Science Discourse: Supporting Sensemaking for All Learners | OTL

Designed for educators who teach science, this course explores how classroom talk helps students move beyond “learning about” science to collaboratively “figuring out” the world around them. Participants will consider the driving question: How can science discourse support a classroom culture where all learners engage in collaborative sensemaking?

Through real classroom examples and reflection on their own teaching practices, participants will examine how meaningful discourse supports three-dimensional learning by bringing together science and engineering practices, crosscutting concepts and disciplinary core ideas. They will explore practical strategies for building productive discourse communities, including establishing classroom agreements, drawing on students’ lived experiences and perspectives, using scientist circles and integrating talk moves to deepen student reasoning.

By the end of the course, participants will be able to explain how science discourse supports sensemaking and three-dimensional learning, identify ways to build and sustain classroom communities where every learner can contribute, and reflect on the roles teachers and students play in supporting meaningful, collaborative conversations.