If we expect teachers to use curricula in ways consistent with the NGSS vision, then the learning experiences we design for teachers should be symmetrical to the learning experiences we design for students. STUDENTS FIGURE OUT, TEACHERS FIGURE OUT Teachers figure out in PD in parallel with how their students figure out in the science classroom. In this article, we describe our approach to designing curriculum-based teacher professional learning that is symmetrical to student learning by giving teachers opportunities to learn in ways that reflect how students learn (Mehta and Fine 2019). [Extracted from the article]