There is an old saying that makes the simple argument, “seeing is believing.” In line with this statement, we are attempting to make our research accessible and useful for teachers and teacher educators everywhere. In an attempt to make a meaningful contribution to the education community, we have compiled a series of videos that provide some basic instruction regarding a number of pertinent issues. To view the videos, simply click the links to the right and follow the directions for the corresponding videos. For  those who have questions, concerns, or general thoughts about these videos, feel free to add a comment to their corresponding Blogs. We look forward to hearing from you.


The Disaggregate Instructional Approach


In this clip, you will see a brief ‘documentary-style’ overview of how science instruction can potentially be disaggregated into two components. This 4-phase instructional approach attempts to separate the lesson into content-focused and language learning-focused components. The initial instruction is conducted without a great deal of academic language use, while the second two phases of the lesson use assessment methods to foster students’ use of science language. The video is approximately 16 minutes long. Please give the web server time to download the entire video clip.


We are currently exploring the impact of Disaggregate Instruction in contemporary classrooms. To do this, we are working with a variety schools across the country. These project partners teach Disaggregate Lessons in their classrooms to test it’s effectiveness. If you are interested in becoming a project partner click here.

Tooling With Science Langauge


In this clip, you will see student struggling with an activity that attempts to teach them about chemical bonding. The students are attempt to construct the Lewis Dot Structure model for the molecule they were assigned. In attempting to accomplish this, the students struggle to understand the symbolic meaning of the bonds (represented by pasta), and struggled to understand the rules for bonding. Despite their saying the terms “Octet Rule” and “Duet Rule” the students struggled to make meaning of the Science Terms, Symbol Systems, and multiple Representations of a chemical bond.


In this clip, you will see a group of students discuss there experiences in midwest classrooms. The students discuss their feelings of marginalization that resulted from what they felt was linguistic profiling. The are under the believe that their use of African-American Vernacular English (AAVE) was seen as representative of their academic inability. The clip is an excerpt from the PBS series ‘Do you speak American.’

Linguistic Profiling


In this clip, you will see a description of how science is currently being taught in California elementary schools. It provides an indication of how the science achievement gap may continue to grow if science educators, schools, teachers, and administrators do not take serious effort to improve how science is currently taught n K-12 institutions.

Failing to Teach Science

Throughout the U.S. there is a growing movement to enhance urban science teaching and learning through the inclusion of hip-hop culture as a medium for instruction. In following this area of scholarship, we partnered with the Music and Mural Arts program (MMAP) in East Palo Alto, CA to develop a series of hip-hop based lesson plans. These lessons use music videos produced by MMAP to teach basic science lessons. Through the production of these videos we discovered:

Students who produce these science videos develop the need to understand the content. Due to the fact that lyricism requires use of metaphor, double entendre, and analogy students had to develop a dual awareness of the content in the canonical language and the lyrical alternative.

Using these videos for instruction provide students with ways to conceptualize phenomenon in language an cultural resources that are both accurate and culturally relevant.

The sample videos and associated lesson plans are available below:

Lyricism & Science Learning

My research focuses on the relationship between langauge, identity, and classroom learning. In general, the langaue practices that guide classroom learning involve a genre of talk that all students must master. When people explore how science talk impacts people from different culture in various ways, the integration of the social politics of language and the difficulty of learning complex discourses becomes pertinent. For more information...

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To help gain a deeper understanding of how language, race, and culture impact students in science we captured a few video excerpts that document these ideas. These videos focus on a number of smaller issues including: (a) Linguistic Profiling, (b) How Language and Science Literacy are Intertwined, and (c) Short excerpts of video explaning our research projects.

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My focus as a teacher involves allowing students to explain, evaluate and explore. Powerful  instruction allows all participating students an opportunity to learn the content, while growing confidnet in their ability to find their place in educational research and practice. The overview of teaching provides access to syllabi, instrucitonal methods, and classroom materials.

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