Talk moves are dialogic pedagogical tools used to enhance purposeful discussion and support student learning. However, employing talk moves has proven challenging for some inservice teachers because they struggle with things like student participation and time. In this article, we describe a professional development program’s adaptation of professional learning communities to support a cohort of K–12 science teachers from different school districts in improving their teaching practice and effectiveness. We discuss the structure of the program and the use of collaborative reflection, and we also provide teacher reflection notes Specifically, we focus on one vertically integrated community, including elementary, middle, and high school teachers, who chose to focus on enhancing their pedagogical practice of talk moves. Ultimately, the teacher reflection notes revealed that being a part of such a community motivated them to enhance their teaching practices, boosted confidence, and also provided them networking opportunities with other teachers.
- Categories: Engineering, Inservice Teacher Preparation, NGSS, and Preservice Teacher Preparation
- Tags: Authentic contexts, engineering, Engineering practices, Inservice Teacher Education, Instructional Materials, Nature of engineering, and preservice teacher education
- Publication: Issue 3 and Volume 7
Including engineering as part of K–12 science instruction has many potential benefits for students, but achieving those benefits depends on having classroom teachers who are well prepared to effectively implement engineering instruction. Science teacher educators, therefore, have an essential role to play in ensuring that engineering is incorporated into science instruction in productive ways. An important component of that work is developing teachers’ understanding of the nature of engineering: what engineering is, what engineers do, and how engineering is both related to yet separate from science. Teachers must understand these concepts to implement engineering design activities that authentically reflect the field. In this article, I describe a sequence of instructional activities designed to help teachers, either preservice or inservice, develop their knowledge of the nature of engineering. At the core of the instructional sequence is a set of stories that provide teachers with descriptions of authentic engineering work. Surrounding the stories are activities that help teachers draw accurate conclusions about the nature of engineering and draw out the implications of those conclusions for instructional decision-making. I provide an overview of the instructional sequence and also share details from my own work with teachers, including transcripts of classroom conversations and the impact of instruction on teachers’ knowledge.
Many elementary teachers in the United States receive little to no STEM-focused professional learning during an average school year. When elementary teachers do participate in professional learning opportunities focused solely on STEM teaching and learning, they are often positioned as novices in need of improvement or instruction rather than colearners and cocontributors to the learning community. In this article, I describe the STEM Teacher Leader Collaborative as one way to address current challenges in STEM-focused professional learning and as an infrastructure for responsive teacher learning. I highlight the STEM Teacher Leader Collaborative as a model of a responsive professional learning network with radical hope, describing its guiding principles and the meanings teachers make of their experience within the network.
Developing a proper view of the nature of science (NOS) amongst teachers and students has been the goal of science education for decades. This article discusses an innovative activity designed for training preservice science teachers on NOS. We endorse an approach according to which several aspects of NOS can be explicitly discussed and explained. This activity is an extended version of a tangram activity introduced by Choi (2004). Aside from introducing NOS elements covered by Choi, our tangram activity also introduces the following elements: (1) theories are valid products of science, (2) the role of subjectivity and bias in science, (3) the importance of scientific community in science, (4) prediction is part of science, and (5) creativity and imagination are important in science. The activity can be used decontextualized (i.e., as a stand-alone lesson) in science methods classes, but it also has high potential to be contextualized within content related to the history of science. In this article, we provide procedures for using an analogy activity (the tangram activity) and explain how to connect each part to NOS elements. This activity was tested successfully in several science methods courses, a NOS course, and two professional development workshops.
Lesson study provides opportunities for teachers to collaboratively design, implement, and analyze instruction. Research illustrates its efficacy as a site for teacher learning. The setting for this article is a lesson study project involving preservice teachers, inservice teachers, and university faculty members. We supported collaborative reflection on practice among these individuals by using asynchronous and synchronous online tools and meeting protocols. Asynchronous online lesson-video review and tagging helped participants prepare to debrief about lessons they had implemented. Midway through one of our lesson study cycles, the COVID-19 pandemic occurred, eliminating opportunities to meet face-to-face for lesson debriefing sessions. In response, we developed and field-tested two protocols for online synchronous lesson study debriefing meetings. The protocols prompted conversations related to pedagogy, content, and content-specific pedagogy. After the debriefing sessions, lesson study group members reported improvements in their knowledge growth, self-efficacy, and expectations for student learning. We describe our use of online virtual tools and protocols to contribute to the literature on ways to support collaborative reflection on practice.
Widespread implementation of phenomenon-based science instruction aligned with the Next Generation Science Standards (NGSS) remains low. One reason for the disparity between teachers’ instructional practice and NGSS adoption is the lack of comprehensive, high-quality curriculum materials that are educative for teachers. To counter this, we configured a set of instructional routines that prioritize student sensemaking and then modeled these routines with grades 6–12 inservice science teachers during a 3-hour professional learning workshop that included reflection and planning time for teachers. These instructional routines included: (1) engaging students in asking questions and making observations of a phenomenon, (2) using a driving question board to document students’ questions and key concepts learned from the lesson, (3) prompting students to develop initial models of the phenomenon to elicit their background knowledge, (4) coherent sequencing of student-led investigations related to the phenomenon, (5) using a summary table as a tool for students to track their learning over time, and (6) constructing a class consensus model and scientific explanation of the phenomenon. This workshop was part of a larger professional learning partnership aimed at improving secondary science teachers’ knowledge and skills for planning and implementing phenomenon-based science. We found that sequencing these instructional routines as a scalable model of instruction was helpful for teachers because it could be replicated by any secondary science teacher during lesson planning. Teachers were able to work collaboratively with their grade- or course-level colleagues to develop lessons that incorporated these instructional routines and made phenomenon-based science learning more central in classrooms.
Integrated STEM (science, technology, engineering, and mathematics) education is becoming increasingly common in K–12 classrooms. However, various definitions of STEM education exist that make it challenging for teachers to know what to implement and how to do so in their classrooms. In this article, we describe a series of activities used in a week-long professional development workshop designed to elicit K–12 teachers’ conceptions of STEM and the roles that science, technology, engineering, and mathematics play in STEM education. These activities not only engage teachers in conversations with peers and colleagues in a professional development setting but also enable teachers to reflect on their learning related to STEM education in the context of creating lesson plans and considering future teaching. In addition to describing these activities, we share suggestions related to how these activities may be used in venues outside of professional development.
This article shares lessons learned from a 2-year environmental education professional development initiative with two cohorts. Each cohort consisted of school-based teams of elementary teachers. The professional development included a series of five workshops aimed at integrating environmental education across the curriculum, and each teacher team developed and implemented a school-based project to put these ideas into practice. The project team modified their approach between Cohorts 1 and 2 based on strengths and shortcomings of the first experience. Key takeaways to inform future professional development efforts include ensuring the timeframe of the project allows teachers to build momentum in their work, recruiting teams of teachers with diverse classroom experiences, and including presenters who can offer tangible and actionable ideas to use in the classroom.
The phrase "funds of knowledge" refers to a contemporary science education research framework that provides a unique way of understanding and leveraging student diversity. Students’ funds of knowledge can be understood as the social relationships through which they have access to significant knowledge and expertise (e.g., family practices, peer activities, issues faced in neighborhoods and communities). This distributed knowledge is a valuable resource that might enhance science teaching and learning in schools when used properly. This article aims to assist science methods instructors and secondary classroom teachers to better understand funds of knowledge theory and to provide numerous examples and resources for what this theory might look like in practice.