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
Project Evaluator
Jim Minstrell
Project Materials
Title | Type | Post date Sort descending |
---|---|---|
Tool Systems to Support Progress Toward Expert-like Teaching by Early Career Science Educators | Poster | 06/29/2012 - 05:07pm |
The Beginner’s Repertoire: Proposing a Core Set of Instructional Practices for Teacher Preparation (Windschitl, Thompson, Braaten) | Resource | 10/18/2012 - 09:45am |
Tipping Points: Tools and Routines To Support Expert-Like Practice in Early Career Teachers (Thompson, Windschitl, Braaten) | Resource | 10/18/2012 - 10:41am |
Tools for Ambitious Science Teaching | Resource | 03/18/2020 - 07:55pm |