the evaluation process; and the challenges teachers and administrators face in having to continually adjust to policy changes. They close with talking about the value of these types of reviews, not just for teachers and administrators, but for students; the badge lets users know that a product has been vetted by an experienced third party (a validation that certain elements exist within the product awarded a badge). Linda De Lucchi is co-founder and director of the Full Option Science System Project (FOSS K–8). She has developed instructional materials in K–8 science education (FOSS), environmental education (OBIS), health education (HAP Project), and special education (SAVI/SELPH) for 50 years at the Lawrence Hall of Science. In addition to curriculum development, Ms. De Lucchi has directed numerous teacher preparation projects, and has provided many tens of thousands of teacher-hours of science education in service at the site level, district level, and national-leadership level throughout the country and abroad (in Israel, Slovakia, The Czech Republic, Japan, and China). She served as the co-director of the National Science Foundation funded Assessing Science Knowledge Project (ASK), as Chair of the Academic Planning Committee for the Lawrence Hall of Science, and was on the Board of Directors of the Center for Accessible Technology in Berkeley. Tom and Ms. De Lucchi talk about the history of FOSS, going back to it’s beginnings many years ago at the Lawrence Hall of Science; its foundations in work with students with visual impairments; the discovery that whenever a tool for students with disabilities worked, it ended up being a good tool for all students; the FOSS goal of helping all students learn together collaboratively; the original funding for the FOSS Program from the NSF; and working with local ...
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