Here you may review selected testimonials from state and district administrators,
university professors, and teachers who utilize the NSTA Learning Center tools and
resources. Select which type of quotes you would like to review:
What Administrators Say:
Renee M. Clary, Ph.D.
Co-Director, Teacher Academy in the Natural Sciences
A Mississippi Mathematics-Science Partnership
Mississippi State University
Dear NSTA:
The goal of the Teacher Academy in the Natural Sciences (TANS) project is to enrich
the science content of Mississippi’s middle school science teachers. To accomplish
this goal, the TANS leadership team at Mississippi State University (MSU) relies
on the over 5,000 resources in the NSTA Learning Center throughout the academic
year to extend and enhance our TANS summer institute content instruction.
SciPacks are in-depth online science modules that our participating teachers can
access and complete at their convenience. With an assortment of SciPack topics available,
the TANS leadership team was able to choose appropriate and relevant modules in
chemistry, physics, and the geosciences: the three content areas targeted by our
project.
Not only does the NSTA Learning Center provide a multitude of convenient online
resources, but the support provided by the NSTA Learning Center team is
superb. They were knowledgeable, patient, and helpful as we initially navigated
the NSTA system and enrolled over 70 teachers in a short period of time. They accommodated
our TANS special requests for customized data output and website appearance. The
NSTA Learning Center staff also worked diligently to provide us with quick, initial
feedback from our TANS teachers so that we could modify our face-to-face instruction
and address problematic science content.
The NSTA Learning Center is an integral component of the Teacher Academy in the
Natural Sciences (TANS) Mississippi Mathematics-Science Partnership at MSU. We look
forward to working closely with the NSTA Learning Center over the next three years.
With best regards,
Renee Clary
Marguerite A. Sognier, Ph.D.
Director, Educational Outreach
Texas Regional Collaborative, Galveston
Dear NSTA:
The NSTA Learning Center is an outstanding resource that has proven to be invaluable
to our teachers! We have utilized this resource for both beginning teachers as well
as more experienced teachers. All of our teachers have found this to be a convenient
way to enhance their science content knowledge, an invaluable resource to assist
in explaining specific concepts in class, a useful tool for sharing resources with
colleagues, and a central location for compiling their lesson plans, examples of
student work, and annual progress.
In particular, the Learning Center proved to be extremely valuable during our recovery
following hurricane Ike. During that time, teachers were unable to leave their classrooms
to attend professional development workshops. The NSTA Learning Center came to the
rescue and provided a means for teachers to gain essential knowledge, skills, and
resources without losing classroom time.
The assistance provided in getting started and training teachers how to use the
Learning Center is outstanding. Once established, the help and support for the Learning
Center is also outstanding. All of the Help Desk staff has been extremely helpful,
providing the highest level of service achievable!
Once teachers experience the online learning and utilize the extensive resources
available, they never want to stop using the NSTA Learning Center! I highly recommend
it!
Sincerely,
Marguerite A. Sognier, Ph.D.
Denise Pfeiffer
GEF Grant - Teacher Project Manager
Cincinnati Public Schools
Dear NSTA,
I want to thank you for developing the Learning Center as a place to obtain online
professional development and resources that all teachers of science can use and
explore easily. The SciPacks, SciGuides, and journal articles with lesson plans
are fabulous.
In Cincinnati Public Schools, we use the SciPacks as a tool to deepen the science
content knowledge of our teachers. This has helped make teachers feel more comfortable
with science. We have teachers who have changed grade level and/or content area
and have expressed a need to either learn their grade-level science topics or have
a refresher course on the certain topics. The SciPacks help to meet that need. Also
the SciPacks have helped our special education teachers learn the content needed
to teach science to their students and to aid in classrooms that have inclusionary
students.
The SciGuides have helped our teachers spruce up their lessons. Teachers have been
able to discover new ways to help their students obtain that “AH HA” moment and
to refresh their excitement about teaching science.
The articles from the NSTA journals and books online are a valuable asset that is
easily accessed. When the journals are left at home and teachers are discussing
a topic, they can search the site to find the research needed to help change instructional
practice. Also many articles give great ideas about teaching lab safety, classroom
management, and lesson plan ideas.
Once again I would like to say THANK YOU for all the work you have put into the
Learning Center and the continued work to make it a place that science educators
enjoy. I look forward in continuing our partnership with you.
Regards,
Denise Pfeiffer
Jim Woodland
Nebraska Science Director and Technical Advisor for KICKS
Sheree Person-Pandil
Project Director KICKS Science, and Nebraska State Coordinator for Building A Presence
for Science (BaP)
Dear Mr. Byers:
As you know, our Nebraska "Keep Improving Content Knowledge and Skills" (KICKS)
Institutes are designed to increase teachers’ mastery of science concepts and skills.
We have found that Science Objects and SciPacks are the best-received on-line resource
to accomplish that goal. Teachers like the accessibility, format, visuals, interactive
simulations, and knowledge checks. We like the ability to provide a resource to
our teachers to provide opportunities to increase their content knowledge throughout
the school year.
Teachers are trained on the NSTA website Professional Learning Center during our
summer KICKS Institutes. Each teacher builds his/her library of Science Objects/SciPacks
based on the individual teachers’ content goals. Besides adding to their own content
knowledge, teachers have found this resource especially helpful for giving them
ideas on how to present the content to their students.
Melissa, one of our participants in the KICKS Project, had this to say about her
experience with Science Objects.
"I have found the Science Objects to be really helpful in teaching about forces
and motion because I have NEVER really learned about these concepts and had a few
misconceptions of my own to work through. This is also my first time teaching about
these concepts, so I found the Science Object on Force and Motion to be extremely
helpful."
KICKS will continue to use Science Objects/SciPacks in our KICKS Institutes as well
as feature this resource in professional development workshops conducted across
our state.
Thanks so much for making this wonderful professional development resource available
to our teachers.
Jim Woodland and Sheree Person-Pandil
Jan McLaughlin
Current President of the Council of State Science Supervisors
New Hampshire State Department of Education Science Supervisor
Dear Mr. Byers:
Research indicates that student achievement is directly tied to the content knowledge
of the teacher in the classroom. The NSTA Learning Center provides solid science
content for teachers of all levels and includes access to quality resources from
professional articles from current and past NSTA journals to new and exciting computer
simulations with rich feedback via SciPacks and SciGuides. This is not a one-size-fits-all
solution but one that can deliver what the individual teacher needs directly. The
NSTA Learning Center takes teacher professional development to a new level. Science
content learning is delivered through a web-based solution which focuses on what
teachers need and delivers it to them when they need it.
[The NSTA PD Plan and Professional Development tool] … provides our leadership teams
and participating districts a source of qualitative information about the growth
and reflections of teachers who participate in the various programs that focus on
building content knowledge. Our partnership with NSTA has provided a NH Interface
through which all our NH teachers travel to get to their personal E– Portfolio.
What we have noticed is that each project uses the portfolio in different ways.
Some projects have begun to venture into and incorporate all of the other features
of the Learning Center (SciPacks, articles, e-chapters of books, web seminars, and
more). This fall, we will launch a pilot with science teachers who have been hired
under critical shortage conditions and are seeking certification in science. Often
districts have difficulty in providing a plan and monitoring to help teacher grow
to meet the state requirements. We think that this use of the e-Portfolio and the
other NSTA learning Center resources, such as SciPacks will make this transition
easier for both the teachers and the administrators.
Regards,
Jan McLaughlin
Jeffrey Piontek
Previous HI State Science Supervisor
Instructional Services Branch
Office of Curriculum, Instruction & Student Support
Hawaii Department of Education
Mr. Byers,
The Hawaii Department of Education is fortunate to have formed a partnership with
NSTA to provide an affordable solution to on-site and virtual (to enable teachers
to achieve Highly Qualified certification) professional development. The NSTA Learning
Center provides a complete and targeted professional development solution that begins
by diagnosing areas of improvement for individual teacher needs, meets the demands
of NCLB, state and district requirements for licensure and allows teachers to gain
HOUSSE credit under NCLB.
The NSTA Learning Center effectively supports our teachers in personalizing their
professional development. Their highly competent staff of experts recommend a suite
of high quality offerings that allows teachers to have input into their own learning
as well as control their pace, place, time and type of learning preference they
prefer.
The Learning Center's suite of tools, such as the electronic Professional Development
Plan and Portfolio tool, also assists educators to create a long-term comprehensive
plan over 1-3 years where they can efficiently electronically manage, track, and
document growth over time, in addition to the final assessment opportunity certifying
a teachers gains in knowledge. The PD Plan and Portfolio tool teachers to write
reflections, submit evidences for their growth and document that growth with samples
of student work, images. Technology trough the learning center is evidence that
Professional Development will no longer be measured by just seat time, but evidence
will be provided as to its worth
The learning center also provides program, district, and school-based administrators
a level of accountability for the administrator’s investment in the PD they make.by
providing post and final assessments that track measurable/observable gains in content
knowledge and provides.
As a state level administrator I was equipped with robust reporting tools regarding
gains in teacher knowledge, understanding, including data regarding usage, course
completion, percentage gain scores, and teacher feedback and the NSTA staff can
assist in providing a comprehensive solution to assist teachers in meeting the requirements
for NCLB and the data collection that is necessary for compliance with Title IIA
funding.
The Hawaii department of education values the relationship and the support that
NSTA has given us to make this a one-stop solution for high quality professional
development.
- “The NSTA Learning Center is a dynamic and flexible professional learning platform
which can be used by an individual teacher or with groups of teachers in district-wide
or state-wide initiatives. By using this web-based delivery model, NSTA encourages
all teachers to broaden the use of 21st Century Skills as they increase their science
content knowledge.”
- “Research indicates that student achievement is directly tied to the content knowledge
of the teacher in the classroom. The NSTA Learning Center provides solid science
content for teachers of all levels. This is not a one-size-fits-all solution but
one that can deliver what the individual teacher needs directly.”
- “The NSTA Learning Center includes access to quality resources from professional
articles from current and past NSTA journals to new and exciting computer simulations.
This is not a one-size-fits-all solution to professional development!”
- “The NSTA Learning Center takes teacher professional development to a new level.
Science content learning is delivered through a web-based solution which focuses
on what teachers need and delivers it to them when they need it.”
Sincerely,
Jeffrey Piontek
Robin Anglin, Science Coordinator
Office of Instruction
West Virginia Department of Education
Charleston, WV
A strong need exists for West Virginia middle school teachers, elementary school
teachers, and special educators to acquire quality, interactive, professional development
in specific content areas of science. In many cases, teachers are not certified
in science and are teaching science with multi-subjects certifications which required
few science specific courses. Special education certified teachers, who team collaboratively
with the general science classroom teachers, also lack the necessary courses of
study to provide strong support for students in those classes.
Teachers have the responsibility of addressing the rigor and relevance of the West
Virginia Content Standards and Objectives. They are to include inquiry based instruction
and hands on investigations where students draw conclusions from the data they have
collected. It has been requested that teachers provide authentic learning opportunities
with problem based scenarios. High-quality professional development with focused
content and pedagogical training for science specific topics gives teachers the
skills and confidence to step away from traditional text book driven classrooms
and provide students with a 21st century education.
During the summers of 2006 thru 2009, elementary school teachers, middle school
science teachers, and special education teachers had opportunities to increase their
science content knowledge by attending regional SciPack trainings. The trainings
focused upon utilizing the SciPack modules to learn content, engage in lab simulations,
access pedagogical implications, and utilize formative and summative assessments.
Technical support was available and provided as needed. Teachers who attend the
sessions are eligible for stipends and college credit was available thru Marshall
University.
After participating in the SciPack program, teacher feedback included-
“I wanted to let you know how valuable the SciPacks have been to me as I have prepared
to take my National Board exam. You may want to consider that as you try to get
people for this year. I can't think of a better way to cover Content Standards and
Objectives than to work through those packs!!!!” 7th grade teacher
“The SciPacks are addictive. I've already completed 2 and I'm working on the third.
Thanks for this great opportunity.” 3rd grade teacher
“Thank you for offering this program to West Virginia teachers. It truly helped
my ability to teach the subjects.” Resource inclusion teacher
“SciPacks are wonderful, effective, online learning experiences for both teachers
and students. I've used the SciPacks in my classroom via my computer, projector,
and SmartBoard to teach some of my Content Standards and Objectives.” 7th grade
teacher
“I learned a lot from the training and really enjoyed it. Could you let me know
when the next SciPack training registration starts?” Middle school science teacher
Robin Anglin
John Putnam
Previous State Science Specialist
West Virginia Department of Education
Office of Curriculum and Instruction
Dear Mr. Byers:
While working at the West Virginia Department of Education (WVDE) as a state science
coordinator, I was part of an effort by the department to increase teacher content
knowledge in science for middle school teachers. WVDE had found few professional
development options that provided affordable, high-quality professional development
opportunities specific to the delivery of science content. It was through a presentation
of NSTA’s Learning Center that we became acquainted with SciPacks.
There were many aspects of SciPacks that met West Virginia needs. For starters,
SciPacks are similar to short mini-courses, tailored to specific pieces of science
content. Teachers can acquire 10 hours of intensely focused science content based
on their individual needs. The courses are online and provide embedded assessments
and a final assessment that indicate to participants, and to WVDE, teacher competence
and success in mastering the science content.
WVDE conducted a pilot study that informed WVDE’s decision to develop a state initiative
based on NSTA’s SciPacks. WVDE collected data using a pre/post assessment created
by NSTA, a survey of participants, and an open forum to collect verbal accounts.
For those teachers who completed entire SciPacks, WVDE found that teacher mastery
of rigorous science content increased with every participant according to pre and
post tests given to teachers. Common testimonies from teachers successfully completing
SciPacks indicated that they felt “empowered” and “confident” in the respective
content they learned and for which they received a NSTA certificate of proficiency.
As a state science coordinator, I was inspired by the testimonies of special educators
who teach in co-teaching science classrooms, who reported that SciPacks increased
their likelihood of leading rather than observing science lessons. Some teachers
claimed the self-paced, learning-on-demand style of SciPacks to be the best professional
opportunity yet afforded during their careers as teachers.
Throughout the pilot and initiative, NSTA offered support to WVDE through weekly
updates of participating teachers’ progress; a content discussion forum; an "ask
a mentor" content resource; and quick, responsive technical assistance. Compared
to traditional face-to-face trainings, WVDE found NSTA’s SciPacks to be a cost-efficient
and effective method for delivering high-quality science content to teachers.
Regards,
John Putnam
Bob Sotak, Ed.D.
K-12 Science Curriculum Specialist
Everett Public Schools
Mr. Byers,
In Everett, we are in the fourth year of a K-12 inquiry-based science implementation.
Each year we rolled out new portions of the new curricular materials. Our primary
professional development focus has been on initial use. It is a simple matter of
time and treasure?only so many hours in the day, and only so many dollars to spend
on professional development providers, teacher pay, and release time. The challenge
for us has been getting a critical mass of teachers to attend content courses, let
alone identifying courses that match our staff needs. Teachers want the help, but
do not have time to take a general course in a content area. They want help with
the specific content they have to teach.
Physical science was one of the areas we have had the most requests from our intermediate
level teachers for content training. We decided to try SciPaks as an option and
offered a course to staff teaching particular science modules in grades 5-9. In
a sense, we were able to customize the training to what particular content a teacher
would need for that unit.
Our experience with the force and motion module was valuable, and impact high. Comments
from teachers indicated how much they enjoyed and learned. They wanted to know when
they might be able to do the next one. I was very impressed because the content
depth was more than I expected and in how it was presented, it was accessible to
all the grade 5-9 teachers in the class. None felt overwhelmed.
We plan to include this type of training two ways: First, as a stand alone option
on a menu of science professional development offerings. Second, as a component
in a content professional development course that includes face to face sessions
as well as on-line portions.
This is a powerful tool to help teachers grow in their understanding of the content
and pedagogy we expect them to be teaching.
Regards,
Bob Sotak
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Lee Ann Nickerson
K-12 Science Specialist
Jefferson County Public Schools
Louisville, Kentucky
Dear NSTA
“Thank you for this wonderful opportunity.” “I am so proud of myself for completing
and passing this!” “Now that I understand more, I will be able to better help my
students with their own learning.” These are representative teacher comments I have
received about their NSTA SciPack professional development experience. Just the
kind of feedback I want to hear!
Jefferson County Public Schools has partnered with NSTA this year to offer on-line
SciPack content professional development for elementary and middle school teachers.
This opportunity was made available to JCPS as a component of our GE Foundation
Developing Futures in Education grant. Our teachers are appreciating and enjoying
the ability to have flexible access to these engaging and challenging learning tools.
As our district has moved to a rigorous inquiry-centered K-8 curriculum, our teachers
have expressed the need for deepening their own content knowledge. NSTA SciPacks
have given them a timely, targeted and convenient solution to this problem. The
enthusiastic and positive feedback we are receiving is indicative of the high-quality
and efficacy of these professional development products. The embedded and pre /post
assessments allow our teachers to monitor their own learning.
As our district’s Science Specialist, I appreciate the support that NSTA staff has
offered to develop our plan, provide teacher face-to-face training, and offer prompt
technical assistance. Teacher log-in, completion and success data is readily available
and easy to use. Access to this data makes our district record keeping for professional
development so easy.
We look forward to continued partnership with NSTA to expand the SciPack opportunity
to more of our teachers.
Regards,
Lee Ann Nickerson
Dr. Michael Odell
Roosth Endowed Chair in Education
Professor, STEM Education
University of Texas at Tyler
East Texas STEM Center: “The East Texas STEM Center (ETXSC) housed at the University
of Texas at Tyler will be using the NSTA Learning Center to support science teacher
professional development in rural schools throughout the state of Texas. Teachers
in rural schools typically teach multiple preparations of science and in some cases
may be the only science teacher in the school. Science teachers in these isolated
settings need timely access to professional development and the NSTA Learning Center
provides access to high quality professional development. Rural science teachers
often have minimal preparation in some science disciplines and SciPacks allow these
teachers to self-assess their professional development needs and select the content
that will be most useful. The accountability tools allow ETXSC staff the ability
to monitor teacher progress and provide targeted assistance to teachers. The ETXSC
will also be utilizing the NSTA LC as the centerpiece to support professional learning
communities in rural schools. The online webinars, SciPacks, and access to NSTA
Journals provides quality materials and programming for teachers to participate
in online professional learning communities.”
Dr. Michael Odell
What College Faculty Say:
James A. Rye, Professor
West Virginia University
Department of Curriculum & Instruction/Literacy Studies
I have used the NSTA Learning Center resources with undergraduate and graduate students pursuing initial elementary-level teacher certification. As we know, science presence is insufficient in today's elementary school classroom. The NSTA Learning Center is one powerful tool that science educators can utilize in their methods courses to help equip and motivate future teachers to change this scenario. I have required pre-service teachers to build and showcase a "My Library" of the free resources, and I have encouraged them to utilize these resources for other course assignments, such as the Learning Cycle Unit that they teach and assess in practica and their Micro-professional Development Session that they provide to their classmates. It is so rewarding to listen to the pre-service students speak enthusiastically about the Learning Center resources, e.g., they are amazed that such a valuable resource exists!
Recently, I also have taken advantage of the free web seminars for my pre-service teachers. We participated in a seminar on garden-based learning, which was so timely given that we have a small grant to build a program at one of the professional development schools that provide experiences for our pre-service teachers. Based on the positive feedback I have received from pre-service teachers, I plan to enhance the utilization of this tool in future offerings of methods courses and build it into another course on integrating science-mathematics instruction. Thank you, NSTA, for providing such a wonderful resource to empower elementary teachers to enhance science learning for children.
Sincerely,
James A. Rye, Ph.D.
Michael Odell, Ph.D.
Roosth Chair in Education
Executive Director, The Ingenuity Center
University of Texas at Tyler
I utilize the NSTA Learning Center for my Pre-service Teachers enrolled in my science
methods courses at The University of Texas-Tyler. I utilize the Learning Center
because it is much more comprehensive than a methods text. The NSTA Learning Center
allows me to develop (preload) a library of materials I can share with my students
to serve as their text. It allows the students to build upon the library by adding
their own resources as they learn about science teaching and learning. The access
to the journals provides a great resource for supporting lesson study. The fact
that the system is online allows my students to utilize the Learning Center in their
field placements as well.
In the EC-6 and 4-8 grade level certification programs too many students do not
have the content backgrounds they need in science. The Learning Center allows me
to evaluate my students’ science content knowledge using the free PD Indexer tool
and develop a remediation plan using SciPacks to address their gaps in knowledge.
The best part is that students complete the modules outside of class rather than
taking limited class time. Students also seem to like the SciGuides that are coupled
with the SciPacks and Science Objects, as they provide vetted web-based resources,
lesson plans, and access to the simulations found in the SciPacks for use in the
classroom. I also utilize the Science Objects with their embedded simulations and
formative assessment questions in my class for demonstration purposes.
The fact that students can develop a professional development portfolio is very
attractive. This is an area I will be working to utilize the Learning Center so
that students can upload student products, reflections, and their analyses. I find
the Learning Center to be very dynamic and useful for pre-service education.
Regards,
Michael Odell, Ph.D.
Christine Anne Royce, Ed.D
Department Chairperson and Associate Professor
Shippensburg University
NSTA Resources – A Winning Combination for Elementary Science Methods at Shippensburg
University
Throughout the past two years, NSTA resources have become the major avenue for preparing
future elementary teachers in the area of science education at Shippensburg University.
As a faculty member who teaches elementary science methods, I have become a believer
that NSTA wins the trifecta of providing current resources for pre-service (and
in-service) teachers that will follow them well into their teaching career and provide
countless opportunities for individual professional development. This winning combination
incorporates NSTA membership, the NSTA Learning Center, and NSTA Press books.
Students enrolled in my TCH 346 – Teaching Science in the Elementary School are
required to join NSTA as a student member. Student dues are fairly low, and in conjunction
with the other required NSTA resources, my students will spend much less than traditional
course materials, and although much of what is utilized in class can be done electronically
and through online resources, I feel there is a high value for my students to be
part of a large global network of members who view science teaching as a true profession.
Students are first introduced to resources through the member benefits including
journals and the NSTA Reports. When they realize the wealth of information and ideas
available, it then allows me as the instructor to show them how to become even richer
in resources through the archives available on the website and the ability to create
a personalized library within their NSTA Learning Center.
I am a strong proponent of customizing professional development for the needs of each teacher. Components
in the NSTA Learning Center allow me to provide consistent and accurate content
for my students while at the same time allowing them to tailor aspects to their
individual needs and meet the need for differentiated instruction. This is accomplished
with my students through the Professional Development Indexer tool which allows
them to ascertain their content areas that are sufficient and those that may need
a little bit of a boost. Students can then become the director’s (along with a little
gentle guidance) to their own professional development by selecting areas of need
around which to complete several of their assignments – including the development
of a personal library in the “My Library” area of the Learning Center, selection
of a SciPack in a need area to purchase and complete to increase their learning.
Students were then able to reassess their knowledge at the end of that SciPack by
retaking the individual component of the PD Indexer to bring the PD experience full
circle.
In surveying my students, one question that was asked was “Describe a single resource
that you used during science methods that you really "liked".” It was clear from
the responses that students found the assignments that utilized the NSTA Learning
Center as valuable as well as likeable. Student responses included: “[the] SciPaks
were really detailed and interesting to go through,” and “I liked the Learning Center.
The articles were very interesting and are a good resource. I really found my SciPack
interesting. I relearned a lot of information that I had forgotten and some that
I was unfamiliar with. I think that the SciPack really helped to expand my science
knowledge.”
The final component of my class focuses on the use of NSTA Press books to provide
additional content knowledge and support for pre-service teachers. Whether through
the purchase of an actual book (my students do purchase Lingo of Learning) or the
purchase of individual e-Chapters of books that could be added to their “My Library,”
students can delve deeper into pedagogical and/or content areas in which they are
interested.
Overall, my college students and the future students they teach are the winners
in that they reap the benefits of the NSTA’s trifecta.
- Membership introduces them to the larger world of science education as a profession;
- The NSTA Learning Center has allowed me to make the content in my elementary science
methods class dynamic and interactive for individual students while still meeting
the overall goals and objectives of my course; and
- NSTA Press books provide a greater in-depth and focused look at topics students
wish to pursue.
Respectfully,
Christine Anne Royce, Ed.D
Susan M. Blunck, Ph.D.
Associate Clinical Professor Science Education
Director UMBC Center for Excellence in STEM Education
Dear Mr. Byers and Mr. Mendez,
I am writing to praise all of you at NSTA for your creative efforts in providing
online professional development resources for teachers and to let you know that
at The University of Maryland, Baltimore County (UMBC) we are using the resources
with our pre-service elementary science teachers to boost their content understandings
and help them gain insights into high quality professional development. As the professor
of the UMBC elementary science methods course and as a professional development
researcher, my belief is that the day you decide to become a science teacher you
start on your professional development journey. So, one of the main goals in my
course is to help my pre-service teachers become aware of the resources that will
serve them across their careers as life-long learners. The online professional development
resources on the NSTA website are a perfect fit for helping us reach this goal.
The vision for electronic professional development communities is vividly appearing
on the horizon thanks to NSTA and the creation of the NSTA Learning Center. The
Learning Center provides developmentally appropriate, web-based, instantly accessible,
do it yourself (DIY) experiences that are helping our UMBC students become more
knowledgeable, confident, and caring elementary science teachers.
Across the past three years, UMBC elementary science pre-service teachers, in my
graduate and undergraduate elementary science methods courses, have been taking
advantage of the learning opportunities provided in the Learning Center. Research
shows us that elementary pre-service teachers are often weak in terms of their science
content background so providing quality information on key science concepts is a
key goal of this course. For many years, the students in my class have had assignments
that required them to visit the NSTA website but now that the Learning Center has
become more fully developed the students are focused on the use of content-rich
tools and resources in the Center.
Once students register for a free Learning Center account, they are able to have
experiences with Science Objects, SciPacks, web seminars, books and journal articles,
as well as, the professional development tools, such as the PD Indexer and PD Plan
and Portfolio, all designed to help them develop the habits of a true professional.
To this point in time, the pre-service teachers in my course are required to visit
the Learning Center where they work primarily with the Science Objects in order
to gain stronger content understandings to effectively design a two-week, inquiry-based,
teaching module required for my course. The Science Objects serve as the main tool
students use to gain deeper understanding of essential science concepts. The knowledge
gained by the students is substantial. As a science teacher educator, I have benefited
greatly from using the Learning Center in my classes and look forward to extending
the experiences this year by having my students set professional development learning
goals and provide evidences and reflections to include in their PD Plan and Portfolio.
I encourage other university science educators to get their students involved in
Learning Center activities. Our pre-service teachers deserve the opportunity to
experience NSTA’s innovative, high quality, online professional development learning
experiences as these are the types of activities they will be doing as practicing
science teachers.
Sincerely,
Susan M. Blunck, Ph.D.
What Teachers Say:
What Teachers Say about Learning Center e-PD resources and opportunities
SciPacks and Science Objects
"I'm so grateful that I had the opportunity to become acquainted with the SciPacks
and the Learning Center. I've been working on one SciPack after another in the fields
of Earth Science and biology. They are marvelous learning tools. I was asked to
teach Earth Science last year and I had a steep learning curve using whatever material
I could find. After completing a trio of SciPacks I feel totally ready to design
some great units (I do have the NSTA Project Earth Science manuals). I also did
the Nutrition and Cell SciPacks. All of them are excellent resources as models for
sequencing and formative assessment. Thank you for vastly improving what I will
bring to the classroom."
"This was a great use of my time. I would recommend SciPacks for use durning district
training days."
"I had taught the unit before, but now I have ideas I never thought of before, and
have additional demonstrations ideas on how to present the topic to facilitate learning."
"It is now starting "to click" and I finally understand it; There were many "aha"
moments"
"Going through this experience helped me to emphasize these concepts with my students."
"As I personally experienced the simulations [in the SciPacks], I was then able
to develop better classroom activities. I feel this was directly responsible for
my students improved test scores. As a teacher that does not have a specialization
in science, I found the Force and Motion SciPack very helpful in developing more
effective classroom experiences for my students."
"I found the SciPack Module, Gravity and Orbits, to be helpful in filling in the
gaps of my education. After completing the SciPack, I felt more confident in presenting
the material to my students as well as better informed in trying to address their
questions. The gravity and orbits SciPack was a good review of content for me. I
found myself using a lot of the examples represented in the tutorial with my students."
"I have completed the SciPack on plate tectonics and found it extremely helpful
to me in my teaching. The students seemed to understand the concepts much better
than last year's class. I believe this SciPack helped me to develop a deeper understanding
of this topic and in turn I prepared better lessons for my classes. I feel that
my students really understood plate tectonics because finally their teacher understood
plate tectonics. Each class showed a significant increase in the class average after
the lessons were taught."
The SciPack was really perfect for me. The reading was interspersed with questions and checking for understanding which really helped me to pace myself and see if I got the concept. The animations and diagrams were also very specific to the subject matter which was very helpful. – Shelly Hawksford, middle school teacher, Maryland.
Online Short Course
"I found the course very beneficial and I have come away with several ideas that I will be able to use in my classroom. To me that is the sign of an excellent course!" – Alane Peragallo, middle school teacher, Virginia.
"I liked the ability to speak directly to the instructor and moderator. I liked the ability to respond in different formats and I was overjoyed to use technology efficiently and to feel more comfortable with the resources." – Alice Mayoral, middle school teacher, Virginia.
"I liked the convenience of attending class from my living room and interacting as I needed. Most of the information helped me personally, and the last session was directly pertinent to my students’ curriculum." – Janet Reichmuth, high school teacher, Kentucky.
"The platform and online forum is a great way to engage individuals and increase learning." – Jim Carr, middle school teacher, Illinois
“Although I have taken several physics courses, I find physics a very difficult
area of science. The [NSTA Short Course in Force and Motion] was very beneficial
in reviewing key concepts and forcing me to examine my own understanding. I was
so impressed with the software used I'm still talking about it with my colleagues.”
“I have already visited some of the links provided in the SciGuides to use in my
classroom next year. I think the simulations are invaluable and I definitely plan
to incorporate them in my lessons next year.”
“The technology was a definite plus. I have taken several on-line courses and even
with my dial up connection, this [NSTA Online Short Course] was by far the best
I have ever participated in! The interactive nature of the Elluminate software was
incredible! I love the voting/polling and instant feedback was great! The program
was designed to target all different learning styles.”
It gave me further resources and connections to broaden my own and my students understanding of the seasons. – Stephanie Ott-Zurcher, middle school teacher, Pennsylvania
I learned a lot in this class – tonight for instance, I learned about precession, about how the forces of inertia/momentum and gravity interact, and I better understand Kepler’s laws. This helps my understanding of gravity and orbits and should make it more effective when responding to student questions. Also, I’ve gotten a better idea about what sources to use in an inquiry setting. - Mark Goldsmith, middle school teacher, Connecticut
Web Seminars
“[The Web Seminar is] really thought-provoking and cutting edge--lots of ideas for
further learning or discussion.”
"I was super-impressed with the software. I enjoyed the seminar it was interesting
and being able to interact was fun. Very cool!"
“This was an incredible team of experts who talked to all levels of educators- from
preschool to high school. Excellent topic, presentation and resources.”
"This was my first web seminar, and I loved the experience. The live interaction
was wonderful, and the presenters, were so much fun. It is so nice to be able to
participate from the comfort of my own home!"
Symposia
"I enjoyed having different lecturers and the hands-on activities/lab."
"This is one of the very best professional development institutes I've attended.
Wow!"
"Fantastic experience. Great activities. Can not wait to use the lessons in my class
and share them with other teachers in my school."
"Wow! As a former reading teacher who just switched over to K-5 science, you have
just made me a better science teacher. Thanks!