American Museum of Natural History. (2018). Writing a Scientific Explanation. Retrieved from https://www.amnh.org/explore/curriculum-collections/integrating-literac….
This resource provides access to a classroom video of a lesson from the project's middle school ecosystems unit, and the related student scaffold and scoring rubric.
Disruptions in Ecosystems is a middle school curriculum unit with supporting teacher materials. The unit includes five chapters, each focused on a specific phenomenon related to ecosystem disruption, including questions around the reintroduction of wolves into Yellowstone and the invasion of zebra mussels in the Great Lakes and Hudson River.
Disruptions in Ecosystems is a middle school curriculum unit with supporting teacher materials. The unit includes five chapters, each focused on a specific phenomenon related to ecosystem disruption, including questions around the reintroduction of wolves into Yellowstone and the invasion of zebra mussels in the Great Lakes and Hudson River.
Kastel, D. (2017, August 25). Classroom videos from disruptions in ecosystems unit [Blog post]. Retrieved from https://www.teachingchannel.org/blog/2017/08/25/ngss-from-theory-to-pra…
This blog post includes the link to 4 videos of teachers using the project's middle school ecosystems unit.
Much of the literature on science teaching suggests that elementary teachers lack relevant prior experiences with science. This study begins to reframe the deficit approach to research in science teaching by privileging the experiences elementary teachers have had with science – both in and out of schools – throughout their lives. Our work uses identity as a lens to examine the complexities of elementary teachers’ narrative accounts of their experiences with science over the course of their lives.
This study begins to reframe the deficit approach to research in science teaching by privileging the experiences elementary teachers have had with science – both in and out of schools – throughout their lives. This work demonstrates that teachers’ storied lives are important for educational researchers and teacher educators, as they reveal elements of teaching knowledge that may be productive and resourceful for refining teachers’ science practice.
Science education stakeholders worldwide are engaged in efforts to support teachers' noticing and making sense of students' thinking in science. Here we introduce the design of a science teaching video club and present a study of its implementation. The current design extends prior research on video clubs as a form of professional development for supporting mathematics teachers. Results indicate that the current design supported science teachers in noticing and discussing students' thinking in sustained and meaningful ways.
In this article, authors introduce the design of a science teaching video club and present a study of its implementation.
The study examines geometry teachers' video club discussions in a two-year professional development intervention that combined lesson study, video clubs, and animation discussions to promote teacher noticing of students' prior knowledge. Most discussions pertained to student conceptions (78%), followed by pedagogy (19%). Discussion of students' prior knowledge surfaced only when talking about student conceptions or pedagogy.
The study examines geometry teachers' video club discussions in a two-year professional development intervention that combined lesson study, video clubs, and animation discussions to promote teacher noticing of students' prior knowledge.
Lee, J., Kim, J-H., Kim, S-M., & Lim, W. (2018). How to envision equitable mathematics instruction: Views of U.S. and Korean preservice teachers. Teaching and Teacher Education, 69, 275–288. doi: 10.1016/j.tate.2017.10.010
This article focused on equitable mathematics instruction for U.S. and Korean preservice teachers.
González, G. (2018). Moving toward approximations of practice in teacher professional development: Learning to summarize a problem-based lesson. In R. Zazkis, & P. Herbst (Eds.), Scripting approaches in mathematics education: Mathematical dialogues in research and practice (pp. 115–146). New York, NY: Springer.
This article focuses on problem-based lessons in teacher professional development.
We discuss affordances and liabilities of using a storyboard to depict a written case of a teacher’s dilemma that involves race, opportunity to learn, and student community. We rely on reflections by the teacher educator who authored the written case and later depicted it as a storyboard to use it with his preservice teachers (PSTs).
In this conference paper, authors discuss affordances and liabilities of using a storyboard to depict a written case of a teacher’s dilemma that involves race, opportunity to learn, and student community.
This chapter focuses on the design of simulation assessments to learn about pre-service teachers’ capabilities with eliciting and interpreting student thinking. We present a simulation assessment and show what a performance on that assessment can reveal about a pre-service teacher’s eliciting and interpreting skills, as well as their mathematical knowledge for teaching. We consider the specific design features that make it possible to appraise pre-service teachers’ capabilities.
This chapter focuses on the design of simulation assessments to learn about pre-service teachers’ capabilities with eliciting and interpreting student thinking.
