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As several reports have shown, it is critical for teachers to understand instructional strategies that are consistent with the NGSS vision, as well as to have the skills to implement them in their classrooms. I had the…
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Teaching and Learning Through PBL-Informed Storylines
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The kindergarteners waited excitedly outside the door, anxious to see the toys my third graders created for them. My third graders were equally excited to share their toys and use science ideas to explain how their toys…
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My ‘Phenomenal’ Journey in Elementary
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I am the type of educator who gets very excited about new strategies, new and innovative technology, and new activities for students. However, I was more nervous about than excited about to choosing phenomena for my…
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Going Public: Revealing Student Thinking in Science by Missy Holzer
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Our classrooms are dynamic places where young learners gather to figure out the natural world. How can we be sure they are all making sense of the phenomena during this process? How do we know what they are thinking?We…
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When informal science institutions (ISIs) offer professional learning opportunities to teachers to support science in schools, they create the potential for dynamic science educators and classrooms that can support high…
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How Teachers Can Use Technology to Support 3-D Teaching and Learning
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Three-dimensional (3-D) teaching and learning integrates the use of science practices, crosscutting concepts, and core science ideas to help students make sense of the world. From a teaching perspective, learning…
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Next Gen Navigator Makes Its Debut
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NSTA is all about supporting teachers in understanding and implementing three-dimensional instruction in their classrooms. The first edition of the Next Gen Navigator, a new monthly e-newsletter from the National…
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Shoes! Beaks! They’re All About Structure and Function
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As we watch students arrive for class, we notice that Alejandra hangs her jacket on a coat hook, while Calder reaches for scissors to make a fringe on his picture. Tessa replaces her rain boots with the sneakers from…
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On the journey to NGSS, follow the path that works for you
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Every teacher of science in a school in which NGSS is being implemented is engaged in a transition to standards that are very different from what they are familiar with. This can spark many emotions, including…
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Impact of Change by Jessica Holman and Michelle Schuster
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If you were to walk into our classroom years ago, you would see students from all walks of life, and with a range of ability levels. All of the students were blended together to learn science and were eager to be…
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Digging Deeper: Designing Solutions
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This month’s Digging Deeper column for the Next Gen Navigator focuses on the practice of constructing explanations and designing solutions, and specifically the design process that addresses the engineering component of…
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Permission to stumble on the road to successful implementation of NGSS
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So what’s the connection between growth mindset and NGSS? It begins with our own mindsets. We need to know that the implementation of NGSS will be hard work. We will struggle, have a small success, then find ourselves…
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You Teach What? I’m So Sorry! Building a Better Body and Building Better Argumentation
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I am always amazed at the looks on people’s faces when I tell them I teach middle school. They seem to pity me for having a position I chose and love! They inform me that middle school “tween-agers” are argumentative,…
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Introducing Crosscutting Concepts in the Elementary Grades
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Four years ago, I moved from teaching middle school science to teaching grades 2–5 STEAM (science, technology, engineering, art, and mathematics) labs. One of the biggest challenges I faced was limited lab time in our…
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Science Class: A Place Where Children Should Be Seen and Heard
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I recently observed a lesson about how shadows change throughout the day, and I was fascinated by the amount of time the teacher and the class took to listen to and watch one another as they discussed the data. The…
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