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Additional Professional Development Offerings

The ISEC instructional team provides exciting, research-based professional development to school staff in support of inquiry STEM education and beyond. Each strand is comprised of a 90-minute initial session with follow-up training in smaller groups (i.e within a PLC). These offerings are designed as a sequential progression.

Strand I: Meaning Making

Using accountable talk and questioning strategies to help make student thinking visible and increase discourse in the classroom
This strand focuses on creating a classroom environment where students own their discourse and use accountable talk techniques. This process supports students making meaning from their data or text and is essential to the inquiry lesson. Teachers learn to embrace the art of argumentation, substantive conversations, and evidence-based discussions.

Strand II: Meaningful Writing

Utilizing written expression and visual literacy to increase students ability to communicate their understanding of concepts and increase academic vocabulary
This strand takes a deep look at utilizing the notebook to leverage meaningful writing. It examines how students might generate claims and evidence and other forms of reflective writing. The visual literacy component examines different modalities of communication from data tables to schematic drawings.

Strand III: Formative Assessment

From inquiry science notebooking to understanding gaps in student learning
This strand focuses on helping teachers look at student work to identify gaps in learning through new protocols and exploration of next steps for instructional change. This process for improved instruction can be applied across curricula and is not limited to science.

Strand IV: Constructing Models

Using models in order for students to build and refine conceptual understanding
This strand focuses on how to implement models in the classroom as a dynamic way for teachers to see student growth, support metacognition, and develop a growth mindset in the classroom. After developing models that reflect their thinking, students engage in further inquiry. Students’ ability to change their thinking as they are exposed to new information becomes visible by revisiting initial conceptual understandings.

To schedule professional development with the ISEC instructional team, please contact Danielle Gothie, Professional Development Coordinator for the ISEC Program, at or 505.753.8890 ext. 117