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By: Anne Tweed
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$27.96 - Member Price
$34.95 - Nonmember Price
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http://www.nsta.org/store/product_detail.aspx?lid=amzn&id=10.2505/9781935155065 34.95 Designing Effective Science Instruction: What Works in Science Classrooms http://www.nsta.org//images/products/shrinked/140/PB243X.jpg
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Details
| Type of Product: | NSTA Press Book (also see downloadable PDF version of this book) |
| Publication Date: | 11/1/2009 |
| Pages: | 222 |
| Stock Number: | PB243X |
| ISBN: | 978-1-935155-06-5 |
| Grade Level: | Elementary School, Middle School, High School |
| Read Inside: | Read a sample chapter: Building the Framework |
Our reviewers—top-flight teachers and other outstanding science educators—have determined that this resource is among the best available supplements for science teaching.
[Read the full review] |
Description
Science teachers, like all teachers, start each school year with high hopes and expectations for students to succeed. They plan their lessons, scramble to get the necessary equipment, and work hard to engage their students. However, despite good intentions and best-laid plans, not all students do well in science classes, and even fewer achieve mastery. Student performance on national and international assessments is poor, and/or more adults are unable to understand the scientific issues that affect their lives and society. Something must be done now to help science teachers put power behind their hopes and expectations for student achievement.
Designing Effective Science Instruction helps you reflect on what is working well with your current approach to designing lessons and provides recommendations for improving existing lessons or creating effective new ones, all while exploring the characteristics of high-quality science lessons. Whether you are a novice or veteran teacher, the self assessments and suggestions in this book offer guidance that encourages you to refine what you do to become a more effective science teacher.
Author Anne Tweed recommends a C-U-E framework—Content, Understanding, and Environment—demonstrating to teachers that all three elements must be part of lesson design and implementation to successfully achieve high-quality science instruction. Providing a review of the research related to each element, strategies to be incorporated into the lesson, and tools that assess teachers’ practices, this book is also of value to principals and department heads, curriculum specialists, science mentors, professional development providers, and science education professors—anyone concerned with improving science education and nurturing effective teaching.
Additional Info
| Intended User Role: | Curriculum Supervisor, Elementary-Level Educator, High-School Educator, Middle-Level Educator, Teacher |
| Educational Issues: | Achievement, Classroom management, Educational research, Inquiry learning, Professional development, Teacher preparation, Teaching strategies |
Contents
Acknowledgements
About the Author
Introduction
Chapter 1: Building the Framework
Chapter 2: Content
Content Strategy 1: Identifying “Big Ideas” and Key Concepts
Content Strategy 2: Unburdening the Curriculum
Content Strategy 3: Engaging Students With Important Content
Content Strategy 4: Identifying Preconceptions and Prior Student Knowledge
Content Strategy 5: Assessment—How Do You Know That They Learned?
Content Strategy 6: Sequencing the Learning Targets Into a Progression
Chapter 3: Understanding
Understanding Strategy 1: Engaging Students in Science Inquiry
Understanding Strategy 2: Implementing Formative Assessments
Understanding Strategy 3: Addressing Preconceptions and Prior Knowledge
Understanding Strategy 4: Providing Wrap-up and Sense-Making Opportunities
Understanding Strategy 5: Planning For Collaborative Science Discourse
Understanding Strategy 6: Providing Opportunities for Practice, Review, and Revision
Chapter 4: Environment
Environment Strategy 1: Believe That All Students Can Learn
Environment Strategy 2: Promote Scientific Thinking
Environment Strategy 3: Develop Positive Attitudes and Motivation
Environment Strategy 4: Provide Feedback
Environment Strategy 5: Reinforcing Progress and Effort
Environment Strategy 6: Teach Students to Be Metacognitive
Chapter 5: Teacher Learning: A Beginning
References:
Appendixes:
Chapter 2 Appendixes
Chapter 3 Appendixes
Chapter 4 Appendixes
Chapter 5 Appendixes
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National Standards Correlation
This resource has 10 correlations with the National Standards.
[HIDE CORRELATIONS]
- Process Standards for Professional Development
- Research-Based
- Prepares educators to apply research to decision making. (NSDC)
- Connect and integrate all pertinent aspects of science and science education. (NSES)
- Design
- Introduce teachers to scientific literature, media, and technological resources that expand their science knowledge and their ability to access further knowledge. (NSES)
- Uses learning strategies appropriate to the intended goal. (NSDC)
- Learning
- Build on the teacher's current science understanding, ability, and attitudes. (NSES)
- Applies knowledge about human learning and change. (NSDC)
- Incorporate ongoing reflection on the process and outcomes of understanding science through inquiry. (NSES)
- Teaching Standards
- Teachers of science plan an inquiry-based science program for their students.
- Select teaching and assessment strategies that support the development of student understanding and nurture a community of science learners.
- Teachers of science guide and facilitate learning. In doing this, teachers
- Recognize and respond to student diversity and encourage all students to participate fully in science learning.
- Teachers provide students with the time, space, and resources needed to learn science.
- Create a setting for student work that is flexible and supportive of science inquiry.
Published Reviews
“[Designing Effective Science Instruction] has an extremely systematic approach to getting teachers over the hurdles they face in teaching science in an environment where they're pushed to engage all the students, not just the ones for whom a particular subject or style of teaching comes naturally. The author provides an excellent blend of theoretical framework and solid example, and its clear that she's taking her own advice, beginning with the belief that teachers can learn to be effective in developing the next generation of scientists, whether they're professionals in labs or citizen scientists wondering about the world they live in.”
TechRevu
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