A Professional Learning Community Activity for Science Teachers: How to Incorporate Discourse-Rich Instructional Strategies into Science Lessons
Saved in:
| Title: | A Professional Learning Community Activity for Science Teachers: How to Incorporate Discourse-Rich Instructional Strategies into Science Lessons |
|---|---|
| Language: | English |
| Authors: | Lewis, Elizabeth, Baker, Dale, Watts, Nievita Bueno, Lang, Michael |
| Source: | Science Educator. Sum 2014 23(1):27-35. |
| Availability: | National Science Education Leadership Association. P.O. Box 99381, Raleigh, NC 27624-9381. Tel: 919-848-8171; Fax: 919-848-0496; Web site: http://nsela.org/publications/science-educator-journal |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2014 |
| Intended Audience: | Teachers |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Secondary Education High Schools |
| Descriptors: | Science Instruction, Communities of Practice, Teaching Methods, Faculty Development, Learner Engagement, Lesson Plans, Planning, Inquiry, Classroom Communication, Writing Assignments, Language Skills, Learning Processes, Academic Standards, Interdisciplinary Approach, Water, Learning Activities, Secondary School Science, High Schools |
| ISSN: | 1094-3277 |
| Abstract: | In this article we describe current educational research underlying a comprehensive model for building a scientific classroom discourse community. We offer a professional development activity for a school-based professional learning community, providing specific science instructional strategies within this interactive teaching model. This design activity provides a quick and practical means of transforming science lessons to be more engaging for students. Through this activity teachers can redesign any science lesson by focusing on each of the five core components of a scientific classroom discourse community: (a) scientific inquiry, (b) oral discourse, (c) written discourse, (d) academic language development, and (e) learning principles. By using this structure teachers will be better able to meet the "Next Generation Science Standards" and facilitate greater interdisciplinary learning. An example of a redesigned water cycle lesson is provided. |
| Abstractor: | As Provided |
| Number of References: | 30 |
| Entry Date: | 2014 |
| Access URL: | https://nsela.org/publications/science-educator-journal |
| Accession Number: | EJ1034757 |
| Database: | ERIC |
| Abstract: | In this article we describe current educational research underlying a comprehensive model for building a scientific classroom discourse community. We offer a professional development activity for a school-based professional learning community, providing specific science instructional strategies within this interactive teaching model. This design activity provides a quick and practical means of transforming science lessons to be more engaging for students. Through this activity teachers can redesign any science lesson by focusing on each of the five core components of a scientific classroom discourse community: (a) scientific inquiry, (b) oral discourse, (c) written discourse, (d) academic language development, and (e) learning principles. By using this structure teachers will be better able to meet the "Next Generation Science Standards" and facilitate greater interdisciplinary learning. An example of a redesigned water cycle lesson is provided. |
|---|---|
| ISSN: | 1094-3277 |
