Part 2 - The Skillful Teacher: Building Your Teaching Skills
Contents:
Elements of other standards are brought together by this standard to highlight the importance of the community of learners and what effective teachers do to foster its development. A community approach enhances learning: It helps to advance understanding, expand students' capabilities for investigation, enrich the questions that guide inquiry, and aid students in giving meaning to experiences. An assumption of the Standards is that all students should learn science through full participation and that all are capable of making meaningful contributions in science classes.
The nature of the community in which students learn science is critical to making this assumption a reality. Respect for the ideas, activities, and thinking of all students is demonstrated by what teachers say and do, as well as by the flexibility with which they respond to student interests, ideas, strengths, and needs. Whether adjusting an activity to reflect the cultural background of particular students, providing resources for a small group to pursue an interest, or suggesting that an idea is valuable but cannot be pursued at the moment, teachers model what it means to respect and value the views of others.
Teachers teach respect explicitly by focusing on their own and students' positive interactions, as well as confronting disrespect, stereotyping, and prejudice whenever it occurs in the school environment. Science is a discipline in which creative and sometimes risky thought is important. New ideas and theories often are the result of creative leaps. For students to understand this aspect of science and be willing to express creative ideas, all of the members of the learning community must support and respect a diversity of experience, ideas, thought, and expression.
Teachers work with students to develop an environment in which students feel safe in expressing ideas. A community of science learners is one in which students develop a sense of purpose and the ability to assume. This example includes a description of teaching and an assessment task, although the assessment task is indistinguishable from the teaching activity. The example begins with the teachers at King School working as a team involved in school reform.
The team naturally builds on previous efforts; for example, the technology unit is modified from an existing unit. Other indicators that King School is working toward becoming a community of learners is the availability of older students to help the younger students with tasks beyond their physical abilities and the decision for one class to give a concert for another class.
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In her planning, Ms. Recognizing the different interests and abilities of the students, Ms. She encourages the students in planning and communicating their designs. She imposes constraints on materials and time. The King School was reforming its science curriculum. After considerable research into existing curriculum materials and much discussion, the team decided to build a technology piece into some of the current science studies. The third-grade teacher on the team, Ms.
They selected three topics that they knew they would be teaching the following year: That winter, when the end of the sound study neared, Ms. She posed a question to the entire class: Having studied sound for almost 6 weeks, could they design and make musical instruments that would produce sounds for entertainment? The students had been working in groups of four during the sound study, and Ms. How would the sound be produced? What would make the sound? She suggested they might want to look at the materials she had brought in, but they could think about other materials too.
Collaborative work had been the basis of most of the science inquiry the students had done; for this phase, Ms. As the students began to talk in their groups, Ms.
In the vision of science education portrayed by the Standards , effective teachers of science create an environment in which they and students work together as active learners. Apr 10, Kirstin rated it it was amazing. While content-specific books or grade-level specific books will also be necessary for preservice teachers, this will head off a lot of mistaken turns. As they proceed, students explain and justify their work to themselves and to one another, learn to cope with problems such as the limitations of equipment, and react to challenges posed by the teacher and by classmates. Teachers of science must also work with their colleagues to coordinate and integrate the learning of science understanding and abilities with learning in.
They would have only the following 2 weeks to make their instruments. Furthermore, any materials they. She moved among groups, listening and adding comments. When she felt that discussions had gone as far as they could go, she asked each group to draw a picture of the instruments the children thought they would like to make, write a short piece on how they thought they would make them, and make a list of the materials that they would need. Some designs were simple and easy to implement; e.
Another group was making drums of various sizes using some thick cardboard tubes and pieces of thin rubber roofing material. For many, the designs could not be translated into reality, and much change and trial and error ensued. One group planned to build a guitar and designed a special shape for the sound box, but after the glued sides of their original box collapsed twice, the group decided to use the wooden box that someone had added to the supply table. In a few cases, the original design was abandoned, and a new design emerged as the instrument took shape.
At the end of the second week, Ms. On Friday, they were once again to draw and write about their instruments. Where groups had worked together on an instrument, one report was to be prepared. On the next Monday, each group was to make a brief presentation of the instrument, what it could do, how the design came to be, and what challenges had been faced. As a final effort, the class could prepare a concert for the other third grades. In making the musical instruments, students relied on the knowledge and understanding developed while studying sound, as well as the principles of design, to make an instrument that produced sound.
The assessment task for the musical instruments follows. The titles emphasize some important components of the assessment process. The K-4 science content standard on science and technology is supported by the idea that students should be able to communicate the purpose of a design. The K-4 physical science standard is supported by the fundamental understanding of the characteristics of sound, a form of energy. Students demonstrate the products of their design work to their peers and reflect on what the project taught them about the nature of sound and the process of design.
This can be public, group, or individual, embedded in teaching. This activity assesses student progress toward understanding the purpose and processes of design. The information will be used to plan the next design activity. The activity also permits the teacher to gather data about understanding of sound. Third-grade students have just completed a design project. Their task is to present the product of their work to their peers and talk about what they learned about sound and design as a result of doing the project.
This is a challenging task for third-grade students, and the teacher will have to provide considerable guidance to the groups of students as they plan their presentations. The following directions provide a framework that students can use to plan their presentations. Describe to the class the purpose function that other parts of the instrument have. Show the class how you can change the pitch how high or how low the sound is of the sound. Student understanding of sound will be revealed by understanding that the sound is produced in the instrument by the part of the instrument that vibrates moves rapidly back and forth , that the pitch how high or how low can be changed by changing how rapidly the vibrating part moves, and the loudness can be changed by the force how hard you pluck, tap, or blow the vibrating part with which the vibrating part is set into motion.
An average student performance would include the ability to identify the source of the vibration and ways to change either pitch or loudness in two directions raise and lower the pitch of the instrument or make the instrument louder and softer or change the pitch and loudness in one direction make the pitch higher and the sound louder.
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An exemplary performance by a student would include not only the ability to identify the source of the vibration but also to change pitch and loudness in both directions. Student understanding of the nature of technology will be revealed by the students' ability to reflect on why people make musical instruments—e. Teachers give students the opportunity to participate in setting goals, planning activities, assessing work, and designing the environment. In so doing, they give students responsibility for a significant part of their own learning, the learning of the group, and the functioning of the community.
Working collaboratively with others not only enhances the understanding of science, it also fosters the practice of many of the skills, attitudes, and values that characterize science. Effective teachers design many of the activities for learning science to require group work, not simply as an exercise, but as essential to the inquiry. The teacher's role is to structure the groups and to teach students the skills that are needed to work together.
A fundamental aspect of a community of learners is communication. Effective communication requires a foundation of respect and trust among individuals. The ability to engage in the presentation of evidence, reasoned argument, and explanation comes from practice. Teachers encourage informal discussion and structure science activities so that students are required to explain and justify their understanding, argue from data and defend their conclusions, and critically assess and challenge the scientific explanations of one another.
Certain attitudes, such as wonder, curiosity, and respect toward nature are vital parts of the science learning community. Those attitudes are reinforced when the adults in the community engage in their own learning and when they share positive attitudes toward science. Environments that promote the development of appropriate attitudes are supported by the school administration and a local community that.
Communities of learners do not emerge spontaneously; they require careful support from skillful teachers. The development of a community of learners is initiated on the first day that a new group comes together, when the teacher begins to develop with students a vision of the class environment they wish to form.
This vision is communicated, discussed, and adapted so that all students come to share it and realize its value. Rules of conduct and expectations evolve as the community functions and takes shape over the weeks and months of the school year. Some students will accommodate quickly; others will be more resistant because of the responsibilities required or because of discrepancies between their perceptions of what they should be doing in school and.
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The optimal environment for learning science is constructed by students and teachers together. Doing so requires time, persistence, and skill on everyone's part. Teachers of science actively participate in the ongoing planning and development of the school science program. Participate in decisions concerning the allocation of time and other resources to the science program. Participate fully in planning and implementing professional growth and development strategies for themselves and their colleagues.
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The teaching in individual science classrooms is part of a larger system that includes the school, district, state, and nation. Although some teachers might choose involvement at the district, state, and national levels, all teachers have a professional responsibility to be active in some way as members of a science learning community at the school level, working with colleagues and others to improve and maintain a quality science program for all students.
Many teachers already assume these responsibilities within their schools. However, they usually do so under difficult circumstances. Time for such activities is minimal, and involvement often requires work after hours. Resources are likely to be scarce as well.
The Skillful Teacher: Building Your Teaching Skills
Furthermore, the authority to plan and carry out necessary activities is not typically in the hands of teachers. Any improvement of science education will require that the structure and culture of schools change to support the collaboration of the entire school staff with resources in the community in planning, designing, and carrying out new practices for teaching and learning science.
Although individual teachers continually make adaptations in their classrooms, the school itself must have a coherent program of science study for students. In the vision described by the National Science Education Standards , the teachers in the school and school district have a major role in designing that program, working together across science disciplines and grade levels, as well as within levels.
Teachers of science must also work with their colleagues to coordinate and integrate the learning of science understanding and abilities with learning in. Teachers working together determine expectations for student learning, as well as strategies for assessing, recording, and reporting student progress. They also work together to create a learning community within the school. Time and other resources are critical elements for effective science teaching. Teachers of science need to have a significant role in the process by which decisions are made concerning the allocation of time and resources to various subject areas.
However, to assume this responsibility, schools and districts must provide teachers with the opportunity to be leaders. Working as colleagues, teachers are responsible for designing and implementing the ongoing professional development opportunities they need to enhance their skills in teaching science, as well as their abilities to improve the science programs in their schools. Often they employ the services of specialists in science, children, learning, curriculum, assessment, or other areas of interest.
In doing so, they must have the support of their school districts. The National Science Education Standards envision change throughout the system. The teaching standards encompass the following changes in emphases:. Understanding and responding to individual student's interests, strengths, experiences, and needs.
Focusing on student understanding and use of scientific knowledge, ideas, and inquiry processes. Supporting a classroom community with cooperation, shared responsibility, and respect. Intentional learning as a goal of instruction. In Knowing, Learning, and Instruction: Essays in Honor of Robert Glaser, L. Lawrence Erlbaum and Associates. The advancement of learning. Guided discovery in a community of learners. A Science of Learning in the Classroom. The Epigenesis of Mind: Essays on Biology and Cognition.
Making the System Work. In This Year in School Science Papers from the Forum for School Science. American Association for the Advancement of Science. Challenges for Policy and Practice. Standards of Practice for Learner Centered Schools. National Center for Restructuring Schools and Learning. In Advances in Instructional Psychology, R. Integrating Cognitive Theory and Classroom Practice. Professional Standards for Teaching Mathematics.
Enhancing Human Performance, D. Biology Education in the Nation's Schools.
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Education and Learning to Think, L. Educating the Reflective Practitioner: Knowledge and teaching foundations of the new reform. Harvard Education Review, 57 1: Americans agree that our students urgently need better science education. But what should they be expected to know and be able to do? Can the same expectations be applied across our diverse society?
These and other fundamental issues are addressed in National Science Education Standards --a landmark development effort that reflects the contributions of thousands of teachers, scientists, science educators, and other experts across the country. The National Science Education Standards offer a coherent vision of what it means to be scientifically literate, describing what all students regardless of background or circumstance should understand and be able to do at different grade levels in various science categories.
These standards reflect the principles that learning science is an inquiry-based process, that science in schools should reflect the intellectual traditions of contemporary science, and that all Americans have a role in improving science education. This document will be invaluable to education policymakers, school system administrators, teacher educators, individual teachers, and concerned parents.
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National Science Education Standards. The National Academies Press. Chapter 3 Science Teaching Standards. Page 28 Share Cite. The standards for science teaching are grounded in five assumptions. The decisions about content and activities that teachers make, their interactions with students, the selection of assessments, the habits of mind that teacher Teachers must have theoretical and practical knowledge and abilities about science, learning, and science teaching.
Page 29 Share Cite. Page 30 Share Cite. Page 31 Share Cite. For example, in Cleveland, the study of Lake Erie, its pollution, and Inquiry into authentic questions generated from student experiences is the central strategy for teaching science. Page 32 Share Cite. Page 33 Share Cite. Teachers of science constantly make decisions, such as when to change the direction of a discussion, how to engage a particular At all stages of inquiry, teachers guide, focus, challenge, and encourage student learning.
Page 34 Share Cite. Page 35 Share Cite. Page 36 Share Cite. Page 37 Share Cite. Students with physical disabilities might Teachers who are enthusiastic, interested, and who speak of the power and beauty of scientific understanding instill in their students some of those same attitudes. Page 38 Share Cite. Analyze assessment data to guide teaching.
Guide students in self-assessment. Page 39 Share Cite. Science Olympiad This example illustrates the close relationship between teaching and assessment. Students make and record observations. Performance, public, authentic, individual.
The Skillful Teacher: Building Your Teaching Skills by Jon Saphier
Page 40 Share Cite. Measuring Wind Speed a. Task cards with directions b. Place the wind gauge at position D-4 on the grid. Place the fan at position G-6 facing the wind gauge. Turn the fan on to medium speed. Roll each cylinder down the incline. Task card with directions b. I read this for class and am keeping it. Lots of good practical information for the teacher in training. This book is the cornerstone of all of my teacher development work.
If there was such a thing as the "bible of teaching," this would be it. Sep 02, Darby rated it liked it Shelves: Extremely helpful for teachers. Most of my issues with this text are with my former school's tendency to raise this text up as a holy text for education. As long as the reader has a moderate view of this book, I think it is an excellent tool for understanding the profession and becoming a better, more efficient educator.
Jul 19, Christina rated it really liked it.
Some of the chapters Clarity stands out were written with a pretty snarky tone as if the authors were clearly judging teachers who were trying to get through to students but not succeeding. Otherwise, this is an excellent resource for new teachers and I will be holding on to it for a long time. Dec 14, Michele rated it it was ok. A lot of general information collected in one location. Used this text with my secondary MAT students. It was chosen before I started teaching the class. For folks who know little about teaching, it's a very useful handbook.
The students seemed to agree. Apr 10, Kirstin rated it it was amazing. If it's wasn't one of my text books I would love it a whole lot more. However really great information. Aug 02, Alfonso rated it really liked it. Wonderful book, an excellent overview in teaching. Great for new or experienced teachers. This would be a great book for young teachers or college students in teacher prep programs. Lots of resources and different theories on educational practice.
Aug 02, James added it. Great fundamental teaching resource. Tran rated it did not like it Dec 22, Kanika rated it really liked it May 20, You already recently rated this item. Your rating has been recorded. Write a review Rate this item: Preview this item Preview this item. Research for Better Teaching, Inc. This book has become a standard text in many teaching courses. Each chapter focuses on one of sixteen different areas of classroom performance. Numerous examples are provided to illustrate the teaching approaches being discussed.
Chapter-by-chapter bibliographies provide additional sources for further research. Allow this favorite library to be seen by others Keep this favorite library private. Find a copy in the library Finding libraries that hold this item Internet resource Document Type: Reviews User-contributed reviews Add a review and share your thoughts with other readers. Add a review and share your thoughts with other readers. Similar Items Related Subjects: Linked Data More info about Linked Data.