The goal of this project is to accelerate the progress of early-career and pre-service science teachers from novice to expert-like pedagogical reasoning and practice by developing and studying a system of discourse tools. The tools are aimed at developing teachers' capabilities in shaping instruction around the most fundamental science ideas; scaffolding student thinking; and adapting instruction to diverse student populations by collecting and analyzing student data on their thinking levels.
Tool Systems to Support Progress Toward Expert-like Teaching by Early Career Science Educators
September 15, 2008 to August 31, 2012
|Tipping Points: Tools and Routines To Support Expert-Like Practice in Early Career Teachers (Thompson, Windschitl, Braaten)||Resource||10/18/2012 - 10:41am|
|The Beginner’s Repertoire: Proposing a Core Set of Instructional Practices for Teacher Preparation (Windschitl, Thompson, Braaten)||Resource||10/18/2012 - 9:45am|
|Tool Systems to Support Progress Toward Expert-like Teaching by Early Career Science Educators||Poster||06/29/2012 - 5:07pm|