[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-195324-105":53,"doc-detail-195324-en":126},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":119,"head_meta":121,"extra_data":123,"updated_unix":125},105,"en","tool-3-facilitator-guide","Tool 3 Facilitator Guide","","Facilitation guidance for delivering a professional learning session focused on NGSS-based teaching and learning. The guide outlines a slide-by-slide plan introducing five tools and processes, highlighting the transition to Tool 3, and setting day goals and outcomes. It includes quick-write prompts, partner sharing, structured scenario analysis, charting classroom actions, and reflection activities. 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The work from Tool 3 supports later design of integrated three-dimensional, phenomena-focused sequences in Tool 4.","Answer",{"name":111,"@type":106,"acceptedAnswer":112},"How should participants prepare for the planning and sharing activity on Slide 2?",{"text":113,"@type":109},"Participants respond to quick-write prompts and then share ideas with an elbow partner. As partners discuss, the facilitation emphasizes listening for participants’ beliefs about teaching and learning and optionally expands to a whole-group conversation.",{"name":115,"@type":106,"acceptedAnswer":116},"What tasks do participants complete during the Teacher A scenario activity on Slide 5?",{"text":117,"@type":109},"Participants read Teacher Scenario A (HO1) and mark the text by highlighting teacher actions in yellow, student actions in pink, and underlining the science. They then construct and share a three-column chart, participate in gallery walk activities, and complete an individual reflection after examining Teacher B.","https://schema.org",{"og:url":78,"og:type":120,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":122,"canonical":78},"index,follow",{"doc_id":124,"site_id":56},195324,1788447401,{"code":4,"msg":5,"data":127},{"doc_id":124,"user_id":128,"nickname":88,"user_avatar":129,"doc_module":9,"category_id":8,"category_name":11,"doc_title":59,"doc_description":61,"doc_content":130,"file_id":131,"file_url":132,"file_type":133,"file_size":134,"view_count":135,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":136,"language":137,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":138,"faqs":139,"seo_title":140,"seo_description":61,"update_tm":125,"read_time":141},962084928432,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","| Slide and Time | Facilitation Notes |\n| --- | --- |\n| \u003Cbr>Slide 1 (1 minute) | Display Slide 1 Five Tools and Processes for NGSS\u003Cbr>a. Welcome participants to the session. Lead an opening for the group if appropriate.\u003Cbr>b. Set the stage for the session by linking to the group’s work with Tools 1 and 2. Mark that participants have done some planning for what students will learn, but they have not really planned for how students will learn.\u003Cbr>Transition: We want to give you a chance to think individually and then together about what informs your decisions when you plan for and carry out instruction. |\n| \u003Cbr>Slide 2 (6 minutes) | Display Slide 2 Planning for Teaching and Learning\u003Cbr>a. Provide the quick-write prompts and give time for each participant to record a response.\u003Cbr>b. Invite participants to share their ideas with an elbow partner.\u003Cbr>c. As partners share, listen for words and phrases that\u003Cbr>provide insights into what participants believe about teaching and learning.\u003Cbr>d. If time permits, provide an opportunity for a whole group conversation. |\n| \u003Cbr>Slide 3 (1 minute) | Display Slide 3 Five Tools and Processes Graphic\u003Cbr>a. Briefly reorient participants to the Five Tools and Processes. Introduce Tool 3 as the focus of the session today.\u003Cbr>Possible narrative: Tool 1 focused on using information from an NGSS standards page to develop a Unit Blueprint and Tool 2 involved developing evidence of learning specifications to inform classroom assessment. In today’s session, we’ll be learning about Tool 3, which introduces an instructional model that is grounded in the research on learning. The product of our work from Tool 3 will be used in Tool 4 to design integrated three-dimensional, phenomena focused instructional sequences. |\n\n\n| Slide and Time | Facilitation Notes |\n| --- | --- |\n| \u003Cbr>Slide 4 (2 minutes) | Display Slide 4 Goals and Outcomes\u003Cbr>a. Share the goal for the day and connect to ideas shared by participants in response to the quick-write prompt. |\n\n\n| Slide and Time | Facilitation Notes |\n| --- | --- |\n| Science Teaching and Learning\u003Cbr>• Read the Classroom Scenario A\u003Cbr>• Individually highlight your assigned lesson(s) .\u003Cbr>– What is the teacher doing? (highlight in yellow)\u003Cbr>– What are students doing? (highlight in pink)\u003Cbr>– What is the science in this lesson?(underline)\u003Cbr>• As a group, chart what you highlighted for your assigned lesson(s) .\u003Cbr>• Gallery Walk\u003Cbr>– How would you describe this classroom?\u003Cbr>• Individual Reflection\u003Cbr>– How would you describe this classroom?\u003Cbr>\u003Cbr>\u003Cbr>Slide 5 (30 minutes) | Display Slide 5 Science Teaching and Learning: Teacher A\u003Cbr>a. Share with participants that they’ll be reading two scenarios that highlight different approaches to science instruction. Distribute HO1: Teacher Scenario A.\u003Cbr>b. Provide instructions for individuals to read and mark the text for their assigned lesson:\u003Cbr>i. Highlight in yellow what the teacher is doing\u003Cbr>ii. Highlight in pink what the students are doing’\u003Cbr>iii. Underline the science in the lesson\u003Cbr>Invite participants to keep the room silent for those that need quiet for reading. If individuals finish before others in their group, they should skim the other lessons in the sequence.\u003Cbr>c. As each expert group finishes reading and marking the text, invite them to construct a 3-column chart for their lesson, as shown in the slide. Individuals should share what they have highlighted and represent the group |\n\n\n| Slide and Time | Facilitation Notes |\n| --- | --- |\n|  | members’ ideas on the chart. They should note their\u003Cbr>lesson number in the upper left-hand corner of the chart.\u003Cbr>d. If any group finishes early, invite them to read the lesson before and after their assigned lesson and all lessons if possible.\u003Cbr>PD leader note: The third column is intentionally vague, as we want participants to surface their ideas about what it means to engage in classroom “science.” The goal is surface participants’current thinking about what constitu","cbCaii4onETHILOJ","https://ap.wps.com/l/cbCaii4onETHILOJ","pdf",1344341,7,26,"English","# Slide 1 (1 minute) - Five Tools and Processes for NGSS\n# Slide 2 (6 minutes) - Planning for Teaching and Learning\n# Slide 3 (1 minute) - Five Tools and Processes Graphic\n# Slide 4 (2 minutes) - Goals and Outcomes\n# Slide 5 (30 minutes) - Science Teaching and Learning: Teacher A\n# Slide 6 (35 minutes) - Science Teaching and Learning: Teacher B","[{\"question\":\"What is the purpose of Tool 3 in the session?\",\"answer\":\"Tool 3 is introduced as the session’s focus, presenting an instructional model grounded in research on learning. The work from Tool 3 supports later design of integrated three-dimensional, phenomena-focused sequences in Tool 4.\"},{\"question\":\"How should participants prepare for the planning and sharing activity on Slide 2?\",\"answer\":\"Participants respond to quick-write prompts and then share ideas with an elbow partner. As partners discuss, the facilitation emphasizes listening for participants’ beliefs about teaching and learning and optionally expands to a whole-group conversation.\"},{\"question\":\"What tasks do participants complete during the Teacher A scenario activity on Slide 5?\",\"answer\":\"Participants read Teacher Scenario A (HO1) and mark the text by highlighting teacher actions in yellow, student actions in pink, and underlining the science. They then construct and share a three-column chart, participate in gallery walk activities, and complete an individual reflection after examining Teacher B.\"}]","Tool 3 Facilitator Guide | PDF",9]