Participants engaged with materials and activities in whole
group and
small groups that demonstrate that science lessons can be richer, deeper learning experiences when we, 1) slow down the process and provide repeated experience over
time with key concepts (e.g., observing and exploring ingredients one day; making play dough another day), 2)
incorporate language and literacy into science explorations intentionally (e.g., using informational texts; using visual aids and key words in DLL children's home language), and 3) connect science to other content areas and provide extension activities that continue conceptual learning across
time and across the classroom (e.g., measurement with ingredients; discussing other types of mixtures during snack
time).
With the increased staffing, classroom teachers were able to
incorporate small -
group instruction three
times weekly, providing more personalized instruction.