|Type of Product:||Book Chapter
based on 1 review
|Publication Title:||Designing Effective Science Instruction: What Works in Science Classrooms
|Grade Level:||Elementary School, Middle School, High School
|See Also:||View all available chapters for this book
View the full version of this book
The Content-Understanding-Environment (C-U-E) framework incorporates key findings from research and is easy to use and remember. Further, current professional development for science teachers usually focuses on only one aspect of teaching and learning, which makes it difficult for teachers to formulate a “big picture” of effective science teaching. The C-U-E framework presents the research in a coherent format that creates a vision of effective science instruction. This framework is a tool that can serve you well for years to come. This free selection includes the Table of Contents, Foreword, Introduction, and Index.
Ideas For Use
To support your work with lesson revision and improvement, this chapter includes two “tools.” The first tool is a lesson design template that includes abbreviated versions of the strategies included in the framework. This second lesson design template can also be used with existing activities, such as those provided in textbook-based materials; it asks you to be explicit about how you will address the C-U-E components.
|Intended User Role:||Curriculum Supervisor, Elementary-Level Educator, High-School Educator, Middle-Level Educator, Teacher
|Educational Issues:||Achievement, Assessment of students, Classroom management, Curriculum, Educational research, Instructional materials, Professional development, Teacher preparation, Teaching strategies
|Requirements:||Requires Adobe Acrobat Reader
National Standards Correlation
This resource has 7 correlations with the National Standards.
- Process Standards for Professional Development
- Clear, shared goals based on a vision of science learning, teaching, and teacher development congruent with the National Science Education Standards . (NSES)
- Prepares educators to apply research to decision making. (NSDC)
- Connect and integrate all pertinent aspects of science and science education. (NSES)
- Uses learning strategies appropriate to the intended goal. (NSDC)
- Build on the teacher's current science understanding, ability, and attitudes. (NSES)
- Applies knowledge about human learning and change. (NSDC)
- Teaching Standards
- Teachers of science engage in ongoing assessment of their teaching and of student learning.
- Analyze assessment data to guide teaching.
||Lesson design tool for research based instruction
||Reviewed by: Tina Harris (Bloomington, IN) on January 28, 2013
||This chapter introduces the Concept-Understanding-Environment (CUE) framework for lesson design. It is interesting because it addresses a number of different research-based classroom instruction recommendations in one form. One could use this and still use things like 5E, as it falls within this framework, but this addresses additional factors in the classroom that are equally important to content. I am very impressed at the work the author has done to develop this "one stop" framework for the many things we as teachers have to juggle and frequently do unconsciously.
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