Transcript Review Open

You are part of a research team reviewing and coding interviews with educators. Please use the attached codebook to generate codes for all interviewee statements in the attached transcript. Ignore Interviewer statements. Provide one or more codes for each speaking turn for the Interviewee.

For output, please create a 5-column table with interview timestamp, speaker name, the applicable code from the codebook, and a rationale for why the code was chosen for the particular interview timestamp.

Codebook (v3) 9/3/24 Advancing Equity and Sustainability of Professional Learning with AI

• Einstein Project with Eddo Learning -

Category Code Description Example Reading OSE Materials

(what looking for)

Reading: A curriculum strategy includes a particular orientation toward the reading of the curriculum materials themselves. As documented by others (Ben-Peretz 1990, Remillard 1999, 2000, Morse 2000), the ways in which teachers read curriculum materials can differ greatly both in terms of the timing of reading relative to instruction and in terms of what information teachers are seeking as they read. (GB note: reading will apply to utterances that describe how teachers plan to access, as is, OSE materials.)

From Sherin and Drake (Sherin & Drake, 2009, p. 472). R1: Reading teacher guide all the way through Reading through the teachers’ guide from start to finish as a first step in getting ideas for what to do next in the process of preparing to teach the OSE curriculum. It's getting to know the teacher's materials and where everything is and what I'm doing. And I haven't really dove into a particular day's lesson yet. It's more like the unit overview. What I would probably do, read through the whole thing, go back and highlight. (Sylvestercat728) R2: Reading to understand what students are supposed to get from a lesson or unit of OSE Reading the OSE curriculum materials with an eye to understanding what ideas each activity adds to student understanding for the purpose of seeing how the curriculum as a whole build student understanding of particular concepts. Yeah, so looking at, in day-to-day instruction, looking at the flow of the lesson, looking at kind of what kids are supposed to get out of it, and then going through page by page and looking at how I guide them to get there. And not only the activities, like what students are doing, but because OpenSciEd is so discussion-focused, like what kind of discussion are we trying to have? How long does OpenSciEd suggest that that discussion should take? And then using all of the, you know, I really have to synthesize all that information together to do a good job of guiding students.  (Rocksarefun122) R3: Reading to understand where to find important materials in OSE Reading the teacher’s guide to find details about where other key OSE materials are to be found the big things for me are just like, as things are referenced, understanding what that means or where that is found  (Snickers248) R4: Reading the teachers’ guide in class during instruction and following as a script Holding the teachers’ guide in hand while teaching and reading parts of the guide directly to students as if following a script So I had, I actually printed that teacher guide and I had it in a binder, which is very different from the way I typically have taught, like typically don't have any printed materials. I just kind of, well, I know what we're doing and I'll talk through and get them going on whatever it is, maybe a presentation. (Snickers248)

Evaluating OSE Materials (How plan to make use/nonuse of it)

Evaluating: A curriculum strategy also includes the types of evaluative stances that are adopted by teachers before, during, and after the enactment of a curriculum. These stances can differ, both in what the teachers choose to attend to when evaluating, as well as the dimensions along which they conduct this evaluation. (GB note: evaluating will apply to utterances that describe how teachers plan to interpret and integrate, as is, OSE materials.)

From Sherin and Drake (Sherin & Drake, 2009, p. 472).

E1: Evaluating what existing OSE materials are important to pull out/prepare ahead of time Looking in the OSE resources for indications of what materials (handouts, posters, and hands-on materials) should be prepared ahead of time to properly run each lesson I would attempt to figure out what posters should be made ahead of time and which ones are like co-constructed with the students.  (Rocksarefun122) E2: Evaluating by predicting timing of each activity in a proposed lesson or duration of classes in a unit Using the teacher guide to determine how long each activity in a lesson should take and then adjusting this time estimate to fit how long that teacher believes students will actually need. one of the things I'm relying on the teacher guide for is that pacing and that timing. I'm giving myself grace, like, yep, it might take a little bit longer, but it shouldn't take, you know, days longer than what is recommended. (Rocksarefun122) E3: Evaluating use of OSE resources based on students and school constraints (materials, behavior, etc.) Evaluating which OSE units, lessons, and activities are best used and at which time, with decisions made based on school context constraints in the classroom such as changes in student behavior and attention due to the time of year and availability of materials I'm gonna try this year and do it the way they say, because I'm not up for creating my own curriculum. And we'll see what happens, I guess. I'm sure I'll have my own ideas. You know, the teacher who taught it the last two years has told me that she rearranged the units, that I think unit six is about cells and biology kind of stuff. And she's like, there's no way I would do that at the end of the school year because it's a lot of microscopes and kind of minutiae. And so she moved that one earlier, and then she was missing. She was gonna do something.  10:25 Sylvestercat728 There's a unit that deals with chicken, and you, like, dissect raw chicken, and she was gonna do that first, but some materials didn't come or something, so she moved stuff around quite a bit. And I don't know (Sylvestercat728)

Adapting OSE Materials Adaptions change what the students experience in the classroom

Adapting: Finally, a teacher’s curriculum strategy includes an orientation toward the adaptation of curriculum materials. In the simplest case, a teacher may tend to adapt simply by omitting portions of a lesson. However, some teachers may be inclined to be innovative, and to occasionally make significant and creative changes and/or additions to the curriculum. (GB note: adapting will apply to utterances that describe how teachers plan to alter, edit, or supplement OSE materials.)

From Sherin and Drake (Sherin & Drake, 2009, p. 472).

A1: Adapting storylines to fit prior life experience and personal context of students Changing the real-life examples (storylines) in the OSE curriculum to feature unique local geography or socio-scientific issues important to people in the community. This biology section that we're working on is significantly about the Serengeti, which is great. It's an interesting place that I think most of us are somewhat familiar with, the African savannah, etcetera. But it's the other side of the world and it's far away from us and what's important in our lives. And if your dad, uncle, whomever is in timber or a fisherman or a whatever, you've got this family connection already with an ecosystem that may be going through the exact same stresses as that ecosystem. But how could you teach it in a way that, ooh, this might actually trigger a student to go home and have a conversation with a family member about, here's what we learned today, this is. I  (Fakename555) A2: Adapting by creating additional docs to support OSE use (note: this code refers to documents made for teacher use) Preparing to use OSE resources by creating additional documents that show the teacher what students should learn in each lesson and where students will need extra support.

after that lesson, what should the students have figured out, and where are the students going next? And so making a separate document to identify all of that for every lesson in the unit, so that I know, as a teacher, where we should be going and what, if there are places where the students may have gaps in their knowledge, I know how to build those in before moving on to the next set lesson. (Science234) A3: Adapting OSE to support Ss with activity scaffolds (note: this code refers to documents made to give to students) Adapting OSE resources by adding scaffolds that enable students to access the OSE curriculum (refers to providing additional supports to meeting the existing goals) I would probably make a copy of the slides and make additional modifications to it to suit my teaching style, as well as to add in things that I think kids might need to support them to access the lesson and the task. So specifically like sentence frames or vocabulary or talk structures, things like that. (Strummerbear333) A4: Adapting OSE to support students with additional lessons or units Adapting OSE resources by adding lessons or units that teach students content or skills that they need to access the OSE curriculum but do not yet have, supplementing their prior knowledge and skills (Refers to establishing additional supplemental learning goals for which materials are created) To plan it? I know with my own students that the time it says in the guide, I will have to double it, just for my own students. So planning on, if it says two days, I'm going to plan on three or four, just because of my student population, it's going to take longer, and we might have to have a lot more mini-units or mini-lessons along the way to fill in those gaps.  (Treefrog314) A5: Adapting by leveraging Eddo/Einstein landing page resources Adapting the OSE curriculum resources by supplementing with the Eddo/Einstein landing page that collects multiple resources in the same place. Whether that's through Eddo or it's through Einstein, I'm not sure. So in like the accessed email version of things that he had sent to us, what are we looking at? We're looking at a few specific lessons that have their pieces visible for you, but some of them maybe weren't included in that process. And even so, you may not really see what is the student seeing in this? Where's the slide of that? I don't know, rainfall data? Where's the map with the road going through a proposed road through the park? And how does that split the migration patterns of the animals?  (Fakename555) A6: Adapting OSE by collecting and arranging supplemental digital/media resources showing teachers how to implement Adapting the OSE curriculum by creating additional online resources that featured videos and other media that showed teachers how to implement particular aspects of the OSE curriculum I guess I was thinking, like, initially to the OSC stuff because there's so much out there and it's kind of hard to find everything that's there. But other resources, other websites would be fine. I was imagining some kind of, you know, like I guess OSC materials where they have the videos and the examples and some other things like that. Not just here's the link to the page to read in the handbook, but like here are some other professional learning resources that can help you see this kind of discussion in action or the reflection pieces. Because even like even if you're  (Rocksarefun122)

How will the Teachers’ Guide Affect Planning Time? PT1: Existing materials are ready to go Planning time will be saved because OSE materials are ready to go and curriculum is usable as it is. The slideshow that was used during our breakout session already had everything linked, so I guess I would just have to make that slideshow available to all the students (Treefrog314) PT2: Guide will save time and is useful BECAUSE of launch training Planning time will be saved because the teacher was trained on how to use the teacher guide in the summer Launch So really kind of creating the whole experience rather than just kind of talking about it. It does feel like that's what has happened for us, these three, and (Fakename555) PT3: Will take longer_takes time to learn well enough to know key outcomes Planning will take longer because it takes time to understand the teacher guide well enough to know the important outcomes sufficiently to be able to run lessons effectively. where we're going. So to do everything in that curriculum guide, it's going to take an investment of time. (Science234) PT4: Will take longer_ need to edit stock materials for particular use When initially using OSE materials to plan, planning will take longer because teachers will need to adapt materials for classroom use. So I could see, like, if teachers were going to only do one thing that would be starting with those slides and then making those slides their own to the extent that it helps them be able to teach that lesson better or more comfortably, I guess. (Strummerbear333) PT5: Will take longer_ overwhelm A lot of advanced planning will be required to correctly use the OSE curriculum and this is intimidating and a bit overwhelming. (note: this code is for utterances that express a measure of emotional distress or feeling of helplessness) And I know these units, you have to plan ahead versus walking in that morning and being like, I have no idea what I'm going to do, let's open this lesson. So I know that it's going to be a lot of teacher planning time in advance until I get comfortable with the units, which is a little bit daunting. (Science234) PT6: Will take longer_ redundancy that needs sorting Will take longer because information is duplicated within different OSE resources and it will take time to see what is new and what is a duplication. so I tried a unit or part of a unit in the spring, a chemistry unit. I just had two weeks essentially, I just see how far we get just interested to see took obviously a new something new, it took a while to sort through. There's resources, A, B, and C, so like teacher guide, kind of unit storyline, and then the student-facing handouts, the student-facing Google slides, and the teacher-facing ones as well. And so like, just the information is kind of all there. And it's, it's redundant in that it shows up in all of them, which is good. But it's trying to figure out, okay, how am I matching up the teacher guide to the slides? And I think that took a lot of time of just kind of sorting through, there's a lot of extra information in the teacher guide that I at first I was reading every, every word, but then I, after a while, I realized, okay, I can skip that part or can come back to that if needed. But I'd say that was kind of the time-consuming part was just piecing it all together, right? (Snickers248) PT7: Will take longer_ takes experience to know what is important Planning takes longer initially because you don’t know what parts of the materials are important and what you can skip over. if you do all of it, it can take a very long time. And experience teaches you, maybe there's less that you need to do.(Snickers248 **note: this may be the interviewer and not respondent – check this)

How will the Teachers’ Guide Affect how you Prepare to Lead Class Discussions? CD1: Clear guidance on sequence and flow of conversation; existing materials OSE resources for preparing for class discussions are helpful because they provide guidance on what to expect for the flow of the conversation, what to do if challenges arise in the conversation, and how to keep the discussion flowing. Again, the guide has not just prompts, but a whole bunch of other little tips and aids all kind of built in there, like in little colored box sections where it's easy to find. See, here are some things to do to kind of move the conversation in a certain direction. Here's ways to get the conversation flowing if it isn't. Here's ways to address certain things that may come up. And we've been already kind of thinking of ways to adapt it. How (Fakename555) CD2: Not something to prep Availability of OSE resources for preparing for class discussions mean that there is less preparation for the teacher because the class discussion preparation is largely done by the teachers’ guide. But beyond that, I feel like with the way that this curriculum is set up, it would be more like reacting to how the students react to the lesson, and then just kind of feeding off of them. So it would be less set up for me, and more just reacting to how the students are interacting. **[2:37] Inte (Treefrog314) CD3: Thoughtful grouping, stopping points, and other directions OSE resources for preparing for class discussions are helpful because they provide direction on how to physically group students and convenient places to stop the conversation if time runs out. I liked that from what I've seen so far. It gave us the stopping points and turned it over to instructions were on the bottom of the lesson slides that I was looking at. This is the time to have the kids work as teams and then tables and then the whole group. It was very direction friendly, but it also was open enough to let the kids choose the path of the discussion and that I can follow their path and we can make that journey together. (Cactus220) CD4: Effective question suggestions OSE resources for preparing for class discussions are helpful because they provide specific questions that teachers can use in class. the example prompts that it gave in the, I think it's both in the comments of the slides and in the teacher guide, I found were helpful. I mean, leading discussion, obviously you have to tailor it to your students and there's going to be times where it goes a different way, but I felt at least somewhat prepared opening up the conversation that I could have some fallbacks, and I don't think I used them all the time, but it was a little safety net to know like, okay, if things go off the rails, at least I have a couple questions in front of me that I can fall back to. (Snickers 248)

Notice? N1: Emphasis on skills and not just content Noticing that the emphasis of the curriculum includes a focus on building skills and not just remembering content. Because from my understanding, OpenSciEd is more skills-based rather than content-based, which is where science education is going and where we're currently at and we're building on. And I love that aspect of it because it's not about the memorization anymore. It's about, can you take the skill and apply it to something else?  (Science234) N2: OSE works by engaging students in phenomena Noticing that natural phenomena are used as a tool for engagement Using more natural occurrences to interest students and finding a way to incorporate science knowledge to increase student understanding.  (Treefrog314) N3: The importance of models to the learning Noticing that the construction of models by students is important to student understanding Creating models. If we know where the students are before the discussion, and we know where we want them to be afterwards, we can navigate the discussion to build sense-making for everyone.  (Treefrog314) N4: Importance of letting students generate and answer their own questions Noticing the importance to the success of the curriculum that students are supported in asking questions and get a chance to answer their own questions. Make sure to allow students to come up with & answer their own questions.  (Cactus220) N5: Important to run OSE as written Noticing that it is important to teacher the OSE curriculum as written in order for it to work correctly. I've taught the unit before, but again, I shortened it. One thing that I've noticed is a lot, there's a lot of phenomena fatigue when it comes to the students. And at that point as a teacher, I just kind of stopped instead of continuing to push through and not teaching it correctly has definitely made an impact on what my students got out of it. And so teaching it correctly, I think my students will one, understand the content a lot deeper as well as understand the skills that they're supposed to get out of it. (Science234)

4. Wonder W1: Participation: How to get all students engaged? Wondering how to get all students to fully participate in the class discussions. How do you get that one class (that never talks) to discuss their thoughts? (Science234) W2: Supporting absent students Wondering how to catch up students who have been absent in light of how each lesson builds on the one before it. The lessons all build on each other. Information that we learn in one lesson is used in the understanding of the next lesson.  What's the best way to catch up students who are absent?  (Treefrog314) W3: Supporting colleagues by streamlining materials so their experience is efficient Wondering how to show colleagues how to use the curriculum in a streamlined way that allow them to implement OSE without getting caught up on all of different resources. And so my job will be to share what I've learned here to the rest of the other three bio teachers on my team. And I think I want to try to figure out how to streamline it as much as possible for them so they don't have to go through the struggle of, I mean, at some point they're going to find all of the different resources, but how can I streamline it for them that they can say, okay, I think this is a good curriculum. They might not be as sure. And so I don't want to set this up and have them struggling through it and be like, oh, that was terrible. Like, let's just go back to what we've been doing. And so just trying to streamline the process for them to be like, okay, here's this, here's I have what I need. Obviously, I think that will be more work on my end to try to get them what they need in a streamlined process.  (Snickers248) W4: Timing: How to manage phenomena fatigue effectively? Wondering how to work with students who may be getting tired of talking about the phenomena. How long should we spend on establishing the phenomena? What do we do if the phenomena gets too monotonous? (Treefrog314) W5: What support will be there for them when they get back to the classroom? Wondering how teachers will find the support they need on later units, as the summer Launch training focuses only on the first unit. Well, again, I think it's pretty fully fleshed out for unit one. We're all having to digest. What do you do on unit one? But two, three months from now, unit two will be where we're having to do all of the same work. And will there be enough resource to help, or is the resource just to get your feet wet? And then after that, you kind of have to build your own similar system to help get you through the rest of life?  (Fakename555) W6: Where will curriculum development be going from here in the next 5-10 years? Wondering how the way science is taught will continue to change over the next few years But there's a, you know, a lot of questions internally about where's this headed in five years or ten years or where do I see this? (Fakename555) W7: How to ensure coherence? Wondering how to keep the themes and concepts flowing logically from one lesson to another (coherence) What is the best way for a teacher to prepare for each unit to ensure the lessons are coherent? (Science234) W8: How to manage the class under these new learning goals and instructional activities? Wondering how to manage student groups with the students are unwilling or unable to engage appropriately with the curriculum. How to maintain management during problem situations?  (Cactus220) W9: How to assess the class under these new learning goals and instructional activities? Wondering how to assess students so that there are enough grades. We haven't looked at assessments much, but like, having links and possible ideas for assessment along the way. I know I'm leading a unit on, a middle school unit, but I actually am a high school teacher. So having things in there that are like, you could grade this, because grades become even more important when you get to high school. So things that you could put points on, which I hate, but it's part of high school. That's part of it, is that you have to be able to have that. (Oakfieldoaks432)

Usefulness U1: Existing materials are ready to go What makes the OSE curriculum useful is that it is completely built out and ready to be delivered to students. I think it will definitely be helpful. I don't have to do it all myself. The wheel has already been invented. Here it is. I can adapt the lesson to meet the needs of my students at the time. It's very user-friendly on what I can take. (Cactus220) U2: Hyperlink What makes the OSE curriculum useful is the availability of hyperlinks to connect to different resources. The slideshow that was used during our breakout session already had everything linked, so I guess I would just have to make that slideshow available to all the students  (Treefrog314) U3: Pathway to follow What makes the OSE curriculum useful is that it gives you a pathway to follow to enact the curriculum. Curriculum guide would definitely be useful. It gives you not a script but a pathway to follow. It gives you different steps and guidelines. It gives you the ideas for the questioning concepts. I liked how it's structured. It's very easy to follow. You know, when you get to this point, break up into groups. Let the kids talk about it in ways that work for your classroom. I would definitely be using this. It's got nice links on it. I really like the links to the different things that I can get to quickly and accurately in my classroom.  (Cactus220) U4: Storyline broken down well What makes the OSE curriculum useful is the way the storyline was presented such that teachers can see each step and the big picture. I think the biggest helpful [...]thing was the unit storyline overview, just kind of broke down.[...] Okay, this is lesson, there's lesson one, two, three, these [...]are the questions, this is what they'll be doing. That was [...]helpful for me to get like the big picture of where we were [...]going. And then in the teacher guide, it was basically that the[...] first couple of pages of it, which just had like the, [...]essentially the breakdown of time, what they were doing, and [...]then the resources on the right-hand side was time, activity, (snickers248)

Improving OSE I1: “Better tools for connecting information across resources” Noting the absence of a unified view of the curriculum that both gives background information and provides graphics that allow for visualization of and connection to other resources. We have a Carolina company's spiral bound resource that breaks down the parts of the lesson and it's good at giving you some background thinking of what questions you might want to ask, how to guide student thinking, etcetera. But unfortunately, through the book, there's not a visible image of the slides that they're referring to or the article that you would read. There's no image of it, etcetera. So you're kind of having to hunt for each of those pieces and think what would the experience be like? What really is happening here without being able to see it?  (Fakename555) I2: Clarify key criteria for good class discussions Wishing that the OSE teachers’ guide class discussion resources provided more detailed information on the type of discussion and the purpose of the discussion. I do wish there were – that it was more clearly called out what type of discussion it was and what the purpose of the discussion. You know, not just, like, building understanding, but, you know, building understanding for fill in the blank so that me as a teacher can know, like, where am I going with this? Or sometimes it's just getting ideas, and they can go anywhere. And kind of having that be more clearly called out would be more helpful in my instruction. (Rocksarefun122)

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