Title: Developing and Teaching with Storylines that are Coherent from the Students’ Perspective
Abstract: I will explore the characteristics of coherent storylines for the Next Generation Science Standards, in which each step-in students’ learning is motivated by the questions students have articulated in trying to make sense of phenomena and gaps they have identified in the explanations they have built so far. I will present design principles for supporting this type of coherence in curriculum design and teaching strategies that anchor storyline investigations in phenomena, support students as partners in determining where to go next in investigations, and incrementally assemble pieces of disciplinary ideas across a unit. I will present data from elementary and middle school classrooms examining the influence of these strategies on student work and on their perceptions of their own science learning.
Bio: Brian J. Reiser is a professor of learning sciences at Northwestern University. Dr. Reiser’s research examines how to make the scientific practices of argumentation, explanation, and modeling meaningful and effective for classroom teachers and students. Dr. Reiser heads the Next Generation Storylines project, which establishes researcher-teacher teams to develop NGSS aligned storylines, in which students help manage the trajectory of their science knowledge building. Dr. Reiser is also a co-leader of the Next Generation Science Exemplar System project, which is developing practice-based professional learning environments that have been used by thousands of teachers across the U.S. Dr. Reiser is also a member of the National Research Council’s Board on Science Education. He has served on the NRC committees authoring the reports A Framework for K-12 Science Education (the framework that guided the development of the Next Generation Science Standards), Developing Assessments for the Next Generation Science Standards, and Guide to Implementing the Next Generation Science Standards. He received his Ph.D. in Cognitive Science from Yale Univesity.