Professional Development

Educators explore the essential instructional shifts within the curriculum's learning design, approach to knowledge building, and curricular structure. They gain the knowledge and confidence needed to begin using PhD Science with students right away.

Leaders will develop a plan to support successful implementation of PhD Science by actively exploring curriculum materials and resources, reviewing the phases of implementation, and observing classroom video. This session provides time for leaders to collaborate as they begin leading implementation.

This session supports educators with engaging in module and lesson study preparation protocols to prepare for instruction. Through the protocols, educators develop a deep understanding of the module's storyline and how each lesson contributes to answering its Driving Question.

Participants discover how to nurture and empower students to drive their own learning by establishing and maintaining a positive classroom culture and classroom norms.

Educators identify the components that are necessary for managing and facilitating a student-driven classroom as they plan and prepare for upcoming instruction.

This session deepens understanding of the curriculum learning cycle, demonstrating the cyclical process students use to build knowledge, emphasizing the importance of using phenomena to drive instruction, engaging in scientific practices, and exploring coherent storylines. 

This session explores the importance of using collaborative conversations to build student knowledge while developing tools and strategies to support the nuances of crucial curriculum components such as the anchor model and anchor chart.

This session explores the importance of using collaborative conversations to advance science instruction while providing tools for leaning into students' natural curiosity to motivate learning using crucial curriculum components such as the driving question board.

Teachers identify pacing challenges, explore curricular resources, and hear from experienced implementers to support pacing decisions when planning and preparing for instruction.

Participants identify how discourse supports a student-driven classroom and explore a process for discourse that includes support in laying a solid foundation, planning, facilitating, and reflecting on student-led discourse.

Educators build upon their understanding of differentiation and explore additional differentiation resources as they plan and prepare for instruction.

Teachers see how the formative Checks for Understanding assessment tool can help them monitor learning as well as guide planning and instructional decisions.

Teachers discover how to leverage related phenomena to support students in transferring and applying science content knowledge.