Becoming a Better Science Teacher: 8 Steps to High Quality Instruction and Student Achievement

Εξώφυλλο
Corwin Press, 23 Ιουν 2006 - 190 σελίδες
"A very exciting and user-friendly text, dealing with standards and making practical connections to assessment and teaching, and with excellent examples throughout." -Gary Willhite, Teacher Educator Southern Illinois University Create a new vision for high quality science teaching! In today?'s standards-based educational climate, teachers are challenged to create meaningful learning experiences while meeting specific goals and accountability targets. In her essential new book, Elizabeth Hammerman brings more than 20 years as a science educator and consultant to help teachers connect all of the critical elements of first-rate curriculum and instruction. With this simple, straight-on guide, teachers can analyze their existing curriculum and instruction against a rubric of indicators of critical characteristics, related standards, concept development, and teaching strategies to develop students? scientific literacy at the highest levels. Every chapter is packed with charts, sample lesson ideas, reflection and discussion prompts, and more, to help teachers expand their capacity for success. Hammerman describes what exceptional teaching looks like in the classroom and provides practical, teacher-friendly strategies to make it happen. This research-based resource will help teachers: Reinforce understanding of standards-based concepts and inquiry Add new content, methods, and strategies for instruction and assessment Create rich learning environments Maximize instructional time Ask probing questions and sharpen discussion Include technology Gather classroom evidence of student achievement to inform instruction Through a new, clear vision for high quality science teaching, this bookgives teachers everything they need to deliver meaningful science instruction and ensure student success and achievement.
 

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Περιεχόμενα

Chapter 1 On the Shoulders of Giants
3
Understanding Science and How Scientists Work
7
Scientific Discoveries
8
Scientists as Problem Solvers
12
The Scientific Enterprise
18
Chapter 2 Defining High Quality Science Teaching
27
What Research Says
30
Indicators of High Quality Teaching
32
Teachers Role in Inquiry
79
High Quality Lesson Planning
81
Strategies for Student Engagement
84
Creative Engagement Involvement and Assessment
87
Varying Strategies for Diverse Learners
91
Chapter 6 Tools for Thinking and Meaning
115
Questions
116
Graphic Organizers
119

Pedagogical Content Knowledge for Success
33
Action Plans
36
PART II Giant Steps to High Quality Teaching
39
Chapter 3 The Role of Science Standards
41
Understanding Standards
42
Identifying and Unpacking Power Standards
43
Concepts Skills and Dispositions in a Science Framework
45
Concepts and Principles
49
A Planning Guide for Instruction
52
Interdisciplinary Units
55
Chapter 4 Creating a Context for Meaningful Learning
59
Context as a Function of Interest and Awareness of Purpose
60
Context and Intellectual Diversity
61
Context Embracing BrainBased Learning
65
Emotional Intelligence and Learning
66
Context and Cultural Diversity
68
Science in Multicultural Contexts
69
Chapter 5 Methods Strategies and Best Practices for High Quality Instruction
75
The Role of Methods in Unit Development
76
Science Technology and Society
122
Notebooks
123
Chapter 7 Assessments to Guide Instruction
127
Designing Assessments
129
Task and Performance Assessments
132
Summative Performance Assessments
135
Chapter 8 Safe Supportive and Challenging Environments for Learning
139
Considerations for Learning Environments
140
Classroom Safety
143
Internet Resources
144
Classroom Management
145
Management in Informal Settings
148
Creative Classrooms
151
Chapter 9 Eight Steps to High Quality Instruction and Student Achievement
153
Applying the Eight Steps to a Unit on Plants
154
Applying the Eight Steps to a Unit on Rocks and Minerals
167
References
181
Index
185
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Σχετικά με τον συγγραφέα (2006)

Elizabeth Hammerman is a dedicated science educator and consultant. Her professional background includes teaching science at the middle school and high school levels and over 20 years of experience teaching university science education courses and co-directing funded grant projects. She has done extensive professional development with teachers in the field, specializing in curriculum development and implementation, performance assessment, and effective teaching and learning. The need for high-quality professional development programs and materials in science education became apparent throughout the many projects and professional relationships with teachers who were eager to increase their knowledge base, skills, and confidence for teaching science more effectively.

Hammerman has co-authored a book on performance assessment in science and authored a database of science assessment tasks. She has published articles, presented programs at national conferences, consulted nationally, and developed curriculum and assessments for cutting-edge school districts and commercial products.

Since relocating to North Carolina in 1999, Hammerman has been a math/science consultant for a consortium of seven county school systems, has taught undergraduate and graduate courses in teacher education and science education, served as director of education and professional development for Virtual Learning Systems, and worked as a consultant for the North Carolina Department of Public Instruction. She is actively involved in professional development and continues to work on a series of professional development books for science education for Corwin Press.

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