Streaming Session
Recorded SessionDetailed Outline of Presentation
1. Welcome and Framing the Session (5 minutes)
Content: Introduce the purpose: why powerful routines in math and science matter, grounded in the SOLO taxonomy.
Engagement: Quick Think-Pair-Share: “When have you seen students think like scientists or solve like mathematicians?”
2. The Case for Routines (10 minutes)
Content: Brief research overview: routines that build agency, reasoning, and rigor across K–12 science and math.
Engagement: Interactive poll (device-based or hands-up) on which routines participants currently use most often.
3. Spotlight on Science Routines (15 minutes)
Content: Introduce 2–3 powerful routines for “thinking like a scientist” (e.g., Semantic Webbing, Rapid Writing, Elaborative Interrogation).
Participants engage in a mini-routine using a real-world science prompt.
Whole-group modeling, then small-group discussion to debrief.
4. Spotlight on Math Routines (15 minutes)
Content: Introduce 2–3 powerful routines for “solving like a mathematician” (e.g., Same Surface Different Deep Problems, Four-Act Tasks Reboot, Backward Fading, Silent Protocol).
Engagement: Participants solve and discuss one math problem in pairs, comparing solution strategies.
Process: Peer-to-peer interaction; facilitator highlights student-thinking moves.
5. Bridging Science and Math: Authentic Applications (10 minutes)
Content: Show how these routines connect across disciplines and build transferable habits of inquiry and problem-solving.
Engagement: Participants map where one selected routine could be adapted for their own grade level or content area.
Process: Collaborative small-group activity, recorded on a shared template or handout.
6. Reflection and Action Plan (5 minutes)
Content: Participants consolidate learning by identifying next steps.
Engagement: Exit ticket: “Which routine will you try first, and how will you adapt it for your context?”
Process: Individual written commitment + brief sharing with a partner.
Engagement Frequency and Tactics
Every 5–10 minutes: participants shift modes (whole-group input, peer-to-peer, small-group, device-based poll).
Peer-to-peer interaction: Think-Pair-Share, routine practice, collaborative mapping.
Device-based activities: Polls and quick responses.
Hands-on participation: Practicing routines with real prompts and problems.
After this session, participants will be able to…
Apply routines that foster scientific inquiry and mathematical problem-solving across K–12.
Design authentic, performance-based tasks that connect learning to real-world contexts.
Use evidence-based practices to model, scaffold, and extend student thinking.
Create an action plan to integrate these routines into daily instruction.
Biggs, J. B., & Collis, K. F. (1982). Evaluating the quality of learning: The SOLO taxonomy (Structure of the Observed Learning Outcome). Academic Press.
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge.
Marzano, R. J. (2007). The art and science of teaching: A comprehensive framework for effective instruction. ASCD.
McDowell, M. (2024). Rigor redefined: 10 habits for teaching surface, deep, and transfer learning. Solution Tree.
McDowell, M., & Eisberg, J. (2023). Re-envisioning rigor: Powerful routines for promoting learning at high levels. Mimi & Todd Press.
McDowell, M., Hattie, J., & Boss, S. (2017). Rigorous PBL by design: Three shifts for developing confident and competent learners. Corwin.
Rosenshine, B. (2012). Principles of instruction: Research-based strategies that all teachers should know. American Federation of Teachers.
Wiliam, D. (2011). Embedded formative assessment. Solution Tree Press.
Willingham, D. T. (2009). Why don’t students like school? A cognitive scientist answers questions about how the mind works and what it means for the classroom. Jossey-Bass.
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