Instructions
1.Read Video Background Information (below, on left)
2.Download the transcript (below the video clip) and move it to a corner of your screen for note-taking (or print, if you prefer).
3. Watch the video (using password sent) and use the transcript to note moments where you see teachers learning in ways that might lead to improved practice.
4. Use the survey to submit your ideas about the learning moments; it will ask for transcript numbers and a brief explanation of the learning moment.
Video Background Information
These are two associated clips. Each clip has an associated transcript. In the study group video, teachers have watched a clip from the classroom of one of the participants, in which students try to describe how the angle at which sunlight strikes earth relates to intensity of heat received by earth; they consider whether light striking at a greater angle covers more surface area, so therefore has less intensity. The facilitator notices teachers’ content understanding as they are discussing students’ ideas, and asks teachers to articulate their own scientific understanding. In the associated classroom clip, one teacher from the study group teaches the next lesson in the lesson sequence and uses his new understanding of the science concepts to guide students in integrating ideas about the intensity of light striking a given latitude as the Earth orbits the sun at consistent tilt over the course of a year.
Survey
Video Background Information
These two clips should be watched as a pair. Each clip has an associated transcript. The classroom video shows the clip later discussed by teachers in the study group. In the study group, teachers discuss a clip from one participant’s lesson, in which students discuss why a glass of ice water collects water droplets on the outside of a glass, but a similar glass of room temperature water does not. Viewers make claims about how the teacher’s moves support student thinking or miss key opportunities to help students connect ideas of temperature with ideas about water vapor in the air. The linked PDF describes the STeLLA strategies teachers reference as they discuss teacher moves and student thinking in the video.
Video Background Information
Video Background Information
Video Background Information
This clip shows a study group of teachers discussing what happens when water boils. This discussion precedes a series of meetings in which teachers will collaboratively write lessons on the water cycle for classroom implementation.
Survey
Video Background Information
This study group shows a group of teachers creating models of the forces acting on ball when it is thrown. Prior to this clip, they watched a video clip from one participant’s classroom as students were drawing similar diagrams of their understanding of forces. The study group clip highlights how the use of content representations and models support teachers in communicating their ideas, identifying places where they have different understanding, and ultimately coming to a shared understanding of the content.
Video Clip
Video Background Information
Video Background Information
This study group clip (with transcript) shows teachers discussing a classroom clip of students discussing water vapor and water visible in the air in the form of fog, clouds, and steam. Teachers focus on the students’ understanding of these terms; the facilitator asks about teachers’ understanding of these common terms in relation to scientific ideas about condensation.
Video Background Information
Video Background Information
Video Background Information
How many molecules are in a single droplet of water? Elementary teachers wrestle with NGSS cross-cutting concept of Scale, Proportion, and Quantity in support of science teaching of the molecular explanation of the water cycle.
