PDI-8: What Works in Science Classrooms: Developing Student Understanding through Classroom Inquiry, Discourse, and Sense-Making
Wednesday, March 28, 2012
8:00 a.m.–4:00 p.m.
White River Ballroom G, JW Marriott Indianapolis Hotel
Cost: $150
Limit: 60
Grades K–12
Recommended Pathway Sessions
Presented by McREL, Denver, CO
Framing Questions
- What are the characteristics of effective, high-quality science instruction?
- What are the strategies that teachers can use to help students' develop conceptual understanding?
- How can inquiry-based instructional strategies help students understand content?
- How can teachers engage and motivate students to want to learn and understand in their science classrooms?
PDI Summary
What Works in Science Instruction is a professional development program based on the Designing Effective Science Instruction book. It is designed to improve teachers' ability to plan and deliver effective lessons to diverse student populations. All recommended strategies are founded upon a research base showing improved student achievement and understanding. The daylong professional development and the additional pathways sessions will engage participants in activities to help them understand how inquiry, discourse and sense-making activities in their science classrooms translate to student understanding. Participants will receive a participant's manual that provides information about the six strategies that help engage and motivate student in ways that support student understanding of science concepts. With state science assessments already in place, there is an urgent need to help science teachers figure out how to differentiate for students. During the session, we will review the findings of selected research studies and review the research on how students learn to inform our conversations about developing student understanding. Teachers who have been bombarded with multiple messages about improving student achievement will find What Works in Science Instruction to be practical, to-the-point, supportive, and doable.
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Anne Tweed describes this session:
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