Funneling Versus Focusing: When Talk, Tasks, and Tools Work Together to Support Students’ Collective Sensemaking

Rigorous and responsive science teaching is based on supporting all students in making progress in their understanding of important science ideas over time. In this article, we explore how did classroom talk patterns of funneling and focusing support student sensemaking. We share how talk, tasks, and tools within classroom activity work together to either funnel students toward reproducing normative scientific answers or focus students on deepening their understanding about unobservable causal mechanisms of phenomena. We use classroom examples from two science lessons where students used data to describe and communicate about how and why stars change over time. By recognizing these funneling and focusing patterns in classroom activity, teachers can attend to and modify the talk, tasks, and tools to improve and support opportunities for students’ sensemaking about important science ideas while they make progress on revising their own ideas over time

Rigor and Responsiveness in Classroom Activity

Background/Context: There are few examples from classrooms or the literature that provide a clear vision of teaching that simultaneously promotes rigorous disciplinary activity and is responsive to all students. Maintaining rigorous and equitable classroom discourse is a worthy goal, yet there is no clear consensus of how this actually works in a classroom. Focus of Study: What does highly rigorous and responsive talk sound like and how is this dialogue embedded in the social practices and activities of classrooms? Our aim was to examine student and teacher interactions in classroom episodes (warm-ups, small group conversations, whole group conversation, etc.) and contribute to a growing body of research that specifies equity in classroom practice. Research Design: This mixed-method study examines differences in discourse within and across classroom episodes (warm-ups, small group conversations, whole group conversation, etc.) that elevated, or failed to elevate, students’ explanatory rigor in equitable ways. Data include 222 secondary science lessons (1,174 episodes) from 37 novice teachers. Lessons were videotaped and analyzed for the depth of students’ explanatory talk and the quality of responsive dialogue. Findings: The findings support three statistical claims. First, high levels of rigor cannot be attained in classrooms where teachers are unresponsive to students’ ideas or puzzlements. Second, the architecture of a lesson matters. Teachers and students engaging in highly rigorous and responsive lessons turned potentially trivial episodes (such as warm-ups) of science activity into robust learning experiences, connected to other episodes in the same lesson. Third, episodes featuring one or more forms of responsive talk elevated rigor. There were three forms of responsive talk observed in classrooms: building on students’ science ideas, attending to students’ participation in the learning community, and folding in students’ lived experiences. Small but strategic moves within these forms were consequential for supporting rigor. Conclusions/Recommendations: This paper challenges the notion that rigor and responsiveness are attributes of curricula or individual teachers. Rigorous curriculum is necessary but not sufficient for ambitious and equitable science learning experiences; the interactions within the classroom are essential for sustaining the highest quality of scientific practice and sense-making. The data supported the development of a framework that articulates incremental differences in supporting students’ explanatory rigor and three dimensions of responsiveness. We describe implications for using this framework in the design of teacher programs and professional development models

Exile Vol. VIIb

FICTION Himself by James Kennedy 9-30 Sardo by Joan Harrington 34-36 Doll House by Bruce Tracy 37-42 The Della Baby by Brenda Dean 47-53 Cruel White by Carolyn Colley 57-66 Almost Every Sunday by Sara Easton Curtis 69-74 A Family by William Weaver 78-86 POETRY Spring Songs by Janet Tallman 32-33 Poem by Katherine Lardner 42 Four Poems by Elizabeth Surbeck 43 Indian Pike Mask by James Funaro 44 The Windigo by James Funaro 45 Query by Barbara Purdy 53 A Taste of Eden by Barbara Purdy 53 The Passion of Jeremiah by Barbara Purdy 53 Statement and Comment by Enid Larimer 54-55 Poem by Barbara Thiele 56 Poem by Catherine Thompson 68 Drifting into a Museum Case by Catherine Thompson 68 To Judy by Tanya Shriver 76-77 Sun One by Sara Easton Curtis 86 Poem by Christine Cooper 87 GRAPHICS woodcut by Catherine Thompson 8 etching by Catherine Thompson 17 Two Models (aquatint) by Virginia Piersol 31 woodcut by Elizabeth Surbeck 46 woodcut by Virginia Piersol 67 linocut by John Hand 75 EDITORIAL Wintering by James W Kennedy 5-7 Poem 68 Drifting into a Museum Case 68 and To Judy 76 are all incorrectly attributed to Barbara Thiele in the published Table of Contents. The attributions given above are taken from the pages on which the works are published. The Contributors section of this issue confirms this interpretation. Awarded the EXILE-Denison Bookstore Writing Prize: Himself by James Kennedy 9-3

International genome-wide meta-analysis identifies new primary biliary cirrhosis risk loci and targetable pathogenic pathways.

Primary biliary cirrhosis (PBC) is a classical autoimmune liver disease for which effective immunomodulatory therapy is lacking. Here we perform meta-analyses of discovery data sets from genome-wide association studies of European subjects (n=2,764 cases and 10,475 controls) followed by validation genotyping in an independent cohort (n=3,716 cases and 4,261 controls). We discover and validate six previously unknown risk loci for PBC (Pcombined<5 × 10(-8)) and used pathway analysis to identify JAK-STAT/IL12/IL27 signalling and cytokine-cytokine pathways, for which relevant therapies exist

Effectiveness of a national quality improvement programme to improve survival after emergency abdominal surgery (EPOCH): a stepped-wedge cluster-randomised trial

Background: Emergency abdominal surgery is associated with poor patient outcomes. We studied the effectiveness of a national quality improvement (QI) programme to implement a care pathway to improve survival for these patients. Methods: We did a stepped-wedge cluster-randomised trial of patients aged 40 years or older undergoing emergency open major abdominal surgery. Eligible UK National Health Service (NHS) hospitals (those that had an emergency general surgical service, a substantial volume of emergency abdominal surgery cases, and contributed data to the National Emergency Laparotomy Audit) were organised into 15 geographical clusters and commenced the QI programme in a random order, based on a computer-generated random sequence, over an 85-week period with one geographical cluster commencing the intervention every 5 weeks from the second to the 16th time period. Patients were masked to the study group, but it was not possible to mask hospital staff or investigators. The primary outcome measure was mortality within 90 days of surgery. Analyses were done on an intention-to-treat basis. This study is registered with the ISRCTN registry, number ISRCTN80682973. Findings: Treatment took place between March 3, 2014, and Oct 19, 2015. 22 754 patients were assessed for elegibility. Of 15 873 eligible patients from 93 NHS hospitals, primary outcome data were analysed for 8482 patients in the usual care group and 7374 in the QI group. Eight patients in the usual care group and nine patients in the QI group were not included in the analysis because of missing primary outcome data. The primary outcome of 90-day mortality occurred in 1210 (16%) patients in the QI group compared with 1393 (16%) patients in the usual care group (HR 1·11, 0·96–1·28). Interpretation: No survival benefit was observed from this QI programme to implement a care pathway for patients undergoing emergency abdominal surgery. Future QI programmes should ensure that teams have both the time and resources needed to improve patient care. Funding: National Institute for Health Research Health Services and Delivery Research Programme

Effectiveness of a national quality improvement programme to improve survival after emergency abdominal surgery (EPOCH): a stepped-wedge cluster-randomised trial

BACKGROUND: Emergency abdominal surgery is associated with poor patient outcomes. We studied the effectiveness of a national quality improvement (QI) programme to implement a care pathway to improve survival for these patients. METHODS: We did a stepped-wedge cluster-randomised trial of patients aged 40 years or older undergoing emergency open major abdominal surgery. Eligible UK National Health Service (NHS) hospitals (those that had an emergency general surgical service, a substantial volume of emergency abdominal surgery cases, and contributed data to the National Emergency Laparotomy Audit) were organised into 15 geographical clusters and commenced the QI programme in a random order, based on a computer-generated random sequence, over an 85-week period with one geographical cluster commencing the intervention every 5 weeks from the second to the 16th time period. Patients were masked to the study group, but it was not possible to mask hospital staff or investigators. The primary outcome measure was mortality within 90 days of surgery. Analyses were done on an intention-to-treat basis. This study is registered with the ISRCTN registry, number ISRCTN80682973. FINDINGS: Treatment took place between March 3, 2014, and Oct 19, 2015. 22 754 patients were assessed for elegibility. Of 15 873 eligible patients from 93 NHS hospitals, primary outcome data were analysed for 8482 patients in the usual care group and 7374 in the QI group. Eight patients in the usual care group and nine patients in the QI group were not included in the analysis because of missing primary outcome data. The primary outcome of 90-day mortality occurred in 1210 (16%) patients in the QI group compared with 1393 (16%) patients in the usual care group (HR 1·11, 0·96-1·28). INTERPRETATION: No survival benefit was observed from this QI programme to implement a care pathway for patients undergoing emergency abdominal surgery. Future QI programmes should ensure that teams have both the time and resources needed to improve patient care. FUNDING: National Institute for Health Research Health Services and Delivery Research Programme

Using Students' Science Ideas to Drive Instruction: How Responsive Teaching Shapes Learning Activity

Thesis (Master's)--University of Washington, 2014Teaching in a way that is responsive to students' science ideas creates opportunities for meaningful, rigorous sense-making in a way that traditional science teaching does not. In this study, the researcher, as a visiting teacher, taught the same three-week circuits unit to one fourth grade class and two fifth grade classes from a responsive teaching stance. The teachers' attention to and incorporation of students' science ideas shifted unit trajectories and uniquely shaped the ongoing learning activity within whole-group discourse. A unit-level analysis of the frequency and category of science concepts present in whole-group discourse shows that all three classes discussed the same science concepts by the end of the unit; however, when these ideas presented themselves within whole group discourse differed across time, even though students were engaged in the same lessons. Tensions and dilemmas of responsive science teaching are discussed

Responsive teaching and responsive coaching: Opportunities to advance practice and foster student sensemaking

Thesis (Ph.D.)--University of Washington, 2018This dissertation looks at how responsiveness towards students’ science ideas and teachers’ understanding of responsive teaching provides opportunities for sensemaking and learning. For this study, I served as the primary science instructional coach for three upper elementary teachers at different schools for at least one school year. We engaged in multiple coaching cycles as part of a larger job-embedded professional development model endorsed by the district and in partnership with a local University. With respect to responsiveness and students’ opportunities for sensemaking, I analyzed 30 science lessons where teachers intended to engage students in whole-class sensemaking discussions. I examined how teachers’ responsiveness to their students’ science ideas worked in combination with other supportive conditions to foster rigorous whole-class discussion episodes. I found that higher rigor episodes were associated with the teacher’s use of multiple conditions, often four or more used together. These conditions included combinations of specific talk moves (open-ended questions, follow-up prompts, invitations to others), scaffolds for idea development (pre-discussion tasks, references to activity or representations of activity), and scaffolds for using language to communicate in particular ways (e.g. invoking talk norms; explicit attention to the language demands of a given discussion purpose). With respect to responsiveness and teacher learning, I examined my responsive approach to instructional coaching to identify if or when this approach provided opportunities for teachers’ pedagogical experimentation with teaching practices intended to help them become more responsive to their students’ science ideas. I define what responsiveness means in a coaching context and propose five dimensions of responsive coaching. There are few examples in the literature that examine the nature of instructional coaching, particularly in one-on-one interactions with teachers. I address this gap by analyzing data from the coaching cycles with three upper elementary teachers to trace the pathways each teacher took in experimenting with these practices. I found that each teacher made productive progress towards fully enacting these practices and all teachers demonstrated an increasing or continued commitment to being responsive to their students’ science ideas. In doing so, each teacher and I co-constructed unique learning pathways for each practice—at times, this experimentation gradually advanced their progress, maintained their progress, or stopped-then-restarted their work with a given practice