Group Learning Routines as a Tool to Build Equitable Learning Experiences in a Biology Classroom

Abstract

The vision behind the Next Generation Science Standards (NGSS) is that all students engage in explaining phenomena and designing solutions with three-dimensional learning. Authentic sensemaking involves opportunities for learners to share, analyze, and critique ideas in collaborative groups. However, it can be challenging to structure classroom discourse so that all students actively participate. This article outlines the success of two teachers using Group Learning Routines (GLR), or peer-to-peer discussion protocols, to support diverse learners. The routines are embedded in the New Visions for Public Schools Biology Curriculum which is open source and storyline-based. The unit described here engages students in an exploration of the mismatch between how our bodies and our environments function. Embedded routines structure student talk throughout a learning sequence culminating in class consensus discussion, in which students collaboratively decide on a class-wide explanation of the phenomenon. Resources, such as rubrics, descriptions of the routines, and example student work are provided to support classroom implementation.

Keywords:

• Biology
• living environment
• new visions for public schools
• New York City Public Schools
• equitable discussion
• group learning routines
• equitable sensemaking
• 3D discussion techniques
• rigorous discussion
• collaborative discussion techniques
• NGSS alignment
• NGSS discussion techniques
• NGSS engineering

Disclosure Statement

No potential conflict of interest was reported by the authors.

SUPPLEMENTARY MATERIAL

Supplemental data for this article can be accessed online https://doi.org/10.1080/00368555.2024.2337862

Additional information

Notes on contributors

Elizabeth Chatham

Elizabeth Chatham ([email protected]) (ORCID: 0009-0006-7189-2052) is a Lead Curriculum Development and Professional Learning Manager at New Visions for Public Schools, an organization located in New York City that focuses on providing educators with the tools, resources, and support to build and continuously improve strong systems for all students. She has led the development of an open access storyline-based biology curriculum, and supports teachers in transitioning to New York State’s version of the Next Generation Science Standards (NGSS). Prior to her current role, Elizabeth spent over a decade as a high school science teacher in New York City and abroad. She was the founding science teacher of Marble Hill School for International Studies, and served as a Peace Corps Education Volunteer in Senegal, West Africa. Before starting her education career, Elizabeth was a field biologist for the National Marine Fisheries Service, where she researched marine turtle conservation. Elizabeth recently completed her Ph.D. at State University of New York at Stony Brook in Secondary Science Education.

Joy Otibu

Joy Otibu ([email protected]) is a biology teacher and head of the science department at Mott Hall Bronx High School located in New York City. Her journey as an educator began when she joined the NYC Teaching Collaborative in 2016. Since that time, Joy has worked in the South Bronx teaching the New Visions Curriculum for Living Environment and Earth Science, and International Baccalaureate (IB) Biology. Her background as a first-generation Ghanaian immigrant has helped her connect with the diverse student population her school, and the New York City Public School community. Joy also serves as a teacher leader for the New York City Department of Education as well as for New Visions for Public Schools. Through her work with New Visions, Joy has collaborated with curriculum specialists and other teacher leaders in designing and testing the New Visions for Public Schools curriculum for Biology. Recently, Joy has worked with New Visions for Public Schools to support the widespread implementation of the Next Generation Science Standards (NGSS) in biology by facilitating virtual and in-person professional development.

Andrea Sau

Andrea Sau ([email protected]) (ORCID: 0000-0002-3552-6091) is a biology teacher and the coordinator of the International Baccalaureate (IB) program at Mott Hall Bronx High School in New York City. For the past 8 years, he has led the science department in the adoption and implementation of the New Visions Biology curriculum, which is Next Generation Science Standards (NGSS)-aligned. Andrea has also been collaborating with New Visions for Public Schools, helping with the creation, implementation, and revision of the New Visions Biology curriculum, as well as leading city-wide professional development. Andrea completed his Ph.D. in Cellular and Molecular Medicine at the University of Ottawa, Canada, where he also taught Italian Language and Culture. Originally from Rome, Italy, Andrea completed his Bachelor’s and master’s degrees in biology at the Università degli Studi di Roma Tor Vergata.