Research-based strategies that use the photograph as an entry point — making science observable, discussable, and accessible for multilingual learners and the communities they come from.
What guides the choice of image, the questions asked of it, and the supports built around it.
Photography turns abstract science concepts into tangible, accessible experiences that connect classroom content to students' lived worlds.
Students' cultural backgrounds, community knowledge, and home languages are treated as assets in science, not obstacles to it.
Moving from teacher-directed instruction to student-driven investigation: asking questions, gathering evidence, constructing understanding.
Multiple ways to access, process, and express scientific thinking — image, text, speech, and action together.
Instruction grounded in observable, personally relevant phenomena motivates authentic investigation of the real world.
All learners — particularly multilingual students — get the support, resources, and high expectations they need to succeed.
Peer-reviewed articles, teaching tools, and policy documents — each readable in place, each downloadable.
How educators can use photography to enhance science lessons about habitat and adaptation.
The photographs are breathtaking, the possibilities are endless, and your students will truly see that science is everywhere.
How the Next Generation Science Standards and the WIDA 2020 Standards work together to support multilingual learners in science education.
Science is all around us. Science is on a medicine bottle, condensation on your window, dish soap bubbling up in hot water.
The self-documentation strategy: students use photo documentation to identify personally compelling phenomena from their everyday lives.
There are literally millions of potentially interesting things in the world to see, to do, to learn about. But they don't become actually interesting until we devote attention to them.
How a Driving Question Board serves as a visual reference tool to help students and teachers track learning progress throughout a science unit.
The Driving Question Board serves as a visual reference to focus students' attention, record what they have learned, show where they have been and where they are going.
What phenomena are in science education and how to use them effectively — a scientific phenomenon is an observable event that students can investigate.
Teaching with phenomena is providing students with an authentic experience that engages students in asking questions.
Four pillars: School Culture, Access to Educators, Opportunity and Support, and A Plan for Future Success.
English learners are taught by effective, well-prepared, and culturally responsive educators who hold them to high standards.
How school districts across the United States are serving English learners amid growing enrollment and teacher shortages.
Smaller class sizes give children time to talk.
No readings in that category.
A photograph gives every student something to say — before they have the words to say it.
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