Table 4 Summary of STeLLA Student Thinking Lens strategies
From: Design principles for effective video-based professional development
Strategy | When | Purpose | |
|---|---|---|---|
Questions that reveal and challenge student thinking | 1. Ask questions to elicit student ideas and predictions | Before learning goal is developed | To reveal students’ initial ideas, predictions, misconceptions, and experiences |
2. Ask questions to probe student ideas and predictions | Any time | To reveal more about a given student’s current thinking | |
3. Ask questions to challenge student thinking | As part of developing the learning goal | To challenge student thinking in the direction of the learning goal; to help change student thinking about the science ideas | |
Activities that challenge student thinking | 4. Engage students in analyzing and interpreting data and observations | As part of developing the learning goal or after a learning goal has been developed (as a “use and apply” activity) | To teach students how to organize, present, and analyze data in ways that will reveal important patterns and relationships that can be used in developing explanations |
5. Engage students in constructing explanations and arguments | As part of developing the learning goal or after a learning goal has been developed (as a “use and apply” activity) | To engage students in using evidence and science ideas to explain observations and data, and to develop arguments to assess the strengths and weaknesses of competing explanations. | |
6. Engage students in using and applying new science ideas in a variety of ways and contexts | After learning goal has been developed | To engage students in using newly learned science ideas to explain new situations, new phenomena, and new real-world connections; to demonstrate the wide usefulness and value of the new ideas | |
7. Engage students in making connections by synthesizing and summarizing key science ideas | After learning goal has been developed | To engage students in making connections among ideas, evidence, and experiences they have encountered in the lesson(s) | |
8. Engage students in communicating in scientific ways | Any time | To engage students productively in science practices and discourse |