Collaborative Inquiry into Students’ Evidence-based Explanations
We offer a model of collaborative inquiry for groups of science teachers who would like to systematically improve their practice through analyses of student work. We refer to this type collaborative inquiry as the APEX model (Advancing High-leverage Practices by Examining Student Thinking).
The full model, together with examples of how teachers have used this system to advance their practice are available below by linking to: The APEX System: Advancing Teaching Practice by Examining Student Work
This model of collaborative inquiry has three features that distinguish it from other ways of looking at student work:
1) a focus on a high-leverage practice (in this case pressing for evidence-based explanations),
2) a focus on longitudinal learning—both student and teacher learning over the course of a year, and
3) attention to students at all levels of the achievement spectrum.
The link above includes:
-Rubrics for Analysis of Student Understanding of Evidence-based Explanations
-Guides for Analysis of Student Thinking Patterns over Time
-A Critical Friends Group Protocol