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    Best Practices in Science Teaching

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    jo_aligora
    This document discusses best practices for teaching science. It defines best practices as activities, policies, and approaches that lead to positive changes in students. Some key best practices discussed are balancing the curriculum, integrating subjects, differentiating instruction, and providing active learning opportunities. The document provides examples of how these practices can engage students and help them develop skills like problem-solving and lifelong learning needed for future success.

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    Best Practices in Science Teaching

    Uploaded by

    jo_aligora
    1K views25 pages
    This document discusses best practices for teaching science. It defines best practices as activities, policies, and approaches that lead to positive changes in students. Some key best practices discussed are balancing the curriculum, integrating subjects, differentiating instruction, and providing active learning opportunities. The document provides examples of how these practices can engage students and help them develop skills like problem-solving and lifelong learning needed for future success.

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    This document discusses best practices for teaching science. It defines best practices as activities, policies, and approaches that lead to positive changes in students. Some key best practices discussed are balancing the curriculum, integrating subjects, differentiating instruction, and providing active learning opportunities. The document provides examples of how these practices can engage students and help them develop skills like problem-solving and lifelong learning needed for future success.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    1K views25 pages

    Best Practices in Science Teaching

    Uploaded by

    jo_aligora
    This document discusses best practices for teaching science. It defines best practices as activities, policies, and approaches that lead to positive changes in students. Some key best practices discussed are balancing the curriculum, integrating subjects, differentiating instruction, and providing active learning opportunities. The document provides examples of how these practices can engage students and help them develop skills like problem-solving and lifelong learning needed for future success.

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    © All Rights Reserved
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    Download as pptx, pdf, or txt
    of 25

    Best Practices in Science

    Teaching
    Prepared by: Jo Anthony M. Aligora
    Why are best practices important?

     Thomas L. Friedman, author of The World Is Flat, refers to a twenty-first century


    world that will be very different from the one in which we were educated.
     To survive in a new, globally competitive world, today's children will need
    creativity, problem-solving abilities, a passion for learning, a dedicated work ethic
    and lifelong learning opportunities.
     Students can develop these abilities through instruction based on Best Practice
    teaching strategies.
    What is a best practice?

     The EOA Center defines Best Education Practices as the


    wide range of individual activities, policies, and
    programmatic approaches to achieve positive changes in
    student attitudes or academic behaviors. (Promising,
    Validated and Exemplary)
     Andy Hargreaves and Michael Fullan share their definition
    for "best practices," which they define as existing practices
    that already possess a high level of widely-agreed
    effectiveness.
    Level of Complexity

    Examples include mandatory Examples of exemplary


    Best education practice assessment of students for
    Best education practice
    activities programs education practice
    proper advisement and
    • arebehaviors or policies by placement of students in • are composed of a
    programs from the area
    faculty, staff, and their classes, training carefully coordinated of academic support
    administrators that result in student tutors before they collection of individual include Supplemental
    positive changes in student begin their work, active best practice activities. Instruction, Peer-led
    attitudes or academic learning activities within the Team
    behaviors. classroom, and classroom Learning, Emerging
    assessment techniques to
    Scholars Program,
    provide nongraded feedback
    resulting in changed student and Structured Learning
    learning behaviors. Assistance.
    What Do Best Practices Look Like?

    Classrooms that exemplify best practices


    are easy to detect as soon as you enter
    the room.
     Project materials and books are  Classrooms are activity-based spaces
    numerous. as opposed to places to “sit and get”
    lectures.
     Students are engaged and focused on
    their work.  Teachers are actively engaged with
    different groups and students are
     Teachers often use collaborative anxious to enlist visitors in their various
    and/or authentic tasks that place tasks or assignments.
    students at the center of the learning
    process.  There is a joyful feeling of purposeful
    movement, industrious thinking and a
     Seating arrangements are clustered, vital and vibrant atmosphere and
    varied and functional with environment.
    multiinstructional areas.
    What Core Best Practices Can Teachers Implement in Their
    Classrooms?

    1. Balance the curriculum


    2. Integrate the Curriculum
    3. Differentiate the Curriculum
    4. Provide Active Learning Opportunities
    Balance the Curriculum

    What a balance curriculum is What a balance curriculum is NOT

    Includes entire Standard Course of Study (SCS) Planning and teaching in isolation

    Educates the whole child (BEP) An individual effort

    Includes a challenging and common curriculum Teaching to the test


    (CCSSO)
    Based on best knowledge of how children develop Teaching ONLY English Language Arts and
    and learn (NASBE) Mathematics
    Prepares students for success in school and in life “One size fits all”
    (NCLB/NCDPI)
    Includes all subjects verses only those subjects tested Teaching without assessing student needs
    (NCLRC)
    Promotes brain growth and development through an Teaching 15-minute classes to hundreds of students
    enriched environment (Diamond & Hopson)
    Teaching the text
    Balance the Curriculum
    What a balance curriculum is What a balance curriculum is NOT

    Provides a curriculum that Is rigorous, relevant and Teaching the teacher’s favorite or most comfortable
    promotes relationships (NCSBE) topic(s)
    Creates active participants rather than passive Teaching some disciplines sporadically (seasons or
    observers (Diamond & Hopson) holidays)
    Allows students to use the whole brain (Zull) “Fake” integration

    Only for some children


    Implementing a Balanced Curriculum Helps
    Students

    • Find relevance in and  Demonstrate talents they bring with


    connections with what they them to school and
    are learning;
     Develop new, necessary skills and abilities
    • Develop a love of learning to be successful in school and in life.
    and become lifelong
    learners;
    • Understand themselves and
    those around them;
    Integrate the Curriculum

    What is an Integrated The practice of integrating curriculum


    Curriculum? involves students in the unit
    development process. It affords them
    the opportunity to identify topics,
    develop questions, plan inquiry, divide
    tasks, research information and share
    the learning process and content.
    Technology resources are
    Why Teach an Integrated Curriculum?

    • Allows teachers time to teach their NSSCS objectives.


    • Empowers students to take ownership of their
    learning.
    • Supports brain-based research and
    • Focuses on both ideas and content.
    Implementing Integration Strategies Helps
    Students:

    • See the connectivity and • Assume authentic responsibility;


    interaction among disciplines; • Engage in active learning;
    • Choose appropriate • Work collaboratively with others and
    activities; • Refine their technology skills.
    • Examine organizational
    patterns;
    • Develop research skills; •
    Attack multi-levels of activity
    and challenge;
    Differentiate the Curriculum

    What Is a Differentiated A differentiated curriculum is one


    Curriculum? where teachers adapt the
    curriculum in different ways to
    meet the needs of all their
    students.
    Why Differentiate Curriculum in the
    Classroom?

    • Provides access to • Increases motivation through


    opportunities for a rigorous
    curriculum based on the exploring individual interests and
    NCSCS. • Builds relationships with
    • Provides opportunities for students by knowing their
    individual acceleration and strengths.
    remediation.
    • Nurtures self-esteem and
    respect.
    Differentiating Curriculum Helps Students:

    • Master core concepts of • Set individual learning


    the curriculum; goals and
    • Utilize their strengths, • Develop their personal
    learning styles, and skills and projects.
    background knowledge;
    Provide Active Learning Opportunities

    What Is Active Active learning is a process in which


    Learning? the students are engaged in hands-
    on activities rather than passively
    receiving knowledge. Students
    interact with others to construct
    meaning from new ideas and
    concepts based on their
    background knowledge.
    Why Utilize Active Learning in the Classroom?

    • Draws upon the pre-existing knowledge that students


    already have
    • Is essential for idea manipulation
    • Enhances understanding through cooperative learning and
    • Augments learning through technology tools.
    Implementing Active Learning Strategies
    Helps Students:

    • Engage in higher-order thinking tasks as analysis, synthesis


    and evaluation;
    • Study ideas, solve problems and apply what they have
    learned;
    • Construct hypotheses and make decisions;
    • Provide meaning and organization to experiences;
    Implementing Active Learning Strategies
    Helps Students:

    • Work collaboratively with others;


    • Connect real-life work between school and what will take
    place in the rest of their lives and
    • Address cultural influences and individual learning styles.
    Full Option Science System (FOSS)

    Program Overview:
    • Founded in 1986
    • Full Option Science System (FOSS) was created to address
    the concern that young students were not being provided
    with an adequate science education.
    • FOSS is a K-8 program developed at the Lawrence Hall of
    Science, University of California, Berkeley.
    Full Option Science System (FOSS)

    Learning Environment:
    • Typical of an inquiry-oriented, interactive approach to science,
    the FOSS classroom environment is collaborative, energetic and
    fi lled with the excitement of learning and discovery.
    • FOSS investigations are guided by questions.
    • The students work in collaborative teams to investigate,
    experiment, gather data, organize information and reach
    conclusions.
    Science In Motion

    Program Overview:

    • Most Pennsylvania high schools cannot afford the modern,


    well-maintained equipment that it takes to prepare
    students for today’s modern technological careers in
    science, engineering and other technical fields.
    Science In Motion

    The program facilitates systemic change by providing:


    • a mobile educator who provides expert support to secondary teachers
    in the classroom;
    • materials and equipment delivered via a well-equipped van to the
    classroom for hands-on use by students;
    • regularly scheduled, subject-specific teacher professional development
    workshops; and
    • opportunities for teachers to work collegially with other teachers and
    with college faculty to implement exemplary curriculum.
    Science In Motion

    Learning Environment:

    • Students are attracted to and become actively engaged in


    science activities because they are given access to the
    types of real science equipment that they see in popular
    television shows such as CSI and in science documentaries.
    Science In Motion

    Learning Environment:

    • Students feel empowered by knowing that they are using


    equipment that can solve real-world problems and by knowing
    that they are acquiring real skills that will be marketable in the
    workforce.
    • Students also learn the teamwork skills that they will need in
    the workplace.

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