A Professional Learning Community Activity for Science Teachers: How to Incorporate Discourse-Rich Instructional Strategies into Science Lessons

Autor/inn/en	Lewis, Elizabeth; Baker, Dale; Watts, Nievita Bueno; Lang, Michael
Titel	A Professional Learning Community Activity for Science Teachers: How to Incorporate Discourse-Rich Instructional Strategies into Science Lessons
Quelle	In: Science Educator, 23 (2014) 1, S.27-35 (9 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1094-3277
Schlagwörter	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 + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Community; Teaching method; Lehrmethode; Unterrichtsmethode; Lesson planning; Unterrichtsplanung; Ablaufplanung; Planungsprozess; Klassengespräch; Language skill; Sprachkompetenz; Learning process; Lernprozess; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Wasser; Lernaktivität; High school; Oberschule
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. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10