Making Formative Use of Student Experience Data to Promote Equity

Figures & data

TABLE 1: Research-based strategies introduced in the SEIC.

Coherence	Relevance	Contribution
Routines for generating questions to guide inquiry (Driving Question Board) (Weizman et al. 2008) Routines for revisiting questions and setting directions (Navigation Routine) (Reiser et al. 2021)	Empowering use of everyday language and heritage languages first in making sense of ideas (Bang et al. 2017) Encouraging students to relate community knowledge and practices to scientific sensemaking (Brown and Ryoo 2008) Supporting students in using their life experiences and knowledge to explore the meaning of phenomena (Fine and Furtak 2020)	Wait/think time Think-Pair-Share (DeBarger et al. 2017) “Talk Moves” (Resnick, Michaels, and O’Connor 2010) Protocols for hearing from all students (turn-taking strategies) Idea coaching [Wingert 2017] Group students heterogeneously by perceived ability (Theobald et al. 2017) Students co-create and review norms and agreements for group work (Patterson 2019) Amplify the ideas of low-status students for others to work with

TABLE 2: Examples of possible exit ticket items.

Coherence	Relevance	Contribution
The teacher asked us what question we should answer today to explain the phenomenon we are studying. The teacher guides us to share our prior experiences or ideas about a phenomenon or topic to inform what we will do next. Today we started class by reminding ourselves what we learned in the last class. I understand how today’s class ties to the bigger picture for what we’re studying in this unit.	Today’s science lesson was personally meaningful. I enjoyed today’s science lesson. I found today’s lesson interesting. I would like to study more about the topic of today’s lesson in my free time. If people in my city or town understood the science we learned in today’s lesson, they would do something that could help make our city or town a better place.	We engage in whole-class discussions where we publicly share, expand, and clarify our ideas. The teacher encourages us to build on and critique one another’s ideas. Everyone’s ideas are heard. The teacher gives us time to come up with our own ideas. Did you share any ideas out loud today with the whole class, a small group, or a partner?

Sample equity-oriented visualization of data.

Weizman, A., Y. Shwartz, and D. Fortus. 2008. “The Driving Question Board: A Visual Organizer for Project-Based Science.” The Science Teacher 75 (8): 33–37.

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Reiser, B. J., M. Novak, T. A. W. McGill, and W. R. Penuel. 2021. “Storyline Units: An Instructional Model to Support Coherence from the Students’ Perspective.” Journal of Science Teacher Education 32 (7): 805–829. https://doi.org/10.1080/1046560X.2021.1884784.

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Bang, M., B. A. Brown, A. Calabrese Barton, A. Rosebery, and B. Warren. 2017. “Toward More Equitable Learning in Science: Expanding Relationships among Students, Teachers, and Science Practices.” In Helping students make sense of the world using next generation science and engineering practices, edited by C. Schwarz, C. Passmore, and B. J. Reiser, 33–58. Arlington, VA: NSTA Press.

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Brown, B. A., and K. Ryoo. 2008. “Teaching Science as a Language: A “Content-First” Approach to Science Teaching.” Journal of Research in Science Teaching 45 (5): 529–553.

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Fine, C., and E. M. Furtak. 2020. “The SAEBL Checklist: Science Classroom Assessments That Work for Emergent Bilingual Learners.” The Science Teacher 87 (9): 38–48.

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DeBarger, A. H., W. R. Penuel, C. K. Boscardin, S. Moorthy, Y. Beauvineau, C. Kennedy, and K. Allison. 2017. “Investigating Science Curriculum Adaptation as a Strategy to Improve Teaching and Learning.” Science Education 101 (1): 66–98. https://doi.org/10.1002/sce.21249.

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Resnick, L. B., S. Michaels, and M. D. O’Connor. 2010. “How (Well Structured) Talk Builds the Mind.” In Innovations in educational psychology: Perspectives on learning, teaching, and human development, edited by D. Preiss and R. J. Sternberg, 163–194. New York: Springer.

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Wingert, K. 2017. Supporting Language-Minoritized Students in Science Practices Within a Research-Practice Partnership. Seattle, WA: University of Washington Seattle.

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Theobald, E. J., S. L. Eddy, D. Z. Grunspan, B. L. Wiggins, and A. J. Crowe. 2017. “Student Perception of Group Dynamics Predicts Individual Performance: Comfort and Equity Matter.” PloS One 12 (7): e0181336. https://doi.org/10.1371/journal.pone.0181336.

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Patterson, A. D. 2019. “Equity in Group Work: The Social Process of Creating Justice in a Science Classroom.” Cultural Studies of Science Education 14 (2): 361–381.

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