High

This report, the fifth and final portfolio overview to be prepared by CADRE, describes important characteristics of the first six cohorts of DR K-12 projects that received their initial funding from 2007 to 2012. It characterizes the development and research in STEM education—on resources, models, and technologies—funded by the DR K-12 program.

How did it go? Use the tables below to take stock of your implementation of the
curriculum components in the Learning Experiences 2, 3 and 4.

Learn more about the Plan, Teach and Reflect features of the electronic teacher guide.

Common classroom experiences anchor discussions and level the playing field for all students. Setting the stage for discussion includes a review of relevant investigations or activities.

An essay detailing the purposes, functions and benefits of academically productive talk including the Talk Goals and Moves chart.

In this short text, the power of formative assessment as a teaching tool is detailed, and examples of opportunities for formative assessment within Foundation Science Biology proposed, for Learning Experiences (LE) 2, 3 and 4.

The Oceans of Data project has made an attempt to define and confront what is “hard” for students and teachers who attempt to use large, online professional data sets. We feel passionately that it’s important for us to do this to prepare today’s students for tomorrow’s world.

The Oceans of Data project has made an attempt to define and confront what is “hard” for students and teachers who attempt to use large, online professional data sets. We feel passionately that it’s important for us to do this to prepare today’s students for tomorrow’s world.

The “Science Literacy Through Science Journalism” (SciJourn) project explores how the practices of good science journalism can inform high school science education. As high school students report science news, they learn to gather and contextualize information and bring critical eyes to that which they read and write. This effort can be contrasted to the goal of making every student a “little scientist.”

In this study, we examine how a professional science news editor and high school teachers respond to student writing in order to understand the values and priorities each bring to bear on student work. These questions guided our work:

• How do teachers respond to authentic genres in content-area classes?
• How does teacher response compare to the responses of a professional editor?