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It sets outcomes including reflecting on current instruction, engaging students in sensemaking through phenomena, scaffolding for rigor and curiosity, and using data to guide next steps. 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They should also rename themselves to include their grade level.",{"name":70,"@type":61,"acceptedAnswer":71},"What are the four conditions or goals for productive talk?",{"text":72,"@type":64},"The goals are: help individual students share, expand, and clarify thinking; help students listen carefully to one another; help students deepen their reasoning; and help students think with others.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},536475,1791710246,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,100,105,110,115,120,123,127],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":112,"show_sort_weight":113,"slug":114},8,"Research & Report",30,"research-report",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":117,"show_sort_weight":118,"slug":119},9,"Religion & Spirituality",20,"religion-spirituality",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":121,"show_sort_weight":118,"slug":122},"World Cup","world-cup",{"id":124,"doc_module":4,"doc_module_name":25,"category_name":125,"show_sort_weight":124,"slug":126},10,"Lifestyle","lifestyle",{"id":128,"doc_module":4,"doc_module_name":25,"category_name":129,"show_sort_weight":96,"slug":130},19,"General","general",{"code":4,"msg":82,"data":132},{"doc_id":79,"user_id":133,"nickname":42,"user_avatar":134,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":140,"language":141,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":12,"update_tm":145,"read_time":146,"preview_page_count":4},7971474921005,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","SCIENCE EDUCATORS SESSION 3:  \nHow Do I Get Therefrom Here?  \nIllinois Science Capacity Builders Series  \nCONTEXT , INTRODUCTIONS, and ROLES:  \nOctober-June 2026 Professional Learning  \nSynchronous virtual sessions, Asynchronous virtual sessions (spring 2026),  \nFace to Face Session (June 2026). All professional learning supported by funds  \nthrough the Illinois State Board of Education.  \nIL SCIENCE STEERING COMMITTEE  \nMeagan Budke, ISBE  \nAnji Garza, PD & Ed Service Director, ROE 47 (Tech, Chat) Heather Galbreath, 6th Grade Science Teacher Galesburg, IL Brian Gibbs, Educator, Bradley School District 61  \nSarah Meador, Director of ROE Services, ROE 8  \nDawn Novak, Professional Learning Designer, Northwestern University Nate Nugent, High School Science Teacher, Streator, IL  \nKristin Rademaker, Professional Learning Specialist, NSTA  \nMisty Richmond, Middle School Science Teacher, CPS  \nRichard Stokes, University of Illinois-Springfield  \nNicole Vick, Curriculum Developer, Northwestern University  \nYou! Breakout Participant, Speaker  \nPurpose &  \nDesired Outcome  \n Purpose  \nDesired Outcome   \nBy the end of this meeting we will have:  \n● Reflected on our current science instruction and identified specific growth areas aligned with the vision from Session 2.  \n● Explored strategies to engage students in meaningful  \nsensemaking through phenomena and inquiry.  \n● Discussed ways to scaffold learning that maintain both rigor and curiosity.  \n● Examined how to use data and standards knowledge to guide next steps and measure progress.  \n● Developed an actionable plan to implement one or two key shifts toward more authentic, three-dimensional learning.  \nTo deepen your understanding of the Illinois Science Standards, build your capacity to teach science, and support greater student success.  \nCameras on if possible  \nParticipate though chat, hands up feature, and breakout sessions  \nResist the temptation ● Take care of your own  \nto multitask needs  \nParticipant Guidelines  \nPlease rename yourself and include your grade level. e.g. 2nd Grade, Anji Garza .  \nWe heard you….  \n“Those doing the talking are doing the learning”  \nSo how do we support discourse in the classroom that is accessible for all?  \nWe have three tools/strategies we want to share with you today:  \n● Using Talk Moves  \n● Using sentence stems  \n● Using a discussion planning tool  \nSo why might students not want to engage in productive talk?  \nIn the chat, or unmute:  \n● What are some reasons why some of your students might not talk in class?  \nWhy is discourse so central to student sensemaking?  \nRich student sensemaking requires a classroom culture of public reasoning to build students’science ideas across a unit.  \nBeing able to identify and support productive talk is an important part of building this culture .  \nProductive talk allows students to:  \n● make their thinking public in an equitable way.  \n● reason about complex ideas.  \n● develop arguments and evidence-based explanations.  \nGoals for Productive Talk  \nTo support productive talk, there are four conditions that need to be in place . These can be expressed as goals or challenges.  \n●  Goal 1 : Help individual students share, expand, and clarify their own thinking.  \n●  Goal 2 : Help students listen carefully to one another.  \n●  Goal 3 : Help students deepen their reasoning.  \n●  Goal 4 : Help students think with others.  \nProductive Talk Moves  \nIndividually:  \nRead through the Goals and Talk Moves Handout.  \nBe ready to share:  \n● Which Goal is most in place in your own classroom?  \n● Which Goal is least in place in your own classroom?","cbCaigBBFsAeTaAO","https://ap.wps.com/l/cbCaigBBFsAeTaAO","pdf",6046468,37,"English","# Context, Introductions, and Roles\n# Purpose & Desired Outcome\n## Participant Guidelines\n# Why Discourse and Sensemaking Matter\n# Goals for Productive Talk\n# Productive Talk Moves","[{\"question\":\"What outcomes are expected by the end of Session 3?\",\"answer\":\"Participants will reflect on current science instruction and identify growth areas, explore strategies for meaningful sensemaking through phenomena and inquiry, and plan one or two key shifts toward authentic three-dimensional learning. The session also emphasizes using data and standards knowledge to guide next steps and measure progress.\"},{\"question\":\"How can participants engage during the session?\",\"answer\":\"Participants are asked to keep cameras on if possible and to participate through chat, the hands up feature, and breakout sessions. They should also rename themselves to include their grade level.\"},{\"question\":\"What are the four conditions or goals for productive talk?\",\"answer\":\"The goals are: help individual students share, expand, and clarify thinking; help students listen carefully to one another; help students deepen their reasoning; and help students think with others.\"}]","SCIENCE EDUCATORS SESSION 3: How Do I Get There-From-Here? - Participant Guidelines & Productive Talk | PDF",1791602723,93]