What Successful Science Teachers Do: 75 Research-Based Strategies
Autor Neal A. Glasgow, Michele C. Cheyne, Randy K. Yerricken Limba Engleză Paperback – 10 noi 2010
- Promote collaborative learning
- Incorporate technology into activities and assignments
- Use formative assessment to engage students in content and instruction
- Develop culturally responsive practices that invite contributions from diverse students
- Build students' scientific literacy and reasoning skills
- Involve parents in their children's science learning.
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Specificații
ISBN-13: 9781412972345
ISBN-10: 1412972345
Pagini: 272
Dimensiuni: 178 x 254 x 16 mm
Greutate: 0.56 kg
Ediția:1
Editura: SAGE Publications
Colecția Corwin
Locul publicării:Thousand Oaks, United States
ISBN-10: 1412972345
Pagini: 272
Dimensiuni: 178 x 254 x 16 mm
Greutate: 0.56 kg
Ediția:1
Editura: SAGE Publications
Colecția Corwin
Locul publicării:Thousand Oaks, United States
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Recenzii
"This book encompasses an extensive collection of strategies supported by research and enhanced with practical classroom applications. I recommend it a must-have for novice teachers, mentoring struggling teachers, and refreshing, enhancing experienced teachers in their practice of the art and craft of teaching today’s and tomorrow’s learners."
"The research is strong and well presented. The book addresses all aspects of science education and focuses on developing scientific thinkers."
"Bridging the gap in science education between research and practice just got easier, due to this organized guide to research-based science teaching strategies."
"I found several strategies mentioned to be helpful to my own practice and tried them right away with immediate success. For example, in addition to including the unit objectives in an email to parents concerning an upcoming test, I will include suggestions on ways parents can help their children prepare."
“As the author of Corwin's bestselling book, Science Formative Assessment?75 Practical Strategies for Linking Assessment, Instruction, and Learning (P. Keeley, 2005), I am often asked to write a similar book that focuses on instructional strategies. The simple answer is there is no need for me to do so. This book serves that very purpose and is a wonderful companion to Science Formative Assessment. After all, instruction and assessment are two sides of the same coin?you can’t have one without the other?they are inextricably linked and complement each other.”
"Concise and well-defined strategies can be readily adapted to various learning styles and are designed to enhance critical and higher level thinking skills and help facilitators move from traditional to inquiry-based teaching methods. This is a valuable resource for in-service training on all levels."
"The research is strong and well presented. The book addresses all aspects of science education and focuses on developing scientific thinkers."
"Bridging the gap in science education between research and practice just got easier, due to this organized guide to research-based science teaching strategies."
"I found several strategies mentioned to be helpful to my own practice and tried them right away with immediate success. For example, in addition to including the unit objectives in an email to parents concerning an upcoming test, I will include suggestions on ways parents can help their children prepare."
“As the author of Corwin's bestselling book, Science Formative Assessment?75 Practical Strategies for Linking Assessment, Instruction, and Learning (P. Keeley, 2005), I am often asked to write a similar book that focuses on instructional strategies. The simple answer is there is no need for me to do so. This book serves that very purpose and is a wonderful companion to Science Formative Assessment. After all, instruction and assessment are two sides of the same coin?you can’t have one without the other?they are inextricably linked and complement each other.”
"Concise and well-defined strategies can be readily adapted to various learning styles and are designed to enhance critical and higher level thinking skills and help facilitators move from traditional to inquiry-based teaching methods. This is a valuable resource for in-service training on all levels."
Cuprins
Foreword by Page Keeley
Preface
Acknowledgments
About the Authors
Introduction
1. General Science Instruction
Encourage Students to Become More Involved and Interested in Science
Guide Students to Engage in Science-Appropriate Discourse
Utilize Graphic Organizers in Your Classroom
Increase Depth of Coverage to Improve Student Learning
Foster Self-Efficacy and Motivation in Your Students
Challenge Your Students With Different Levels of Questioning
Try Using the 5E Instructional Model
Support Your Students to Engage Effectively in Disciplinary Argumentation
Utilize Mind Mapping to Improve Student Achievement
Test Students' Ideas to Facilitate Reasoning Skills
Create an Emotionally Positive Science Classroom Environment
Engage Students Who Have a History of Poor School Achievement
Include Students With Special Needs in Student-Centered Instruction
2. Scientific Inquiry and Laboratory Experience
Engage Your Students in Inquiry-Based Science
Teach Model-Based Inquiry Over the Scientific Method
Use Problem-Based Learning to Introduce Students to Inquiry-Based Science
Implement Inquiry-Based Instruction in Low-Track Classes
Attain Educational Goals Through Laboratory Experiences
Convert Traditional Labs to Inquiry-Based Activities
Align the Goals of Dissection to the Curriculum
3. Collaborative Teaching and Learning
Fine-Tune Collaborative Student Relationships With the Socratic Seminar
Teach Your Students Collaborative Strategies and Skills
Utilize Formal Cooperative Learning Methods in the Classroom
Introduce Students to Constructive, Cooperative, and Academic Controversy
Communicate Beyond the Classroom by Using Electronic Pen Pals
4. Utilizing Technology for the Classroom and Professional Development
Add Technological Tools to Your Students' Learning
Put Your Students' Internet Skills to Use in the Classroom
Use Technology to Accommodate Students' Different Learning Styles
Give Students Opportunities to Use Media Production for Classwork
Incorporate Mobile Technology into Student Assignments
Model Inquiry With Students Using Limited Resources
Update Your Approach to Literacy-Related Content Activities
Foster Literacy Development Through Visual Texts and Media
Utilize Portable Media Players to Bring Exemplary Resources Into Teaching
Find Opportunities to Record Yourself Teaching to Share With Peers
5. Science Assessment
Look at Formative Assessment in a Coherent and Cohesive Way
Use Standards-Based Inquiry to Prepare Students for Standards-Based Tests
Align Instruction and Assessment Tools to State Curriculum Standards
Utilize Formative Assessment to Better Engage Students in Content and Instruction
Add a Classroom Response System for Instant Formative Assessment
Design Formative Assessment for Data to Inform Instruction
Encourage Assigned Textbook Reading by Giving Open-Book Tests
Focus on Students' Writing Strengths
6. Culturally Responsive Teaching and Learning
Avoid Culturally Stereotyping Science Students
Make Academic Success Your First Priority for All Students
Reach Out to Students From Unfamiliar Cultural and Linguistic Backgrounds
Structure Homework for Success for Students From Nondominant Backgrounds
Develop Science Standards With a Multicultural Perspective
Broaden Discourse Opportunities to Invite a Diverse Range of Contributions
Provide Diverse Learning Opportunities for Student Discourse
Manage and Change Your Students' Misconceptions
Guide Students to Choose Authentic Problems to Solve
Utilize Meaningful Cues With Your English Language Learners
Provide ELLs With Opportunities for Extended Interactions in Group Work
7. The Complex Nature of the Gender Gap in Science
Examine the Evolving Nature of Gender Issues in Science Classrooms
Change the Opportunities and Experiences of Girls in the Science Classroom
Represent Science in Ways That Encourage Girls to Stay Interested
Improve Attitudes Toward Science Through STS Approaches
8. Science and Literacy
Address the Three Key Elements of Reading Fluency in Science Instruction
Use Scaffolding to Improve Science Reading Comprehension
Consider Reading as Inquiry With Primary Literature
Focus on Developing Scientific Literacy and Student Reasoning
Use Paraphrasing to Promote Reading Comprehension in Science Textbooks
Utilize Think-Alouds to Reveal Students' Thought Processes While Reading
Select Commercial Reading Programs That Can Improve Scientific Literacy
Use a Variety of Print Materials to Inspire Student Reading and Writing
Expand Vocabulary Instruction to Improve Comprehension and Motivation
Use Students' Native Languages in Science Literacy Instruction
9. Families and Science Instruction
Avoid the "Blame Game" Mindset
Involve Low-Income Parents in Their Children's Academic Learning
Understand How Homework Can Present Problems for Students and Families
Change Parents' Attitudes Toward Science to Change Students' Attitudes
Involve Community Members in Learning to Explore Home-Based Discourse
Recognize the Diverse Needs of Language-Minority Students and Families
Consider Parental Responses to a Child's Learning Disability
Index
Preface
Acknowledgments
About the Authors
Introduction
1. General Science Instruction
Encourage Students to Become More Involved and Interested in Science
Guide Students to Engage in Science-Appropriate Discourse
Utilize Graphic Organizers in Your Classroom
Increase Depth of Coverage to Improve Student Learning
Foster Self-Efficacy and Motivation in Your Students
Challenge Your Students With Different Levels of Questioning
Try Using the 5E Instructional Model
Support Your Students to Engage Effectively in Disciplinary Argumentation
Utilize Mind Mapping to Improve Student Achievement
Test Students' Ideas to Facilitate Reasoning Skills
Create an Emotionally Positive Science Classroom Environment
Engage Students Who Have a History of Poor School Achievement
Include Students With Special Needs in Student-Centered Instruction
2. Scientific Inquiry and Laboratory Experience
Engage Your Students in Inquiry-Based Science
Teach Model-Based Inquiry Over the Scientific Method
Use Problem-Based Learning to Introduce Students to Inquiry-Based Science
Implement Inquiry-Based Instruction in Low-Track Classes
Attain Educational Goals Through Laboratory Experiences
Convert Traditional Labs to Inquiry-Based Activities
Align the Goals of Dissection to the Curriculum
3. Collaborative Teaching and Learning
Fine-Tune Collaborative Student Relationships With the Socratic Seminar
Teach Your Students Collaborative Strategies and Skills
Utilize Formal Cooperative Learning Methods in the Classroom
Introduce Students to Constructive, Cooperative, and Academic Controversy
Communicate Beyond the Classroom by Using Electronic Pen Pals
4. Utilizing Technology for the Classroom and Professional Development
Add Technological Tools to Your Students' Learning
Put Your Students' Internet Skills to Use in the Classroom
Use Technology to Accommodate Students' Different Learning Styles
Give Students Opportunities to Use Media Production for Classwork
Incorporate Mobile Technology into Student Assignments
Model Inquiry With Students Using Limited Resources
Update Your Approach to Literacy-Related Content Activities
Foster Literacy Development Through Visual Texts and Media
Utilize Portable Media Players to Bring Exemplary Resources Into Teaching
Find Opportunities to Record Yourself Teaching to Share With Peers
5. Science Assessment
Look at Formative Assessment in a Coherent and Cohesive Way
Use Standards-Based Inquiry to Prepare Students for Standards-Based Tests
Align Instruction and Assessment Tools to State Curriculum Standards
Utilize Formative Assessment to Better Engage Students in Content and Instruction
Add a Classroom Response System for Instant Formative Assessment
Design Formative Assessment for Data to Inform Instruction
Encourage Assigned Textbook Reading by Giving Open-Book Tests
Focus on Students' Writing Strengths
6. Culturally Responsive Teaching and Learning
Avoid Culturally Stereotyping Science Students
Make Academic Success Your First Priority for All Students
Reach Out to Students From Unfamiliar Cultural and Linguistic Backgrounds
Structure Homework for Success for Students From Nondominant Backgrounds
Develop Science Standards With a Multicultural Perspective
Broaden Discourse Opportunities to Invite a Diverse Range of Contributions
Provide Diverse Learning Opportunities for Student Discourse
Manage and Change Your Students' Misconceptions
Guide Students to Choose Authentic Problems to Solve
Utilize Meaningful Cues With Your English Language Learners
Provide ELLs With Opportunities for Extended Interactions in Group Work
7. The Complex Nature of the Gender Gap in Science
Examine the Evolving Nature of Gender Issues in Science Classrooms
Change the Opportunities and Experiences of Girls in the Science Classroom
Represent Science in Ways That Encourage Girls to Stay Interested
Improve Attitudes Toward Science Through STS Approaches
8. Science and Literacy
Address the Three Key Elements of Reading Fluency in Science Instruction
Use Scaffolding to Improve Science Reading Comprehension
Consider Reading as Inquiry With Primary Literature
Focus on Developing Scientific Literacy and Student Reasoning
Use Paraphrasing to Promote Reading Comprehension in Science Textbooks
Utilize Think-Alouds to Reveal Students' Thought Processes While Reading
Select Commercial Reading Programs That Can Improve Scientific Literacy
Use a Variety of Print Materials to Inspire Student Reading and Writing
Expand Vocabulary Instruction to Improve Comprehension and Motivation
Use Students' Native Languages in Science Literacy Instruction
9. Families and Science Instruction
Avoid the "Blame Game" Mindset
Involve Low-Income Parents in Their Children's Academic Learning
Understand How Homework Can Present Problems for Students and Families
Change Parents' Attitudes Toward Science to Change Students' Attitudes
Involve Community Members in Learning to Explore Home-Based Discourse
Recognize the Diverse Needs of Language-Minority Students and Families
Consider Parental Responses to a Child's Learning Disability
Index
Notă biografică
Neal A. Glasgow¿s experience includes serving as a secondary school science and art teacher both in California and New York, as a university biotechnology teaching laboratory director and laboratory technician, and as an educational consultant and frequent speaker on many educational topics. He is the author or coauthor of ten books on educational topics: What Successful Schools Do to Involve Families: Fifty Research-Based Strategies for Teachers and Administrators (2008), What Successful Literacy Teachers Do: 70 Research-Based Strategies for Teachers, Reading Coaches, and Instructional Planners (2007), What Successful Teachers Do in Diverse Classrooms: 71 Research-Based Strategies for New and Veteran Teachers (2006); What Successful Teachers Do in Inclusive Classrooms: 60 Research-Based Strategies That Help Special Learners (2005); What Successful Mentors Do: 81 Researched-Based Strategies for New Teacher Induction, Training, and Support (2004); What Successful Teachers Do: 91 Research-Based Strategies for New and Veteran Teachers (2003); Tips for Science Teachers: Research-Based Strategies to Help Students Learn (2001); New Curriculum for New Times: A Guide to Student-Centered, Problem-Based Learning (1997); Doing Science: Innovative Curriculum Beyond the Textbook for the Life Sciences (1997); and Taking the Classroom to the Community: A Guidebook (1996).
Descriere
This easy-to-use guide features 75 research-based strategies that will help teachers to engage their students' creativity and build their science literacy.