Sensemaking entails being active, self-conscious, motivated, and purposeful in the world. It is an activity that is always situated within the cultural and historical contexts in which we interact with others and with the aid of tools. In this chapter, we contrast everyday sensemaking with academic sensemaking and treat academic sensemaking in a disciplinary-specific manner, exploring how teachers engage students in academic sensemaking within the domains of mathematics, science, history, and literature. Consistent with the focus of this volume, which is designed to feature teacher practice, the goal of our chapter is to explore the practices in which teachers engage when the purpose is to position students as sensemakers and create a classroom culture that provides the resources and contexts to develop skill with academic sensemaking. Our analyses revealed the broad range of practices necessary to characterize the enactment of instruction that is designed to teach and promote sensemaking, as well as the multitude of purposes those practices served. To explicate the domain-specific nature of teacher practice, we analyzed selected studies in which the researchers provided significant detail regarding teachers’ practices. We conclude that sensemaking is a productive lens for investigating and characterizing great teaching.

中文翻译：

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支持学生跨年级和学科的教学实践：概念回顾

意义建构需要在世界上保持积极、自觉、有动力和有目的性。这是一项始终处于我们与他人互动并借助工具的文化和历史背景中的活动。在本章中，我们将日常意义建构与学术意义建构进行对比，并以特定学科的方式对待学术意义建构，探索教师如何让学生参与数学、科学、历史和文学领域的学术意义建构。与本卷的重点（旨在以教师实践为特色）一致，我们这一章的目标是探索教师参与的实践，其目的是将学生定位为感知者并创造一种提供资源和背景的课堂文化培养具有学术意义的技能。我们的分析揭示了描述旨在教授和促进意义建构的教学制定过程所必需的广泛实践，以及这些实践所服务的众多目的。为了解释教师实践的特定领域性质，我们分析了一些研究，其中研究人员提供了有关教师实践的重要细节。我们得出的结论是，意义建构是调查和描述伟大教学的一个富有成效的镜头。我们分析了一些研究，其中研究人员提供了有关教师实践的重要细节。我们得出的结论是，意义建构是调查和描述伟大教学的一个富有成效的镜头。我们分析了一些研究，其中研究人员提供了有关教师实践的重要细节。我们得出的结论是，意义建构是调查和描述伟大教学的一个富有成效的镜头。