We noticed you haven't updated your profile picture recently. We've upgraded your profile to allow for richer hi-resolution images. We invite you to take a moment to upload a new image that represents you in the community!
Teaching Earth Science for the first time | Posted in Earth and Space Science
I don't remember where I got this (possibly Facebook - or here!) but I use an inflatable globe and throw it out to a student. The student catches it and tells me how many of their fingers are touching water. They then share something about themselves and toss it to another student. Tally up the number of fingers touching water for each student and then calculate the average at the end It should be close to 70%, the amount of the planet's surface covered with water.
Gardening at school with young children | Posted in Early Childhood
Start a garden! It teaches children at a young age group so much! They can get involved with the planting and you can even make a quiz of what each elements are used for such as the soil, the water, the seeds, the sun, etc. The perk of the garden is, it even makes the outdoors of your school look even prettier!
Teaching for Conceptual Understanding in Science | Posted in Professional Development
Currently, I am entering my 4th year of teaching 7th and 8th grade science. I’ve always felt that the traditional lecture format my department employs is not the most effective way to reach my students. I’ve added numerous lab activities in an attempt to promote deeper understanding. However, it wasn’t until I stumbled across this thread and read about conceptual understanding that I felt like this is the method that I should have been using all along. The shift to NGSS blends perfectly with this style of instruction and learning. I agree with Joyce in regards to covering the curriculum. We tend to sacrifice depth of learning in favor of squeezing everything in before the next round of state testing begins.
I have read and reviewed many of the resources provided in your book “Teaching for Conceptual Understanding in Science.” I felt the different instructional strategies listed in chapter 8 were extremely beneficial. I’m left with a few lingering questions though. Based on what I’ve read, teachers need to administer some sort of probe or pre-assessment to gauge students’ misconceptions or prior knowledge before planning instruction. Are these probes supposed to take the entire class period? If not, then how do you plan the day based on information you are gathering in a 15-20 minute time span? Using the conceptual thinking model how are teachers providing instruction for concepts that are completely unfamiliar to students?
View the National Leader Boards
Forum content is subject to the same rules as NSTA List Serves. Rules and disclaimers