Elementary

Instructional Goals and Big Ideas for Teaching about Materials

How can we align activities with instructional goals to support student understanding of matter and materials? The Building a Tower Task is intended to elicit preservice teachers’ CKT about descriptions and appropriate uses of materials based on their properties.

Author/Presenter: 
CKT Science Project Team
Year: 
2020
Short Description: 

How can we align activities with instructional goals to support student understanding of matter and materials? The Building a Tower Task is intended to elicit preservice teachers’ CKT about descriptions and appropriate uses of materials based on their properties.

Asking Questions about Matter

What kinds of questions should guide investigations of matter? The Questions to Investigate task is intended to elicit preservice teachers’ CKT related to asking questions to frame investigations of changes in matter. The task presents a variety of student-posed questions for preservice teachers to evaluate in terms of their quality and appropriateness. The CKT tasks are intended as a complement to your existing instructional activities in order to elicit and probe preservice teachers’ CKT.

Author/Presenter: 
CKT Science Project Team
Year: 
2020
Short Description: 

What kinds of questions should guide investigations of matter? The Questions to Investigate task is intended to elicit preservice teachers’ content knowledge for teaching (CKT) related to asking questions to frame investigations of changes in matter.

Responsive Math Teaching (RMT) Planning and Coaching Protocol

The Responsive Math Teaching Project's (RMT) Planning and Coaching Protocol is an 18-page booklet that includes the RMT Instructional Model as well as a planning and coaching guide for each phase of the RTM instructional cycle. These guides provide questions and facilitation moves to support educators in the planning, implementing, coaching, and/or reflecting on an RMT lesson.

Author/Presenter: 
Responsive Math Teaching Project
Lead Organization(s): 
Year: 
2021
Short Description: 

The Responsive Math Teaching Project's (RMT) Planning and Coaching Protocol is an 18-page booklet that includes the RMT Instructional Model as well as a planning and coaching guide for each phase of the RTM instructional cycle.

Responsive Math Teaching (RMT) Instructional Model

The Responsive Math Teaching (RMT) Instructional Model breaks high-quality math teaching down into seven core components:

Author/Presenter: 
Responsive Math Teaching Project
Lead Organization(s): 
Year: 
2021
Short Description: 

The Responsive Math Teaching (RMT) Instructional Model breaks high-quality math teaching down into seven core components: plan, launch, facilitate productive struggle, make student thinking visible, connect to the mathematics, build and expand, and reflect.

Science and Engineering Practices Tools

The ASET Science and Engineering Practice (SEP) Tools are designed to guide you to critically analyze how students are meaningfully engaged in the specific components of the SEP that you have selected to focus on for your lesson or unit. These specific components are outlined within the tool for each SEP.

Author/Presenter: 
ASE-NIC Project Team
Year: 
2020
Short Description: 

The ASET Science and Engineering Practice (SEP) Tools are designed to guide you to critically analyze how students are meaningfully engaged in the specific components of the SEP that you have selected to focus on for your lesson or unit.

ASET Toolkit

The ASET Toolkit is a Next Generation Science Standards (NGSS) planning toolkit designed to help science educators plan lessons and units that integrate the 3 dimensions outlined in the Framework (NRC, 2012). The tools are not meant to be used in isolation, but with peers to promote discourse for understanding the goals and aligning instruction for the NGSS.

Author/Presenter: 
ASE-NIC Project Team
Year: 
2020
Short Description: 

The ASET Toolkit is a Next Generation Science Standards (NGSS) planning toolkit designed to help science educators plan lessons and units that integrate the 3 dimensions outlined in the Framework (NRC, 2012).

How Facilitating K–12 Professional Development Shapes Science Faculty's Instructional Change

Although the use of active learning pedagogies in college science courses has been demonstrated to improve student learning and engagement, lecture‐based methods still feature predominantly across university courses. Often lacking meaningful opportunities to learn about and test out new pedagogies, faculty have been slow to adopt and enact new teaching practices. Partnerships in which faculty facilitate teacher professional development may provide an important space for faculty learning and innovation related to college instruction.

Author/Presenter: 
Kathryn N. Hayes
Caron Inouye
Christine L. Bae
Brit Toven‐Lindsey
Year: 
2020
Short Description: 

This qualitative study examines the processes by which science faculty reshape their pedagogical practices through facilitating professional development for K–12 teachers, and how individual characteristics, social interactions, and organizational contexts influence their choices.

Justice in Science Education: How to Honor Student Epistemologies While Supporting 3-Dimensional Science Teaching

Hayes, K. (2019). Justice in Science Education: How to Honor Student Epistemologies While Supporting 3-Dimensional Science Teaching. In J. Settlage & A. Johnston (Eds.), Proceedings of the 2019 Science Education at the Crossroads Conference (pp. 28-29). Montgomery, AL.

Author/Presenter: 
Kathryn Hayes
Year: 
2019
Short Description: 

Conference proceedings from the 2019 Science Education at the Crossroads Conference.

Disciplinary Literacy in STEM: A Functional Approach

This study explores disciplinary literacy instruction integrated within an elementary engineering unit in an urban classroom. A multidisciplinary team of university literacy and engineering educators and classroom teachers served as the research team for this case study. A social semiotic language theory (systemic functional linguistics) and a framework of mechanistic reasoning informed the instruction and analysis of classroom discourse and student writing.

Author/Presenter: 
Patricia Paugh
Kristen Wendell
Year: 
2021
Short Description: 

This study explores disciplinary literacy instruction integrated within an elementary engineering unit in an urban classroom.

Teaching Science in Rural Elementary Schools: Affordances and Constraints in the Age of NGSS

Providing science instruction is an ongoing priority and challenge in elementary grades, especially in high-need rural schools. Nonetheless, few studies have investigated the factors that facilitate or limit teachers’ science instruction in these settings, particularly since the introduction of the Next Generation Science Standards. In this study we investigated affordances and constraints to elementary science instruction in high-need rural schools. Data sources included semi-structured interviews and survey responses from 49 teachers from 30 different rural schools.
Author/Presenter: 
Doron Zinger
Judith Haymore Sandholtz
Cathy Ringstaff
Year: 
2020
Short Description: 

Providing science instruction is an ongoing priority and challenge in elementary grades, especially in high-need rural schools. Nonetheless, few studies have investigated the factors that facilitate or limit teachers’ science instruction in these settings, particularly since the introduction of the Next Generation Science Standards. In this study we investigated affordances and constraints to elementary science instruction in high-need rural schools.

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